Jungle Memory really works, University of Stirling

Working memory is the brain’s ‘post-it note’. It refers to our ability to remember and work with information. Scientific studies find that working memory is more important than IQ in determining success in the classroom.

 

Working memory difficulties are found in individuals with dyslexia. So the question is: if we improve working memory in those with dyslexia, can we expect to see improvements in learning indicators as well? The answer is Yes.

 

A bigger working memory (or bigger ‘post-it-note’) means that you have a better ability to remember and work with information. Individuals with dyslexia have a smaller ‘post-it-note’ compared to their peers. This means they find it challenging to remember instructions, words, and other language-related activities. As a result, they can end up falling behind their peers in the classroom.

 

 

 

 

 

 

What is more, learning outcomes in tests of language and maths also improved! Teachers also noticed an improvement in the students’ performance. This finding is important as it shows that regular use of Jungle Memory makes a positive difference to grades as well.

We employed clinical trials to evaluate the benefits of training working memory. This means that we included two different groups to compare with the Jungle Memory training. The control group continued their schoolwork as usual, while the Jungle Memory-Low group only used Jungle Memory 1x a week. All students were given the same standardised tests of IQ, working memory, and learning before and after training. The findings show that students with dyslexia who use Jungle Memory 4x a week show significant improvements compared to these other two control groups.  The Figure below illustrates the improvement for the different groups.

 

 

Coll enjoyed Jungle memory - he is very good with image recognition so one of the games he played he was good at from the beginning. [In other games], he made steady improvement as the weeks went by. The amount of time required was minimal and this was good as Coll’s concentration is poor (he has ADD), especially after a full day in the classroom.

 

He has been attempting to read more challenging books since the study and I feel that this was a good opportunity for Coll to feel positive about his ability. I feel that a quick refresher from time to time would stimulate this optimism.

 

I have seen his teacher at school today, she informed me that there had been an improvement in Coll’s word recognition and spelling and that he had a score of 7.5 compared to [0] last year.

 

 

 

After using Jungle Memory for four weeks we all realised that he had more function and focus, his short-term memory was getting much better, his writing improved a lot, it became more tidy and clear, his class teacher is surprised with his fast progress in all areas (math, writing, attention, reading). For all these reasons I think that I am going to continue repeating this program every six months.

 

 

His class teacher found significant improvement in his concentration and work rate . . . . Another bonus was the fact that he was reasonably well motivated by it, and never refused to complete his tasks.

[Jungle Memory] has helped Bethany with her memory. She appears to be remembering
certain spellings more easily now and she seems a more confident with her numbers as well.