Working Memory and Inference Generation

School Psychology International School Services

The Common Core State Standards, in the USA, has standards related to inference generation, for example read closely to determine what the text says explicitly and to make logical inferences from it and cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. These are excellent educational standard; however, they are often difficult for children with a working memory deficit or disability to achieve along with their peers.

Readers or listeners need to maintain a similitude of recently processed information in working memory to make automatic on-line (while reading or listening) referential and logical/causal inferences. Inferences are connections made between separate parts of the text or discourse, creating a coherent model for comprehension. Referential inferences often integrate category exemplars, synonyms, and pronouns. For example, working memory load in comprehension is reduced in "John is cold. John put on his jacket." In contrast, working memory load is increased by "John is cold. He put on something warmer." Logical/causal inferences establish explanations or links between separate events in a text or discourse. For instance, working memory load is reduced in "The wind was blowing very hard. The wind broke the string to the boy's kite." In contrast, working memory load is increased in "The wind was blowing very hard. The boy's string to his kite broke." In these examples, we are assuming close proximity of the elements in the text or discourse.

Working memory is a fundamental cognitive process in learning and memory along with attention, processing speed, long-term memory, and sensory-motor, all of which can affect inference generalization. Inference generation is also related to vocabulary development, reading or listening fluency, prior knowledge (conditioned organization of knowledge in long-term memory), and executive functioning. A Psychological Educational Evaluation can establish the role a student's working memory is playing in support of comprehension or if it is a barrier to comprehension, targeting data-driven accommodations, modifications, and interventions to bring a student to their full learning potential.

I have a tested axiom in special education, it is easier to remdiate a deficit or disability than it is to remdiate a history of disorganized learning.

Email