Newsletter Archive

SEPTEMBER 2009

Executive Function at Work, Part One: Improving Short-Term Memory

Executive function deficits account for many of the workplace difficulties of individuals with Asperger's Syndrome and Nonverbal Learning Disorder (NLD). Executive function relates to a person's ability to plan, prioritize, manage time, comprehend the big picture, change course and make good decisions. This month's topic is improving short-term memory. It is the first in a series of articles about managing executive function challenges at work.
 
 
Short-term or working memory refers to information the brain stores temporarily for immediate use. Remembering to follow through on tasks after leaing a meeting is an example of using short-term memory. Long-term memory refers to information that the brain stores permanently for future use. Recalling data from a professional event you attended three years ago is a function of long-term memory.
 
For many individuals with Asperger's Syndrome and NLD, poor short-term memory negatively impacts job performance. The ubiquitous vocational requirement to multi-task, for example, requires rapid attention shifting and good short-term memory to keep track of all the input.
 
Although short-term memory can't be fixed, there are techniques that can improve it. Although the following ideas may not be feasible in every job situation, you will likely find at least one or two that you can implement.  
 
Create a quiet work space and limit interruptions during the day. Depending on your job, you may be able to close your door or post a "do not disturb" sign outside of your cubicle so that you can work uninterrupted for a period of time. If you are in the middle of an important task and a co-worker interrupts, ask politely if you can connect at a later time: "I am working on deadline right now ... can we talk at 3:00?" (Note that in most workplaces it is expected that you will stop what you are doing if the person interrupting is your supervisor or a senior executive.)
 
Another way to manage interruptions is to schedule two or three specific times per day for checking voice- and e-mails. Turning off the email notification system on your computer lessens the temptation to read and reply to messages as they come in. You can reduce auditory distractions by wearing noise-cancelling headphones or using a white-noise machine. 
 
Utilize your preferred learning style whenever feasible. Visual learners, for instance, do best when information is presented in charts, diagrams and photographs. Written instructions and color coding are useful to visual learners. Auditory learners prefer lectures, audio recordings and discussions. Repeating information aloud often helps them retain it better. Tactile/kinesthetic learners prefer demonstrations and hands-on learning. Writing sequential steps on individual cards and placing the cards in order can speed learning. (For more on learning styles visit www.ldpride.net/learningstyles.MI.htm)
 
Look for connections to what you already know about a particular situation or person. If you're writing a training document, for example, write down the essential characteristics and elements that are found in training manuals. Then fill in the details of your specific project. 
 
Practice information "chunking." The average (neurotypical) adult can store about seven pieces of information in their short-term working memory. Categorizing small pieces of information into chunks uses less short-term memory capacity and aids recall.
 
A classic example of chunking is the telephone number. The sequence 9782985186 is difficult to remember. But when the digits are categorized into area code, prefix and line number, recall is much easier: (978) 298-5186.
 
Here is an example of how this technique can be used on the job. Lynn works at a restaurant and struggled to remember the details of various tasks. Setting a table for lunch involved a long sequence of items: knife, fork, spoon, placemat, lunch plate, butter plate, coffee cup and saucer, water glass, napkin. Lynn often forgot one or two items for the table settings.   
 
She then categorized the individual items as "a place setting." She formed a visual picture in her mind of the end product (a complete table setting) which effectively cut the pieces of data in her working memory from ten to one. 
 
Think about categories that you can create for tasks that you perform. Visual reminders such as photographs or icons can help you remember what the finished product should look like. (Google Images has graphic examples of just about everything!) 
 
Create routines instead of relying on short-term memory to plan daily activities. Repetition allows information to move to permanent storage in long-term memory.
 
Write things down. The physical act of writing aids memory. Some of my clients carry small pads with them during the day for this purpose. 
 
Investigate some of the technologies available for scheduling and organizing. 
 
Finally be aware that stress, anxiety and fatigue make it hard to concentrate and affect memory. Adding periods for exercise and relaxation to your day will increase productivity. 

© 2009 by Barbara Bissonnette, Forward Motion Coaching