ABSTRACT
People’s minds are limited as to how much new information they can hold and manipulate. These limitations are largely due to working memory, which is like a mental scratchpad where information is temporarily stored when problem solving, recalling lists, or comparing two proposals. The general human limit of working memory is 4 ± 1 chunks—i.e., people can hold four to five new things in mind when first introduced to them. If students are presented more information than this, their working memory is overloaded and their ability to learn compromised. There is no known way to increase working memory, but its limits can be hacked by reducing the quantity and complexity of chunks to be learned. The following five strategies are effective chunking strategies:
Separating. Try to memorize the ten-digit number 7948094312. Since this number is unfamiliar, it represents ten chunks, which exceeds working memory limits. However, separate this long sequence into three smaller sequences that abide working memory limits, such as 794–809–4312, and it is far easier to memorize. This is the basis for the design of the modern phone number convention.
Classifying. Try to memorize a 16-step procedure. If the procedure is unfamiliar, this will be difficult. However, group the steps into four categories—e.g., preparation, production, evaluation, and delivery—and the procedure is easier to learn.
Connecting. Try to memorize the seven colors of the rainbow in the correct sequence: red, orange, yellow, green, blue, indigo, violet. If you are learning this sequence for the first time, it will be challenging because the number of colors exceeds working memory limits. However, memorize the name-like acronym ROY G BIV, and seven chunks can be stored effectively as one chunk.
Images. It turns out that a picture is worth a thousand words—or at least a lot of chunks. Diagrams, charts, and time-lines are very efficient strategies to efficiently present complex information while consuming comparatively little working memory.
Patterns. Try to memorize the ten-digit sequence 0, 1, 1, 2, 3, 5, 8, 13, 21, 34. If the sequence is unfamiliar, it represents ten chunks, which exceeds working memory limits. However, once you know the pattern—i.e., each number is the sum of the two preceding numbers—the sequence can be easily recreated using a one-chunk rule.
It is worth noting that as students approach mastery, items become stored in long-term memory as increasingly elaborate chunks. This process both frees space in working memory to process new information and makes it easier to process information related to the chunks in memory. This suggests that the complexity of chunks can be increased in accordance with the subject-matter expertise of students.