Working Memory in Children with Developmental Disorders

Autor/inn/en	Alloway, Tracy Packiam; Rajendran, Gnanathusharan; Archibald, Lisa M. D.
Titel	Working Memory in Children with Developmental Disorders
Quelle	In: Journal of Learning Disabilities, 42 (2009) 4, S.372-382 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219409335214
Schlagwörter	Asperger Syndrome; Language Impairments; Short Term Memory; Developmental Disabilities; Comparative Analysis; Attention Deficit Hyperactivity Disorder; Physical Disabilities; Psychomotor Skills; Spatial Ability; Attention Span; Recall (Psychology) + Suchen Sie Ihr Suchwort? Asperger-Syndrom; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Kurzzeitgedächtnis; Entwicklungsstörung; Physical handicap; Körperbehinderung; Psychomotorische Aktivität; Räumliches Vorstellungsvermögen; Abberufung
Abstract	The aim of the present study was to directly compare working memory skills across students with different developmental disorders to investigate whether the uniqueness of their diagnosis would impact memory skills. The authors report findings confirming differential memory profiles on the basis of the following developmental disorders: Specific Language Impairment, Developmental Coordination Disorder (DCD), Attention-Deficit/Hyperactivity Disorder, and Asperger syndrome (AS). Specifically, language impairments were associated with selective deficits in verbal short-term and working memory, whereas motor impairments (DCD) were associated with selective deficits in visuospatial short-term and working memory. Children with attention problems were impaired in working memory in both verbal and visuospatial domains, whereas the children with AS had deficits in verbal short-term memory but not in any other memory component. The implications of these findings are discussed in light of support for learning. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10