Cognitive Impairments of Children with Severe Arithmetic Difficulties: Cognitive Deficit or Developmental Lag?

Autor/in	Berg, Derek H.
Titel	Cognitive Impairments of Children with Severe Arithmetic Difficulties: Cognitive Deficit or Developmental Lag?
Quelle	In: Exceptionality Education International, 18 (2008) 1, S.59-91 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5227
Schlagwörter	Elementary School Students; Learning Problems; Arithmetic; Mathematics Achievement; Short Term Memory; Cognitive Processes + Suchen Sie Ihr Suchwort? Lernproblem; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kurzzeitgedächtnis; Cognitive process; Kognitiver Prozess
Abstract	An age-matched/achievement-matched design was utilized to examine the cognitive functioning of children with severe arithmetic difficulties. A battery of cognitive tasks was administered to three groups of elementary aged children: 20 children with severe arithmetic difficulties (SAD), 20 children matched in age (CAM) to the children with SAD, and 20 younger children matched in arithmetic achievement (AAM) to the children with SAD. Measures were related to processing speed, short-term memory, verbal working memory, and visual-spatial working memory. Results suggest three important findings. First, in contrast to previous studies, children with SAD did not show a processing speed impairment. Second, children with SAD were impaired in short-term memory for numerical and non-numerical information. And third, while children with SAD displayed working memory impairments, these impairments were not uniform within verbal working memory or visual-spatial working memory. Taken together, findings indicate that previous studies that have reported differences between children with SAD and their normally achieving peers might have overestimated or mischaracterized the differential cognitive functioning of these groups. Results are discussed within a framework that views the cognitive functioning impairments of children with SAD as representative of a developmental lag rather than a cognitive deficit. (Contains 3 tables.) (As Provided).
Anmerkungen	Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ejournals.library.ualberta.ca/index.php/eei
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10