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Autor*innen: Poloczek, Sebastian; Büttner, Gerhard; Hasselhorn, Marcus
Titel: Relationships between working memory and academic skills. Are there differences between children with intellectual disabilities and typically developing children?
In: Journal of Cognitive Education and Psychology, 11 (2012) 1, S. 20-38
DOI: 10.1891/1945-8959.11.1.20
URL: http://dx.doi.org/10.1891/1945-8959.11.1.20
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Arbeitsgedächtnis; Deutschland; Empirische Untersuchung; Fertigkeit; Hessen; Intelligenz; Intelligenzschwäche; Kind; Lesefertigkeit; Messung; Rechnen; Rechtschreibung; Test
Abstract: In typically developing children, working memory is linked to academic skills. However,
little is known about the role working memory plays for learning in children
with intellectual disabilities (ID). Therefore, the aims of this study were to examine
whether different working memory functions are related to reading, spelling, and
calculating in children with ID of nonspecific etiology and whether these relationships
are different from the ones found in typically developing children. Forty-seven
children with mild-to-borderline ID and 47 children matched for mental age were
tested. Although in typically developing children, only phonological short-term
memory tasks were predictive for literacy, for children with ID, visuospatial working
memory tasks also accounted for variance. In typically developing children, calculation
skills were predicted by phonological working memory tasks, whereas visuospatial
working memory resources were crucial for children with ID. Several possible
explanations are discussed for discrepancies in prediction patterns.
DIPF-Abteilung: Bildung und Entwicklung