Short-term memory and working memory in children with blindness: support for a domain general or domain specific system?
The study explored the contribution of two component processes (phonological and executive) to blind children's memory performance. Children with blindness and sight were matched on gender, chronological age, and verbal intelligence and compared on measures of short-term memory (STM) and working memory (WM). Although the measures were highly correlated, the results from two experiments indicated that the blind children were superior to sighted children on measures of STM, but not on measures of WM. The results supported the notion that children with blindness have advantages on memory tasks that draw upon resources from the phonological loop. However, comparable performance between the ability groups on WM measures suggests there are domain specific aspects in the executive system.
Swanson
H Lee
HL
Educational Psychology, University of California-Riverside, Graduate School of Education, Riverside, CA 92521, USA. lee.swanson@ucr.edu
Luxenberg
Diana
D
D000293:Adolescent; D001077:Aptitude Tests; D001766:Blindness / Q000523:psychology*; D002648:Child; D002675:Child, Preschool; D005260:Female; D006801:Humans; D008297:Male; D008570:Memory, Short-Term; D009483:Neuropsychological Tests / Q000706:statistics & numerical data; D010700:Phonetics; D011594:Psychometrics / Q000706:statistics & numerical data; D012016:Reference Values; D012691:Serial Learning; D014706:Verbal Learning; D014888:Wechsler Scales / Q000706:statistics & numerical data