1,720,964 research outputs found
Working memory functions in children and adolescents with learning disabilities
No full textFor children on the borderline of mental retardation memory tasks are especially challenging. While deficits in meta-memory and strategy-use are already well-known, working memory functions have become the focus of interest recently. Two questions are posed: Which subsystems within the working memory model of Baddeley (1986) might be impaired; and are possible deficits to be understood as a developmental lag or rather as a qualitative deviation from normal development? In a design with a total of five groups, two groups of children on the borderline of mental retardation (aged 10 and 15 years) were matched both for chronological and mental age with control groups of normal intelligence. All children had to solve seven working memory tasks (2 tasks measuring central executive functioning, 3 tasks for the phonological loop, and 2 for the visual-spatial sketchpad). Children on the borderline of mental retardation performed poorly on all three measures of working memory functions. Phonological working memory turned out to be most impaired in ten year old retarded children. Results support the assumption that phonological information processing problems might be a key feature in explaining low school achievement of these children
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No full textThis article examines working memory functioning in children with specific developmental disorders of scholastic skills as defined by ICD-10. Ninety-seven second to fourth graders with a minimum IQ of 80 are compared using a 2 x 2 factorial (dyscalculia vs. no dyscalculia; dyslexia vs. no dyslexia) design. An extensive test battery assesses the three subcomponents of working memory described by Baddeley (1986): phonological loop, visual-spatial sketchpad, and central executive. Children with dyscalculia show deficits in visual-spatial memory; children with dyslexia show deficits in phonological and central executive functioning. When controlling for the influence of the phonological loop on the performance of the central executive, however, the effect is no longer significant. Although children with both reading and arithmetic disorders are consistently outperformed by all other groups, there is no significant interaction between the factors dyscalculia and dyslexia
Working Memory Functions in Children with Mathematical Difficulties with or without Diagnosis of Dyscalculia
No full textWe examined working memory deficits of children with mathematical difficulties. 38 children with mathematical disability (19 children meeting the criteria for dyscalculia, i.e. reaching the discrepancy criterion to intelligence) and a sample of 38 typically developing children matched for chronological age performed an extensive test battery of phonological, visual-spatial, and central executive working memory. The results revealed that children with mathematical disability show significant deficits in the visual-spatial sketchpad. However, the performance did not differ significantly depending on whether or not the diagnostic criteria for dyscalculia were met. A discussion of the results with regard to the role of intelligence is provided
Working memory functioning in children with learning disabilities: does intelligence make a difference?
No full textChildren with learning disabilities are identified by their severe learning problems and their deficient school achievement. On the other hand, children with sub-average school achievement and sub-average intellectual development are thought to suffer from a general intellectual delay rather than from specific learning disabilities. The open question is whether these two groups are characterised by differences in their cognitive functioning. The present study explored several functions of working memory. A working memory battery with tasks for the phonological loop, the visual-spatial sketchpad and central executive skills was presented in individual sessions to 27 children with learning disabilities and normal IQ (ICD-10: mixed disorders of scholastic skills), 27 children with learning disabilities and low IQ (intellectual disabilities), and a control group of 27 typically developing children with regular school achievement levels and normal IQ. The results reveal an overall deficit in working memory of the two groups with learning disabilities compared with the control group. However, unexpectedly, there were no differences between the two groups of children with disabilities (normal vs. low IQ). These findings do not support the notion of different cognitive functioning because of differences in intelligence of these two groups. In the ongoing discussion about the role of intelligence (especially as to the postulated discrepancy between intelligence and school achievement in diagnosis and special education), our findings might lead to rethinking the current practice of treating these two groups as fundamentally different
Prediction capability of early speech skills and working memory capacity on reading and spelling competencies at the age of eight years
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Unterscheidet sich die Struktur des Arbeitsgedächtnisses bei Schulkindern mit und ohne Lernstörung?
No full text245 children from Grade 1 to Grade 4 were administered an extensive test battery for the assessment of phonological, visual-spatial, and central-executive working memory. About half of the children fulfilled ICD 10 criteria of a learning disability. Dimensional as well as structural statistical analyses confirmed the view that the assumption of a tri-partite working memory structure is appropriate for both children with and without learning disabilities
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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