inTuition taster article: Memory boost

Retrieval, recall, memory and focus can be challenging for all adult learners as they bravely return to the classroom. But, for those with ADHD, these challenges can be more pronounced. By addressing the known challenges associated with ADHD, such as memory and focus, through an inclusive, whole-classroom teaching and learning approach, we can benefit all learners.

This small-scale, practitioner-led enquiry aims to explore current developments in neuroscience relating to memory enhancement and focus optimisation, with the aim of identifying, developing and practising strategies to support and help learners into work or higher education.

What does the science say?

According to research by the Attention Deficit Disorder Association (ADDA, 2023), memory challenges associated with ADHD are attributable to differences in the activation of various parts of the brain. The tendency for the ADHD brain to rapidly switch from one thought to another presents challenges in terms of capturing, organising, imprinting and recalling information.

One study (Kofler et al, 2020) suggests that ADHD often presents with issues with ‘working memory’, which is used to achieve everyday tasks. Our ‘working memory’ retrieves information from short-term memory, which holds information for only a short, limited time (Rees, 2023).

Furthermore, the 2020 study suggests that ADHD can be linked to experiencing problems with visuospatial short-term memory.

Additionally, Langmaid (2022) notes that, although it is widely recognised that those with ADHD experience issues with ‘working memory’, problems associated with ‘long-term memory’ are often attributable to ineffective processing of information and organising it. It is not that memories are lost but that they are not effectively formed.

Figure 1: Recall of ADHD learners

The study

The participants in this small-scale study were a cohort of adult education students studying an Access to HE diploma to facilitate progression to undergraduate study (18 in total). The cohort ranged from ages 22 to 54, and three had a pre-disclosed official diagnosis of ADHD, while two articulated they had been referred for diagnosis via their GP.

A recent report by ADHD UK (2023) notes that NHS waiting times for adult ADHD referrals range from 12 weeks to 550 weeks across the country, correlating with a rapid increase in adult ADHD diagnosis (Smith, 2024). The intervention activities were deemed to be potentially effective for the entire cohort, with more specific and nuanced potential benefits for those ADHD neurodivergent learners.

The intervention strategy was integrated into teaching and learning sessions for five to 10 minutes at the start of each session, over three consecutive days, three sessions a week, over a three-week period.

Week one: Visual associations

As noted by Kwik (2020), association is the key to memory. To remember something, it needs to be associated with something already known.

Learners were given a list of 10 words and asked to recall them in order on a piece of paper. While people often remember the first and last words, it is crucial to consider the other words that are recalled. These words typically have a particular quality or meaning to the individual, forming an association (Kwik, 2020).

Learners were then tasked with creating a story using these 10 words, incorporating each word in sequence.

Afterwards, learners were instructed to visualise the details of the story, ensuring each word was vividly linked within it. This process emphasised the use of extensive imaginative detail, including the creation of visual images.

The list of 10 words was then re-created by the learners, using the story they had created in their minds to help them remember.

Week two: Associations of place

Formal academic presentations are a key component of the assessment strategy in Access programmes. Learners are required to remember and present a substantial amount of information to their peers.

Learners were asked to identify 10 main points, key words or phrases from their presentations. Next, they were asked to recall a place they knew very well, such as their home or a familiar street.

The next step involved closing their eyes and imagining walking into a place, such as entering a room through the front door.

As participants mentally walk through the room, they identify 10 different locations, such as a table in the hallway or an armchair. The imagined path follows a straight or diagonal line from the room’s entrance to the far side.

Each of the 10 points is sequentially assigned to one of the 10 identified locations. For example, the first point (the introduction) is placed in the first location, right at the entrance of the room.

The participants continued to visually imagine placing each of the following nine points in each of the locations in the room.

The final stage involves practising recalling each point by visually recalling the imagery and the location of each one. The learners were asked to practise this technique when preparing and delivering their presentation for a formal assessment.

Week three: Spaced repetition

Mure (2023) states that this is a powerful and effective method for recall, based on retrieval practice.

The learners were given five key points/themes from the lesson taught that day and asked to review them the same evening.

They were then asked to try to remember and review the five key points two days later, then three days later and then seven days later.

Results: Visual associations

The majority of the cohort reported that this was an effective method for remembering a list of words. Most participants were able to recall more words by constructing and then visualising a story around them.

Two of the three learners who had an ADHD diagnosis moved from recalling four words to eight after using the technique. The other moved from recalling four words to 10 after using the technique.

Of the two learners who suspected they had ADHD, one moved from recalling three words to eight words post-strategy. The other recalled seven words after using the intervention technique and five before using the technique.

All of the group experienced an improvement, except one who recalled the same number of words.

Results: Associations of place

This technique was the most favoured among the cohort. Each participant was asked to provide feedback on their experiences using this technique when delivering their formal academic presentation for their module assessment.

All 18 expressed enjoying using the technique to remember 10 key points from their presentation. Two out of 18 expressed some difficulty in visualising their location clearly and in detail. Fifteen said that they felt it was very effective, three felt it was effective and one was unsure.

All of those diagnosed with ADHD and those with suspected ADHD noticed a significant improvement in focus and recall. One learner noted: “I could see each point, in each part of my living room, as I entered and walked through the room. I didn’t need to look at my presentation notes.”

Results: Spaced repetition

The results for this technique were complicated to collate and analyse due to the significant level of learner autonomy involved.

Of the cohort of 18, only six confirmed that they followed the guidance of recalling the five key points two days later, three days later and then seven days later.

A number forgot to complete the activity on day five and day seven. Of the six that completed the activity fully, all six felt it was effective and useful in recalling the five points effectively.

Conclusions

The primary objective of this study was to enable the research practitioner to investigate techniques that could potentially enhance memory and focus among adult learners, particularly those diagnosed with ADHD or who may have undiagnosed neurodiversity.

It is apparent that most of the cohort found practising the techniques enjoyable, demonstrating varying degrees of engagement and success. The most popular and effective techniques for this group were the initial two, which involved using visualisation and spatial association to aid recall.

As a result of this study, classroom practices have evolved to include enhancements in teaching methods and curriculum adjustments. These include the following points.

• Retrieval practice and memory techniques have become integral features of classroom teaching and learning activities. Learners are encouraged to use place associations to memorise their 10 slides for presentations.
• Spaced repetition is employed to reinforce key psychology terminology, with prompts provided on days two, three and seven during class sessions. These strategies aim to enhance learners’ learning efficiency and recall abilities.
• Learners are guided to use AI tools responsibly to aid in structuring their ideas and learning processes. This is particularly beneficial for learners with ADHD, as it can help with executive functioning, time management and organisation. Language models like ChatGPT can serve as memory aids, helping students log and label key points and structure their notes effectively.

In the classroom, sometimes it is the micro adjustments – the slight but carefully considered enhancements – that accumulate over time to significantly impact learners’ development and progression, both academically and holistically. As we embrace new and rapidly emerging advancements in technology and AI, the possibilities for creating truly inclusive and diverse teaching and learning spaces are exciting and limitless.

Further recommendations for practice involve developing the Access programme curriculum to integrate all three techniques as regular teaching and learning activities throughout the modules. Additionally, a more structured approach to spaced repetition should be implemented, with reminders set for completing these activities.

References

ADDA. (2023) ADHD and memory challenges: the top science-backed ways to boost your memory. See: add.org/adhd-memory-loss

ADHD UK. (2023) Report into NHS ADHD assessment waiting lists. See: adhduk.co.uk/nhs-adhd-assessments-waiting-lists-report

Kofler MJ, Singh LJ, Soto EF et al. (2020) Working memory and short-term memory deficits in ADHD: a bifactor modeling approach. Neuropsychology 34(6): 68.

Kwik J. (2020) Limitless: Upgrade Your Brain, Learn Anything Faster, and Unlock Your Exceptional Life. California: Hayhouse.

Langmaid S. (2022) Is It memory loss, ADHD or something else?

Mure J. (2023) Use spaced repetition to unlock your brain’s potential.

Rees M. (2023) What to know about the impact of ADHD on memory.

Smith A. (2024) The rise of adult ADHD.

Angela McGibbon is the Access to HE manager at Ashton Sixth Form College.

image credit: Istock