10/21 Memory Strategies in Neurodivergent Learners: How the Brain Stores, Retrieves, and Remembers

Many neurodivergent students — especially those with ADHD, dyslexia, or slower processing speed — spend hours studying but still struggle to retain information the same way others do. But cognitive science has shown that how we study matters more than how much.

This week, the Duke Neurodiversity Advocates (DNA) will explore the neuroscience of memory and the evidence behind different learning techniques. We’ll discuss what research says about spaced repetition, mind mapping, and retrieval practice, and why these methods can help “unstick” working memory challenges in ADHD and dyslexia.

We’ll look at:

• Working memory and executive function: How ADHD and dyslexia impact encoding and recall.

• Spaced repetition: The “forgetting curve” (Ebbinghaus, 1885) and how strategic review timing improves retention (Cepeda et al., Psychological Science, 2006).

• Mind-mapping and visual encoding: How non-linear note-taking strengthens conceptual links and supports dyslexic learners (Toi, Educational Psychology Review, 2011).

• Retrieval practice: Why self-testing strengthens memory consolidation better than rereading (Roediger & Karpicke, Psychological Science, 2006).

• Personalized learning systems: How combining modalities (audio, visual, kinesthetic) benefits neurodivergent cognition.

Suggested Readings

1. Cepeda, N. J., et al. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354–380.→ Meta-analysis confirming that spaced repetition significantly enhances long-term memory.https://doi.org/10.1037/0033-2909.132.3.354

2. Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255.→ Classic study introducing retrieval practice as a superior alternative to rereading.

3. Toi, H. (2011). Mind Mapping as an Effective Tool in Teaching and Learning. Educational Psychology Review, 23(3), 319–335.→ Empirical data showing how mind-mapping improves comprehension and recall, especially for dyslexic and visual learners.

4. Swanson, H. L., & Zheng, X. (2013). Memory-related cognitive processes in children with ADHD and dyslexia. Journal of Learning Disabilities, 46(5), 421–432.→ Explains how working-memory deficits differ across ADHD and dyslexia and how strategy-based interventions improve outcomes.

5. McDaniel, M. A., & Einstein, G. O. (2020). Prospective Memory and Attention: Mechanisms of Remembering Intentions. Annual Review of Psychology, 71, 123–147.→ Offers a cognitive neuroscience lens on why attention and timing cues help neurodivergent learners retain task goals.