Coaching and working memory Doyle & McDowall slide share version
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Overview of our systematic review of the literature around learning interventions to improve working memory (WM) rather than computerised training
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Coaching and working memory Doyle & McDowall slide share version
- 1. Academic excellence for business and the professions Nancy Doyle CPsychol. AFBPsS Dr Almuth McDowall CPsychol. AFBPsS Does Coaching Improve Working Memory? A Narrative Systematic Review.
- 2. Working Memory….. Baddeley and Hitch
- 3. Why are Practising Occupational Psychologists interested? Work Performance Disability Reasonable Adjustments • Concentration • Open Plan • Instructions • Equality Act 2010 • Hidden disability • Neurodiversity • Access to Work • Environmental adjustments • Coaching Support Difficulties in memory are specifically noted in the Equality Act but that many people don’t understand WM and how it is relevant to development neurodiverse conditions such as dyslexia, ADHD but also ABI, MS, Mental Health etc Current practice through Access to Work is to offer coaching support – over 8000 clients per year for neurodiversity progressive illness and Mental Health(Gifford, 2011)
- 4. Working Memory Research Currently predominantly focused on cognitive training via computer Which does not help us in the field since 1) this is not yet creating “far transfer” (i.e. gains in educational or workplace performance) and 2) it’s not what we deliver in practice Practice has moved on without an evidence base, research is not focused on practice. Sound familiar?
- 5. Narrative Systematic Review using CIMO Context: Adults Intervention: Coaching Mechanism: Stress Management? Metacognition? Outcome: Does it improve WM? Denyer and Tranfield, 2009 point of which is to develop theory about how and why programmes work
- 6. Extraction Studies Context Intervention Mechanism Outcome Alloway & Warner (2008) DCD Group coaching Rehearsal d = 0.97 Ariës et al. (2014) study 1 Education incl. Dyslexia Peer coaching to supplement computerised training Metacognition r = .57 Ariës et al., (2014) study 2 Education incl. Dyslexia Peer coaching only Metacognition Not significant (NS) Chambers et al. (2008) Neurotypical Peer coaching Metacognition and Stress Management r= .25 Craik et al. (2007) MCI Group coaching Not reported NS Jha et al, (2010) Military experiencing high stress Group coaching + peer Metacognition and Stress Management d =0.97 Miranda et al.(2011) ADHD Small group coaching + 1:1 Metacognition and self- regulation n2=.125 Moro et al., 2012 MCI Small group coaching + 1:1 Metacognition d = 1.33 Moro et al., 2015 MCI Small group coaching + 1:1 Metacognition d = 1.23 Zeidan, et al., 2010 Neurotypical Group coaching Stress management NS Zylowska et al. 2008 ADHD Group coaching Self-regulation NS
- 7. Albert Bandura Social Cognitive Learning Theory • Knowledge transfer • Self Awareness “Verbal persuasion” • Vicarious Learning • Role models “Social modelling” • Mastery experiences “Self-efficacy” We noted that three of the NS studies were the shortest in terms of delivery time, and the 4th (Aries study 2) offered no practice We noted that metacognition and rehearsal opportunity, in context, produced a consistently strong result We noted that all of the successful interventions followed a similar process of discussion, followed by group discussion and interaction with peers and practice in the context from which they originate. This reminded us of……
- 8. What does it all mean? Context •Neurodiverse •Workplace •Interestingly all social contexts Intervention •SCLT compliant •Sufficient practice time •Group vs 1:1 •Can SCLT 1:1 protocols achieve same results? Mechanism •Metacognition •Stress reduction •Can we measure meta-memory alongside intervention to learn more about the metacognition mechanism? Outcome •Increased WM •Increased positive affect •Can we translate to work performance as mastery was contextualised?
- 9. And who are Psychologists anyway? There’s a lot of white haired social psychs from the 70s and 80s still ruling the roost despite our current obsession with neuroscience…. But in all seriousness, we must hang on to our identity of psychology as the interaction between the brain and it’s environment, rather than single focus on the brain as the solution to all our problems….. It’s going to be hard to increase WM with repetitive games. Dyslexic Children develop an identity when they enter the classroom that is embedded – they are the kid who can’t listen, the kid who gets it wrong, the kid who forgets. The same is true in the workplace and with careers. Before I get started on some more white haired psychs from the 70s (“coughs Tajfel and Turner…. Coughs Social Identity Theory) Let us leave it there!
Editor's Notes
- Brief Explanation of Working Memory – do a quick digit span as a reminder to audience Small comment about how satisfying it must have been to do all your theoretical development in the 80s before fMRI and then for fMRI to prove you correct!
- All the ways in which WM deficits affect the workplace (Alloway, Gathercole & Kirkwood 2008) Discuss how difficulties in memory are specifically noted in the Equality Act but that many people don’t understand WM and how it is relevant to development neurodiverse conditions such as dyslexia, ADHD but also ABI, MS, Mental Health etc Current practice through Access to Work is to offer coaching support – over 8000 clients per year for neurodiversity progressive illness and Mental Health(Gifford, 2011)
- Predominantly focused on cognitive training via computer Which does not help us in the field since 1) this is not yet creating “far transfer” (explain what this is) and 2) it’s not what we deliver Practice has moved on without an evidence base, research is not focused on practice. Sound familiar?
- Narrative Synthesis Review – Denyer and Tranfield, 2009 point of which is to develop theory about how and why programmes work Our Extraction focused on adults wherever possible although included 5 studies of in education, simply a pragmatic measure as well matched in terms of participants and interventions All studies included a recognised, standardised measure of WM as a dependent variable and then we interpreted the mechanisms by which this had occurred through reading the intervention description and the record of their other DVs, for example PANAS
- We noted that three of the NS studies were the shortest in terms of delivery time, and the 4th (Aries study 2) offered no practice We noted that metacognition and rehearsal opportunity, in context, produced a consistently strong result We noted that all of the successful interventions followed a similar process of discussion, followed by group discussion and interaction with peers and practice in the context from which they originate. This reminded us of……
- Talk through each section, how all the good studies contained an element of group discussion that was lead by an expert being lead through exercises to learn metacognition through mindfulness, meta-memory and/or self-regulation Developing those skills with 1:1 or peer coaching or through own practice Applying those skills back in original context away from training space, before coming back to reflect and troubleshoot as a group
- Round up of Questions for future research to answer 1 – group vs 1:1 protocol. If SE is the goal, can we build this into 1:1 coaching (yes) 2 – develop our awareness of metacognition – Bor’s synaethesia study 3 – work place performance measures of ‘far transfer’
- But what does it all mean and who are we anyway? Make joke about a