Working memory and executive function profiles of individuals with borderline intellectual functioning
Working memory and executive function profiles of individuals with borderline intellectual functioning
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DOI：
10.1111/j.1365-2788.2010.01281.x
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发表时间：
2010-05-01
影响因子：
3.6
通讯作者：
Alloway, T. P.
中科院分区：
文献类型：
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作者：
Alloway, T. P.
研究背景本研究旨在探讨以下问题：（1）边缘智力功能的学生是否在言语和视觉空间两个领域都普遍存在工作记忆能力受损的模式？(2)是否有证据表明执行功能技能受损，哪些任务表明更大的缺陷？（3）哪些执行功能任务可以有效地将低智商学生从正常发展的同龄人中识别出来？方法将智力正常的边缘型学生（智商标准分在70 ~ 85之间）与智力正常的边缘型学生（智商标准分> 95）进行年龄匹配。他们进行了一系列的工作记忆和执行功能measures.ResultsThe结果表明，低智商的学生有普遍的工作记忆和执行功能缺陷。具体而言，视觉空间工作记忆和排序任务是最好的单一预测，可靠地分类学生低IQ.ConclusionsImplications教育的背景下，适当的诊断和支持在课堂上进行了讨论。
BackgroundThe aim of the present study was to investigate the following issues: (1) Do students with borderline intellectual functioning have a pervasive pattern of impaired working memory skills across both verbal and visuo-spatial domains? (2) Is there evidence for impairment in executive function skills, and which tasks indicate greater deficits? and (3) Which executive function tasks can effectively identify students with low IQ from typically developing peers?MethodStudents with borderline intellectual functioning (low-IQ; IQ standard scores were between 70 and 85) were age-matched with typically developing students (IQ standard scores > 95). They were administered a range of working memory and executive function measures.ResultsThe results show that students with low IQ have pervasive working memory and executive function deficits. Specifically, visuo-spatial working memory and the Sorting task were the best single predictors that reliably classified students with low IQ.ConclusionsImplications for education are discussed in the context of appropriate diagnosis and support in the classroom.