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The cognitive and behavioral characteristics of children with low working memory
- Child Development
, 2009
"... This study explored the cognitive and behavioral profiles of children with working memory impairments. In an initial screening of 3,189 5–11-year-olds, 308 were identified as having very low working memory scores. Cognitive skills (IQ, vocabulary, reading, and math), classroom behavior, and self-est ..."
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This study explored the cognitive and behavioral profiles of children with working memory impairments. In an initial screening of 3,189 5–11-year-olds, 308 were identified as having very low working memory scores. Cognitive skills (IQ, vocabulary, reading, and math), classroom behavior, and self-esteem were assessed. The majority of the children struggled in the learning measures and verbal ability. They also obtained atypically high ratings of cognitive problems ⁄ inattentive symptoms, and were judged to have short attention spans, high levels of distractibility, problems in monitoring the quality of their work, and difficulties in generating new solutions to problems. These data provide rich new information on the cognitive and behavioral profiles that characterize children with low working memory. Working memory is a multicomponent system pro-viding temporary storage of information for brief periods of time that can be used to support ongoing cognitive activities (Baddeley, 1986; Baddeley & Hitch, 1974). The limited capacity of working mem-ory varies widely between individuals and is clo-sely associated with learning abilities during childhood (see Cowan & Alloway, in press; for a review). A large body of research has focused on working memory deficits in individuals with learn-ing difficulties in reading (e.g., Gathercole, Allo-
TEACHING STUDENTS WITH WORKING MEMORY IMPAIRMENTS i HOW DO TEACHERS TEACH STUDENTS WITH WORKING MEMORY IMPAIRMENTS IN THE REGULAR CLASSROOM? A GROUNDED THEORY APPROACH
, 2012
"... How do teachers teach students with working memory impairments in the regular classroom? A grounded theory approach ..."
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How do teachers teach students with working memory impairments in the regular classroom? A grounded theory approach
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"... Abstract. Three measures have been found to be predictive of developmental language impairment: nonword repetition, the production of English past tense, and categorical speech perception. Despite this, direct comparisons of these tasks have been limited. The present study explored the associations ..."
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Abstract. Three measures have been found to be predictive of developmental language impairment: nonword repetition, the production of English past tense, and categorical speech perception. Despite this, direct comparisons of these tasks have been limited. The present study explored the associations between these measures and other language and cognitive skills in an unselected group of 100 children aged 6 to 11 years. The children completed standardized tests of nonverbal ability, receptive language, and reading, as well as nonword repetition, past tense production, and categorical speech perception tasks. Nonword repetition and past tense were highly correlated. Variance in nonword repetition was explained additionally by digit recall, whereas receptive language, age, and digit recall accounted for significant portions of variance in past tense production. Categorical speech perception was not associated with any of the measures in the study. The extent to which common and distinct facts underlie the key language-related measures is discussed.
1Working Memory and Learning in Children With Developmental Coordination Disorder and Specific Language Impairment
"... The authors compared 6- to 11-year-olds with developmental coordination disorder (DCD) and those with specific language impairment (SLI) on measures of memory (verbal and visuospatial short-term and working memory) and learning (reading and mathematics). Children with DCD with typical language skill ..."
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The authors compared 6- to 11-year-olds with developmental coordination disorder (DCD) and those with specific language impairment (SLI) on measures of memory (verbal and visuospatial short-term and working memory) and learning (reading and mathematics). Children with DCD with typical language skills were impaired in all four areas of memory function for their age level, and this pattern was also found to be characteristic of a larger DCD group with varied language abilities. SLI-group deficits in standard scores were observed for the verbal versions of the short-term and working memory tasks only. There were also differential links between memory and attainment between the two groups, with visuospatial working memory strongly related to numeracy in the SLI group and all of the memory measures correlated with at least one attain-ment measure in the DCD group. Reasons for why working memory contributes to learning in these two developmental groups are discussed.
