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Module 2 · Lesson 2 · Core

Working memory capacity and chunking

Describe the limited capacity of working memory and use chunking to hold more meaning in the same space.

  • 50 minutes
  • Serves O2
  • Assumes M2.L1

Phase 1: Prepare

Step 1 Warm-up recall

From M2.L1: what does task switching cost?

Private: nothing you type here is sent or stored.

Step 2 Learning goal

By the end of this lesson you can:

  • describe the limits of working memory (Foundation);
  • count chunks in a sequence (Core);
  • create chunks for a list of your own (Core).

Phase 2: Teach

Step 3 A familiar example

Try remembering 1 4 9 2 1 7 7 6. It is hard as eight digits. But as two famous years, 1492 and 1776, it is easy. The digits did not change; the chunks did.

Step 4 Clear explanation

Working memory holds and manipulates a small amount of information for a short time. Two features matter: it is small, and without rehearsal it fades within seconds (Peterson and Peterson, 1959). Early estimates put the span at about “seven, plus or minus two” items (Miller, 1956), but later work that controlled for chunking suggested about four chunks (Cowan, 2001). Estimates vary with the task and the person, so treat “about four” as a guide, not a fixed number.

12 digitstoo many itemsGroupinto meaning3 chunksfits
Working memory holds a small number of chunks at once; chunking packs more meaning into each place. Capacity estimates vary with the task, and about four chunks is a widely cited figure.

A chunk is a meaningful unit that you already know. Chunking packs more information into one place.

Raw itemsCountChunkedChunks
1 4 9 2 1 7 7 68 digits1492 1776 (two famous years)2
1 4 9 2 1 7 7 6 2 0 2 612 digits1492 1776 20263
F B I C I A N A S A10 lettersFBI CIA NASA3

The twelve digits 149217762026 are hard as twelve items but easy as three chunks if you know the years. Experts chunk well in their own field: a chess master sees a familiar pattern of pieces, not 20 separate pieces, and a doctor sees a pattern of symptoms. So working memory limits matter most to beginners, who have few chunks. For study this means learning key vocabulary and patterns first, so later material can be held in fewer chunks. The entry on working memory gives more background.

Step 5 Worked example (4 marks)

Chunk the letters U N E S C O W H O N A S A and count the chunks.

  1. 13 letters is too many to hold one by one. (1 mark)
  2. Group them: UNESCO, WHO, NASA. (1 mark)
  3. Count the groups: 3. (1 mark)
  4. Answer: 3 chunks, within a capacity of about 4. (1 mark)

Phase 3: Practise

Step 6 Learner practice (instant-marked)

1. A chunk is:

2. Working memory capacity is best described as:

3. 149217762026 grouped as 1492, 1776, 2026 is how many chunks?

4. Experts hold more because they have more:

Phase 4: Close

Step 7 Recap

  • Working memory is small and fades in seconds without rehearsal.
  • Capacity is best counted in chunks, about four as a guide.
  • Experts chunk using long-term memory.

Step 8 Exit ticket (ungraded)

Chunk the phone-like string 2 0 7 9 4 6 0 9 5 8 and count the chunks.

Private: nothing you type here is sent or stored.

Step 9 Go further (Extension)

Read the entry on working memory and note one way to extend what you can hold.

Common mistakes

MistakeWhy it fails
Treating seven as exactEstimates vary; about four chunks is a guide.
Counting items, not chunksCount meaningful units.
Ignoring prior knowledgeChunks come from long-term memory.

Limits. Capacity estimates differ between studies and tasks; the key lesson is that capacity is small and chunking helps.