Working memory in learning disability subgroups.
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.
Swanson
H L
HL
School of Education, University of California, Riverside 92521.
D001288:Attention; D002648:Child; D004410:Dyslexia / Q000175:diagnosis / Q000523:psychology; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000175:diagnosis* / Q000523:psychology; D008297:Male; D008433:Mathematics; D011939:Mental Recall; D009949:Orientation; D010153:Paired-Associate Learning; D010364:Pattern Recognition, Visual; D011340:Problem Solving; D012153:Retention, Psychology; D012691:Serial Learning