Individual Differences in Working Memory

Why do some students remember more details than others?

Research suggests that students who use varied memory strategies engage different brain networks that can affect recall.

Memory plays a crucial role in how students retain information, but not all students remember things in the same way.

In a research paper, Individual differences in spatial working memory strategies differentially reflected in the engagement of control and default brain networks (Suljic et al., 2024)

In spatial tasks (such as recalling a location or visual detail) students may use one of two strategies.

They either use a fine-grained, detailed memory, which is more precise but demanding, or they rely on categorical memory, which groups information into broader categories.

Each strategy has strengths and weaknesses; new research suggests these strategies activate different brain networks.

1. Fine-grained memory is cognitively expensive and requires attention and focus
2. Categorical memory is quicker but can lead to errors.

Understanding these approaches helps teachers plan tasks that play to students’ memory strengths and manage their cognitive load.

Know how students learn

Knowing how students store and recall spatial information can help teachers design better lessons.

Fine-grained memories (those rich in detail) require more brainpower as they engage the attentional and control centres in the brain. Categorical memory, on the other hand, engages less of the brain’s cognitive systems, making it easier but less accurate.

The brain networks associated with these strategies vary significantly, with the cingulo-opercular, dorsal attention, and frontoparietal networks driving fine-grained recall, while default brain networks often remain disengaged. Now, I would not consider myself a cognitive neuroscientist, but I am starting to recognise some of these scientific/anatomy terms, and my schema is starting to develop. I know what some of these fancy words mean!

The difference is that teachers must adapt their strategies, offering tasks that require attention to detail AND broader, easier–to–remember categories, especially when teaching.

Encourage students to flex both types of memory

Teachers can leverage this research in their classrooms by creating tasks that encourage students to flex both types of memory. For example, tasks that focus on fine-details, such as labelling parts of a map or sketching from memory challenge the attentional networks. Pair this with less cognitively demanding tasks, such as grouping geographical features by region or type, to support students who may struggle with detail. Teachers could also introduce quizzes to strengthen fine-grained memory over time.

The goal is balance: building lessons that move between detailed precision and broader, easier-to-handle categories.

Reflection questions for teachers

1. How do teachers adapt lessons to challenge both detailed and broad recall?
2. Do teachers regularly ask students to recall specific details, and is there support for those who struggle?
3. How do teachers encourage students to group or categorise information when appropriate?
4. Do teachers mix up tasks, moving between fine-grained details and broader concepts in their lessons?
5. Are teachers aware of the cognitive load they place on students when asking them to recall detailed information?
6. How might teachers reduce the cognitive burden on students using fine-grained memory strategies?
7. Can teachers integrate retrieval tasks that test both specific and categorical recall into everyday lessons?
8. How could these strategies be applied differently in primary school compared to secondary school settings?
9. How do school leaders support teachers in developing memory-friendly lesson plans?
10. What steps could teachers take to assess which memory strategies their students are using?

The research concludes:

Understanding how students learn can help teachers balance lessons to improve memory and recall for everyone.

Download and read the full paper.