Sensory Memory

According to the graphic representation of cognitive processing,  information that the student's 5 senses attend to enters the sensory memory. Therefore, to prevent &/or address sensory memory problems difficulties in the student's senses must be identified and addressed with a variety of interventions (e.g., medical, instructional modifications, differentiated instruction, assistive technology, etc.).

In addition, since most teaching and learning in school relies on linguistic representations (e.g., teacher verbally instructing student &/or student reading about the subject matter), when a student experiences difficulties with language mediated tasks the instructional material may not be represented in his/her sensory memory. Special education evaluations and corresponding reports, as well as the PLAAFP statements on the IEP should identify these problems. Also, recommendations on special education reports, as well as supplementary aids and services for the student with a disability should consider utilizing nonlinguistic representations.

However, the following cautions must be noted:

1. The sensory data must capture the student's attention well enough to allow him/her to become consciously aware of it, because it's only held in the sensory memory for a fraction of a second. Consequently, in order for this information to enter the student's working memory and not be forgotten the student must pay attention to it. Therefore, to prevent &/or address sensory memory problems, stakeholders need to consider the interaction between an external stimuli and a student's attention included in this hyperlinked resource.

2. What actually enters the sensory memory is not a neutral, objective representation of what exists in the external world, but the student's perception of it. These perceptions are colored by past experiences stored in memory and by current expectations. In fact, substantial distortions can occur to make a perceived item fit those experiences and expectations.