Working memory in learning disability subgroups.
Working memory in learning disability subgroups.
复制标题
学习障碍亚组的工作记忆。
DOI：
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发表时间：
1993
影响因子：
2.6
通讯作者：
H. Swanson
中科院分区：
文献类型：
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作者：
H. Swanson
本研究的目的是调查（a）学习障碍儿童和非学习障碍儿童之间的工作记忆差异在多大程度上反映了一种特定的或普遍的缺陷，以及（B）学习障碍儿童工作记忆表现的增强是否受到加工或存储功能的限制。为此，阅读障碍，数学障碍，实足年龄（CA）匹配，并完成匹配的儿童的表现进行了比较，在初始，增益和维护条件下的言语和视觉空间工作记忆的措施。结果表明：（a）学习障碍亚型在言语和视觉空间工作记忆测量上的表现没有区别;（B）在初始、获得和维持条件下，学习障碍儿童的工作记忆表现低于CA匹配儿童，而上级优于CA匹配儿童。结果表明，学习障碍儿童遭受广义的工作记忆缺陷，可能是由于存储限制在执行系统。
The purpose of this study was to investigate (a) the degree to which working memory differences between learning-disabled and nondisabled children reflect a specific or generalized deficit, and (b) whether limitations in the enhancement of learning-disabled student's working memory performance are attributable to process or storage functions. To this end, performances of reading-disabled, math-disabled, chronological age (CA)-matched, and achievement-matched children were compared on verbal and visual-spatial working memory measures under initial, gain, and maintenance conditions. The results indicated that: (a) learning-disabled subtypes were not differentiated by their performance on verbal and visual-spatial working memory measures; and (b) learning-disabled children's working memory performance was inferior to CA-matched and superior to achievement-matched counterparts across initial, gain, and maintenance conditions. The results suggest that learning-disabled children suffer generalized working memory deficits, possibly due to storage constraints in the executive system.