Why I Can't Remember Things -- How ADHD Affects Working Memory

00:05:32
https://www.youtube.com/watch?v=HszXKZO_H18

Summary

TLDRThe video discusses working memory and its definition, comparing it to computer RAM. It highlights that working memory is essential for temporarily holding and manipulating information while engaging in tasks. Individuals with ADHD often have reduced working memory capacity, leading to challenges in tasks requiring sustained attention and recall. The speaker emphasizes strategies such as using lists to offload information and minimize working memory load. Additionally, the video promotes Wondrium, an educational streaming service that caters to diverse learning needs, particularly beneficial for those who may need to revisit materials flexibly.

Takeaways

  • 🧠 Working Memory: Temporary information storage essential for tasks.
  • 📊 Capacity Limits: Everyone has a limited number of 'slots' in working memory.
  • 🚀 ADHD Impact: Individuals with ADHD may experience impaired working memory.
  • 📝 Use of Tools: Lists and planners help manage information overload.
  • 👩‍🏫 Teacher Strategies: Writing questions down aids students with memory difficulties.
  • 📺 Wondrium: An educational platform enriching learning through structured courses.
  • 🔍 Flexible Learning: Wondrium allows revisiting lessons easily for ADHD learners.
  • 🌐 Information Management: Turning off notifications helps focus in ADHD individuals.
  • 👥 Providing Support: Understanding working memory can lead to better support for those with ADHD.
  • 🎉 Learning Enjoyment: Exploring topics of interest can motivate continuous learning.

Timeline

  • 00:00:00 - 00:05:32

    The episode begins by introducing the concept of working memory, comparing it to computer RAM. Working memory is described as the capacity to hold information temporarily while performing tasks, with a focus on its importance for tasks like mental math and reading. The limited nature of working memory slots is highlighted, particularly for individuals with ADHD, who may find that their ability to hold onto information is impaired, especially in verbal or auditory tasks. Examples demonstrate how individuals with ADHD struggle to manage information flow in educational settings compared to neurotypical students. Strategies like using lists and minimizing distractions are suggested to help mitigate working memory challenges, emphasizing that these issues stem from working memory limitations, not a lack of intelligence or effort.

Mind Map

Video Q&A

  • What is working memory?

    Working memory is our ability to hold information temporarily while we work with it.

  • How does working memory relate to ADHD?

    Individuals with ADHD often have impaired working memory, resulting in fewer slots for information.

  • What tools help manage working memory?

    Lists and planners are recommended to help save working memory for actively needed information.

  • Why do people with ADHD struggle with attention?

    ADHD affects attention regulation, making it harder to hold on to information.

  • What is Wondrium?

    Wondrium is a subscription-based streaming service offering educational courses and documentaries.

  • How can Wondrium benefit those with ADHD?

    Wondrium's flexible courses allow individuals to learn at their own pace and revisit material easily.

  • What are executive functions?

    Executive functions are cognitive processes that include working memory, attention regulation, and decision-making.

  • What should teachers do to help students with working memory issues?

    Teachers can write questions on the board to aid students with memory impairments.

  • Can working memory capacity affect learning?

    Yes, limited working memory capacity can hinder learning and recall of information.

  • How can people provide support to those with ADHD?

    Understanding working memory limitations helps others provide needed support.

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  • 00:00:00
    This episode is sponsored by Wondrium.
  • 00:00:02
    Stick around to the end of the video to learn more about it!
  • 00:00:04
    Hello Brains! What’s working memory?
  • 00:00:08
    I forgot.
  • 00:00:15
    Working Memory (n) is our ability to hold information
  • 00:00:19
    temporarily in our head while we work with it
  • 00:00:21
    for a short period of time.
  • 00:00:22
    In computer terms, it’s kind of like our RAM.
  • 00:00:25
    It’s where we store information we’re actively working with --
  • 00:00:28
    either by remembering it,
  • 00:00:29
    often while paying attention to something else,
  • 00:00:31
    or doing something with it.
  • 00:00:33
    We use working memory for things like
  • 00:00:34
    remembering a number while we look for a pen
  • 00:00:36
    to write it down,
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    doing math in our head
  • 00:00:38
    or remembering what we just read.
  • 00:00:40
    Everyone’s working memory has limits.
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    We all just get a few slots.
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    And the information in those slots goes away pretty quickly
  • 00:00:47
    if we don’t keep thinking about it.
  • 00:00:49
    To make space for new information.
  • 00:00:50
    Which is fine.
  • 00:00:51
    Most of the information we think about
  • 00:00:53
    in a day we don’t actually need to remember long term,
  • 00:00:56
    and if we do need to remember it,
  • 00:00:58
    we can save it to our hard drive through
  • 00:01:00
    techniques like “studying.”
  • 00:01:01
    While our long term memory (or “hard drive”) is typically just fine,
  • 00:01:05
    Working memory is often impaired in ADHD --
  • 00:01:08
    we essentially get fewer slots --
  • 00:01:10
    especially when it comes to verbal/auditory working memory,
  • 00:01:13
    which includes things like reading or
  • 00:01:14
    remembering what someone said.
  • 00:01:16
    This is why we get a lot of comments of
  • 00:01:18
    "Did anybody else need to rewind this video?"
  • 00:01:20
    Understandably, this can interfere with our ability to
  • 00:01:23
    encode information into long term storage
  • 00:01:26
    So we can remember it later.
  • 00:01:28
    It can also interfere with simple everyday tasks
  • 00:01:30
    like answering a question a teacher just asked.
  • 00:01:33
    As an example,
  • 00:01:34
    let’s this neurotypical student
  • 00:01:35
    has a working memory capacity that allows her to temporarily
  • 00:01:38
    hold onto 4 pieces of information --
  • 00:01:40
    essentially, 4 slots. And this student with ADHD has 3.
  • 00:01:44
    Now imagine the teacher asks a question
  • 00:01:46
    followed by 3 possible answers.
  • 00:01:48
    The neurotypical student might be able
  • 00:01:50
    to answer the question no problem.
  • 00:01:52
    But by the time the teacher
  • 00:01:53
    got to the third possible answer,
  • 00:01:55
    the ADHD student already forgot the question.
  • 00:01:58
    Even if our working memory isn’t impaired,
  • 00:02:00
    our difficulty with attention regulation
  • 00:02:02
    means the information in those slots can get kicked
  • 00:02:04
    out a lot more easily as we start attending to other thoughts.
  • 00:02:08
    And even if we have the same working memory capacity
  • 00:02:10
    AND we manage to ignore
  • 00:02:12
    that thought that popped into our head so we can stay focused,
  • 00:02:15
    those with ADHD have to spend more effort
  • 00:02:17
    actively directing their attention and actions
  • 00:02:19
    than their neurotypical peers --
  • 00:02:21
    Which means we’re taking up
  • 00:02:22
    working memory slots for things like
  • 00:02:24
    remembering to sit still.
  • 00:02:26
    None of these situations are because
  • 00:02:27
    we aren't smart, or aren't trying hard enough.
  • 00:02:29
    It's about working memory.
  • 00:02:30
    This is why lists and planners are often
  • 00:02:33
    recommended for those with ADHD --
  • 00:02:35
    not because it’s easy for us to use them,
  • 00:02:37
    but so we can save our working memory slots
  • 00:02:39
    for information we’re actively working with
  • 00:02:41
    rather than taking them up with things
  • 00:02:42
    we just don’t want to forget.
  • 00:02:44
    It's also part of why we need to turn off notifications
  • 00:02:46
    and put away distractions.
  • 00:02:48
    So stuff doesn't take up working memory
  • 00:02:50
    that doesn't need to.
  • 00:02:51
    So if you’re a teacher,
  • 00:02:52
    you probably have students in your class who struggle
  • 00:02:53
    with working memory,
  • 00:02:55
    so it can really help to write questions on the board.
  • 00:02:57
    If your friend writes something down while you’re talking,
  • 00:02:59
    that might not be them not paying atteion,
  • 00:03:02
    that might be them clearing their working memory
  • 00:03:03
    so they can focus on what you’re saying.
  • 00:03:05
    And now that I understand my working memory is quite impaired,
  • 00:03:08
    I often ask a friend things like
  • 00:03:10
    my working memory sucks,
  • 00:03:11
    can you read me the card number while I type it in?”
  • 00:03:13
    Working memory is just one of the executive functions
  • 00:03:15
    that can be impaired in ADHD --
  • 00:03:17
    for more, check out this playlist!
  • 00:03:19
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  • 00:04:27
    I always kind of assumed it's because the heat
  • 00:04:29
    is making the water in the sauce evaporate,
  • 00:04:31
    but it's actually because there are compact
  • 00:04:33
    starch granules in the flower,
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    and heat and water makes those starch granules expand.
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    Kind of like my mind after watching that video.
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Tags
  • Working Memory
  • ADHD
  • Education
  • Wondrium
  • Learning
  • Cognition
  • Executive Functions
  • Memory
  • Attention Regulation
  • Study Techniques