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Online Working Memory Week 2016

Online Working Memory Week is back Monday 7 to Friday 11 November 2016, and this year we are international! Join us to hear from a range of speakers on the topic of working memory from across the globe.

For those who were unable to attend, or if you would like to watch a session again the recordings and slides are now available on our recordings page


Online Working Memory Week 2016 Schedule

Please note: all presentations are in English and the starting times in GMT. 

  Mon 7th 
Session 1

Tue 8th Session 1

Wed 9th Session 1 Thur 10th Session 1 Fri 11th
Session 1
Time 11am-12pm 12-30pm-13.30pm 2pm-3pm 2pm-3pm  1pm-2pm
Title Working memory and cognition: messages for teachers on whole classroom strategies How mindset influences learning KEYS to Succeed: Cognitive and Academic Intervention Programs for Children and Adolescents Surviving Brain Tumours The Core Efficacy of Cogmed Testing Visuospatial Object-Location Binding: Evidences for Episodic Buffer
Presenter(s) David Crabtree (UK) Stina Soderqvist (Sweden) Lovetta Monteiro (Canada) Charles Shinaver Ph.D. (USA) Neander Abreu (Brazil)
Registration Register > Register >  Register >  Register > Register > 
  Mon 7th
Session 2
Tue 8th Session 2  Wed 9th   Session 2 Thur 10th Session 2 Fri 11th Session 2 
Time 2pm-3pm 2pm-3pm 3pm-4pm 3.15pm-4.15pm 2pm-3pm
Title  Cogmed Working Memory Training: An Overview What is reasonable to expect from WM training in improving academic performance? Enhancing the Learning Potential of the Clients of the Learning Disabilities Association of Saskatchewan with Cogmed What does Cogmed tell us about Brain Functioning? Working Memory dissociations in Developmental Dyscalculia
Presenter(s) Alison Winter (UK) Sissela Nutley Ph.D.(Sweden) Laurie Garcea (Canada) & Corra Roberts (Canada) Peter Entwistle Ph.D. (USA) Flávia Heloísa Dos Santos (Brazil)
Registration Register > Register > Register >  Register > Register > 
  Mon 7th
Session 3
Tue 8th Session 3 Wed 9th Session 3 Thur 10th Session 3 Fri 11th Session 3
Time Tbc 7.30pm-8.30pm Tbc  4:15pm- 5:15pm  Tbc 
Title Tbc  Mind-reading for teachers: how to tell when working memory isn’t working Tbc  Helping students with working memory deficits in the classroom  Tbc
Presenter(s) Tbc  Dr Jennie Guise (UK) Tbc Amy Gabel Ph.D.(USA) & Deirdre Metcalf (USA)  Tbc 
Register Tbc  Register > Tbc  Register >   Tbc 



Monday 7th November | UNITED KINGDOM


Date / Time: Monday, November 7,11am-12pm (Session 1)David Crabtree

Presenter(s): David Crabtree

Title: Working Memory and Cognition: Messages for Teachers on Whole Classroom Strategies.

Synopsis: In this presentation we will explore the place of working memory in cognition and its importance for classroom learning. Drawing upon contemporary research on the workings of the brain and knowledge acquisition, David will develop a model of learning for teachers to use when planning classroom activities.

The aim of the presentation is to provide a set of tools for teachers to use in whole class teaching to include all pupils. It is about the management of cognition in an environment of diverse ways of learning.



Date / Time: Monday, November 7, 2pm-3pm (Session 2)Alison Winter Oct 2016

Presenter(s): Alison Winter 

Title: Cogmed Working Memory Training: An Overview

Synopsis: This 40 minute webinar provided an introduction to Cogmed Working Memory Training, and will cover the following: 

  • What is working memory? 
  • What is Cogmed? 
  • An overview of the research available. 
  • An explanation of Cogmed's claims & evidence.


Tuesday 8th November | SWEDEN


Date / Time: Tuesday, November 8,12.30pm-1.30pm (Session 1)Stina Soderqvist

Presenter(s): Stina Soderqvist

Title: How Mindset Influences Learning

Synopsis: In this talk I will introduce the concept of mindset, which is our attitudes towards our cognitive capacities and the power we have to influence them. I will go over evidence suggesting that this attitude is of crucial importance for academic performance. Furthermore, a recent study investigating the role of mindset in working memory training will be presented. Finally, I will discuss ways in which mindset can be influenced both in the classroom and in relation to Cogmed working memory training.



Date / Time: Tuesday, November 8, 2pm-3pm (Session 2)

Presenter(s): Sissela Nutley Ph.D.

Title: What is Reasonable to Expect from WM Training in Improving Academic Performance?

Synopsis: This talk will focus on reviewing the theoretical principles underlying investigations of working memory training on academic performance. Particular focus will be on the complex relation between WM and mathematical and reading abilities during development and how these are likely to be influenced by training. I will discuss two possible routes in which training can influence academic performance, one through an effect on learning capacity which would thus be evident with time and education, and one through an immediate effect on performance on reading and mathematical tasks.



Tuesday 8th November | UNITED KINGDOM

Date / Time: Tuesday, November 8, 7.30pm-8.30pm (Session 3)

Presenter(s): Dr Jennie Guise

Title: Mind-reading for Teachers: How to Tell When Working Memory isn’t Working

Synopsis: This webinar will cover the following: 

  • Just why is working memory so important? 
  • How can we test working memory? 
  • What does low working memory look like? 
  • How can we support working memory problems in class? 
  • How can we improve memory skills?



Wednesday 9th November | CANADA


Date / Time: Wednesday, November 9, 2pm-3pm (Session 1)

Presenter(s): Lovetta Monteiro

Title: KEYS to Succeed: Cognitive and Academic Intervention Programs for Children and Adolescents Surviving Brain Tumours.

Synopsis: Keys to Succeed is a pilot study that is examining what types of support and academic interventions can help with learning difficulties – particularly problems in mathematics and working memory - in children who survive brain tumours. This presentation will outline details of the study which is being conducted at The Hospital for Sick Children in Toronto, Ontario.



Date / Time: Wednesday, November 9, 3pm-4pm (Session 2)

Presenter(s): Laurie Garcea & Corra Roberts

Title: Enhancing the Learning Potential of the Clients of the Learning Disabilities Association of Saskatchewan with Cogmed

Synopsis: The Learning Disabilities Association of Saskatchewan (LDAS) has been providing services to children and adults with learning and attention disorders for over twenty years. These services are divided into 4 main categories: Educational: (Individualized Tutoring and GED upgrading); Social-Emotional Support: Counselling and Coaching; Employment: WorkPlacement; and Neuroplasticity: Neurofeedback, Arrowsmith, and Cogmed. As a program that enhances working memory, Cogmed plays an integral role in helping the clients of LDAS maximize their learning potential and achieve their goals. This presentation will highlight the role of Cogmed within the LDAS constellation of services. The session will provide information from a Cogmed practitioner on the experience of delivering the program, as well as specific student success. 


Thursday 10th November | UNITED STATES 


Date / Time: Thursday, November 10, 2pm-3pm (Session 1)

Presenter(s): Charles Shinaver Ph.D.

Title: The Core Efficacy of Cogmed

Synopsis: Cogmed working memory training, as its name implies, is a program for training working memory. We consider improving working memory to be the “core efficacy” of Cogmed. Presently 35 peer reviewed published studies bolster this claim. It is not just the volume of data, but as is often the case in new research endeavours in psychology and education, pilot studies and smaller scale studies usually precede larger, better designed, later confirmation studies. This has been the case with Cogmed and data supporting the conclusion that it improves both visual spatial and working memory. Articulating the implications of this finding is the focus of this webinar. This will include defining working memory in context of other memory functions. We will briefly distinguish this from improved attention, the second most supported effect of Cogmed. We will also consider data related to the length of time these effects have been found to last. And finally we will consider possible implications of this striking finding that working memory can be improved as it relates to: the decline of working memory over the lifespan, how working memory deficits relate to a number of mental health disorders and the educational implications of working memory. Data will guide our discussion of these topics and as one might guess this webinar opens up the consideration of several other areas of inquiry, but cannot be exhaustive in a data review of them all. We will simply re-emphasize the critical finding that working memory can be improved and the far-reaching implications of this finding which we expect will pre-occupy researchers, clinicians and educators for decades.



Date / Time: Thursday, November 10, 3.15pm-4.15pm (Session 2)

Presenter(s): Peter Entwistle Ph.D.

Title: What Does Cogmed Tell us About Brain Functioning?

Synopsis: This webinar will focus on the research looking at brain functioning. We will review early neuro-physiological research findings from Westeberg, Klingberg, Olesen, Brehmer, and Soderqvist and more recent studies by Astle and Caeyenberghs in the UK. The webinar is focused upon this burgeoning area of research with several Cogmed-specific studies. What do these studies say about the brain? Is there evidence of brain plasticity? Do we become more efficient as we perform these tasks? Is there a change in the structure of brain networks? These questions will be explored in this presentation.



Date / Time: Thursday, November 10, 4.15pm-5.15pm (Session 3)

Presenter(s): Amy Dilworth Gabel PhD & Deirdre Metcalf

Title: Helping Students with Working Memory Deficits in the Classroom

Synopsis: What does it mean for a teacher when a clinician reports that a student experiences difficulties with working memory?  What do these deficits look like in the classroom versus how they might be described by a clinician?  And, what are your next steps as a teacher to help the student achieve better outcomes? Join us for this session where we will address these questions and more!



Friday 11th November | BRAZIL


Date / Time:  Friday, November 11, 1pm-2pm (Session 1) 

Presenter(s): Neander Abreu

Title: Testing Visuospatial Object-Location Binding: Evidences for Episodic Buffer

Synopsis: Episodic buffer is potentially involved in formation and recovery of visuospatial object-location binding. During this talk, I will present evidences of episodic buffer capacity for visuospatial elements using a new ecological test. Discussion about episodic buffer through development is proposed and how it can influence our view of working memory capacity functioning.



Date / Time: Friday, November 11, 2pm-3pm (Session 2)

Presenter(s): Flávia Heloísa Dos Santos 

Title: Working Memory Dissociations in Developmental Dyscalculia

Synopsis: In order to mentally calculate 12 x 8 a person needs to store and manipulate numerical information, and also recall numerical facts from long-term memory. The working memory capacity predicts the mathematical performance. The model of von Aster and Shalev assumes interactions between these skills because the acquisition of the numerical cognition systems relies on working memory development. In fact, functional neuroimaging studies indicate that numerical facts and the working memory have shared the same neural substrate: fronto-parietal connections. However, correlational studies show that the engagement of the working memory in arithmetic tasks does not entirely explain children’s performance. Under the working memory domain some factors as task modality (verbal vs visuospatial), type of processing (serial recall, updating, and inhibition), and type of stimuli (numerical and non-numerical) are rarely discussed. In this conference we will present dissociations in measures of Working Memory capacity in children with Developmental Dyscalculia aiming to understand whether the working memory capacity could influence the severity (standard deviations) and the extension (identify numerical systems) in numerical cognition deficits. Disentangling working memory dissociations is crucial to classify the phenotypes, to plan appropriated interventions, and to infer prognosis in children with Developmental Dyscalculia.



You can also access the Recordings and Slides from Online Working Memory Week 2015 on our recordings page.



Last updated: November 11, 2016 

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