Development of working memory from grade 3 to 5. Differences between children with and without mathematical learning difficulties.

Autor/inn/en	Klesczewski, Julia; Brandenburg, Janin; Fischbach, Anne; Schuchardt, Kirsten; Grube, Dietmar; Hasselhorn, Marcus; Büttner, Gerhard
Titel	Development of working memory from grade 3 to 5. Differences between children with and without mathematical learning difficulties.
Quelle	In: International journal of disability, development and education, 65 (2018) 5, S. 509-525 PDF als Volltext kostenfreie Datei (inhaltlich überarbeitete Version); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2017.1419555
URN	urn:nbn:de:0111-pedocs-167551
Schlagwörter	Empirische Untersuchung; Längsschnittuntersuchung; Arbeitsgedächtnis; Test; Kind; Schuljahr 03; Schuljahr 04; Schuljahr 05; Regelschule; Lernschwierigkeit; Datenanalyse; Rechenschwierigkeit; Computerunterstütztes Verfahren; Entwicklung; Deutschland
Abstract	Based on the finding that children with mathematical learning difficulties (MLD) have deficits in working memory (WM), the question arises as to whether these children differ from typical learners only in the level or also in the developmental trajectories of WM functioning. To this end, the WM of 80 children with MLD and 71 typical learners was assessed longitudinally from third to fifth grade. Typical learners outperformed children with MLD in the phonological, visuospatial and central executive WM functioning in third grade. Latent change analyses indicated that both phonological and central executive WM functioning developed in a parallel pattern in children with MLD and in typical learners. In contrast, visuospatial WM functioning revealed a different development in children with and without MLD since the gap between both groups decreased over time. Overall, despite starting at a lower level, the WM functioning in children with MLD did not develop more slowly. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/3