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Autor*innen: Schuchardt, Kirsten; Mähler, Claudia; Hasselhorn, Marcus
Titel: Working memory deficits in children with specific learning disorders
In: Journal of Learning Disabilities, 41 (2008) 6, S. 514-523
DOI: 10.1177/0022219408317856
URL: http://dx.doi.org/10.1177/0022219408317856
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Englisch
Schlagwörter: Kind; Schuljahr 02-04; Lernstörung; Rechenschwäche; Legasthenie; Arbeitsgedächtnis; Test; Intelligenztest; Leistungstest
Abstract (english): This article examines working memory functioning in children with specific developmental disorders of scholastic skills as defined by ICD- 10. Ninety-seven second to fourth graders with a minimum IQ of 80 are compared using a 2 x 2 factorial (dyscalculia vs. no dyscalculia; dyslexia vs. no dyslexia) design. An extensive test battery assesses the three subcomponents of working memory described by Baddeley (1986): phonological loop, visual-spatial sketchpad, and central executive. Children with dyscalculia show deficits in visual-spatial memory; children with dyslexia show deficits in phonological and central executive functioning. When controlling for the influence of the phonological loop on the performance of the central executive, however, the effect is no longer significant. Although children with both reading and arithmetic disorders are consistently outperformed by all other groups, there is no significant interaction between the factors dyscalculia and dyslexia. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung
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Autor*innen: Tiffin-Richards, Margaret C.; Hasselhorn, Marcus; Woerner, Wolfgang; Rothenberger, Aribert; Banaschewski, Tobias
Titel: Phonological short-term memory and central executive processing in attention-deficit/hyperactivity disorder with/without dyslexia. Evidence of cognitive overlap
In: Journal of Neural Transmission, 115 (2008) 2, S. 227-234
Dokumenttyp: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache: Englisch
Schlagwörter: Kind; Hyperaktivität; Aufmerksamkeit; Legasthenie; Sprache; Gedächtnis; Leistungstest; Empirische Untersuchung
Abstract (english): Attention-deficit/hyperactivity disorder (ADHD) with/without dyslexia was investigated using a double dissociation design. Neuropsychological performance representing the core deficits of the two disorders was measured in order totest the common deficit hypothesis. Phonological short-term memory, morpho-syntactical language, and central executive processing (manipulating and switching) tasks were administered to four groups of 10-14 year old children (ADHD-only n = 20, dyslexia-only n = 20, ADHD+ dyslexia n = 20, and controls n = 19). Comparisons of performance on these tasks were carried out using 2 (ADHD yes/no) × 2 (dyslexia yes/no) factorial analyses of variance and covariance. Significant main effects were found for dyslexia (language processing functions) and for ADHD (EF switching). In the case of the EF manipulating a main effect for both dyslexia and ADHD was revealed. Effect sizes of mean performance indicated that all three impaired groups shared a common deficit in working memory which could reflect a cognitive overlap partly explaining the high rate of co-occurring dyslexia and ADHD. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung