Article2008

Working memory functioning in children with learning disabilities: does intelligence make a difference?

112 citations0/0 files storedJournal of Intellectual Disability Research

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Developmental and Educational Neuropsychology Cognitive Abilities and Testing Cognitive and developmental aspects of mathematical skills

Abstract

BACKGROUND: Children 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. METHOD: 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. RESULTS: 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). CONCLUSIONS: 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.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 112 citations exist upstream.

References

2004Specific reading disability (dyslexia): what have we learned in the past four decades?1996Exploring the Central Executive 1982Operational efficiency and the growth of short-term memory span 2005Working memory in children with reading disabilities 2003Handbook of learning disabilities 2005Psychometric Approaches to the Identification of LD 2008Working Memory Deficits in Children With Specific Learning Disorders 2001How does the severity of a learning disability affect working memory performance?

Cited by

2014Working memory and executive functions: effects of training on academic achievement 2016Working Memory Maturation 2010Effectiveness of a computerised working memory training in adolescents with mild to borderline intellectual disabilities 2010Working memory functions in children with different degrees of intellectual disability 2012The dyslexia debate 2012Working Memory in Children With Reading Disabilities and/or Mathematical Disabilities

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.