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Spatial representations of numbers and letters in children
Lonnemann, Jan; Linkersdörfer, Janosch; Nagler, Telse; Hasselhorn, Marcus; Lindberg, Sven
Journal Article
| In: Frontiers in Psychology | 2013
33730 Endnote
Author(s):
Lonnemann, Jan; Linkersdörfer, Janosch; Nagler, Telse; Hasselhorn, Marcus; Lindberg, Sven
Title:
Spatial representations of numbers and letters in children
In:
Frontiers in Psychology, 4 (2013) , S. 544
DOI:
10.3389/fpsyg.2013.00544
URL:
http://www.frontiersin.org/Cognition/10.3389/fpsyg.2013.00544/full
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Experimentelle Untersuchung; Grundschüler; Informationsverarbeitung; Kind; Kognition; Raumvorstellung; Zahl
Abstract (english):
Different lines of evidence suggest that children's mental representations of numbers are spatially organized in form of a mental number line. It is, however, still unclear whether a spatial organization is specific for the numerical domain or also applies to other ordinal sequences in children. In the present study, children (n = 129) aged 8-9 years were asked to indicate the midpoint of lines flanked by task-irrelevant digits or letters. We found that the localization of the midpoint was systematically biased toward the larger digit. A similar, but less pronounced, effect was detected for letters with spatial biases toward the letter succeeding in the alphabet. Instead of assuming domain-specific forms of spatial representations, we suggest that ordinal information expressing relations between different items of a sequence might be spatially coded in children, whereby numbers seem to convey this kind of information in the most salient way.
DIPF-Departments:
Bildung und Entwicklung
Le modèle hiérarchique de diffusion. Une nouvelle perspective dans l'exploration de la variabilité […]
Chicherio, Christian; Dirk, Judith; Vandekerckhove, Joachim; Ghisletta, Paolo; de Ribaupierre, Anik
Book Chapter
| Aus: Carlier, M.; Gilles, P.-Y. (Hrsg.): Vive(nt) les différences: Psychologie différentielle fondamentale et applications | Aix en Provence: Presses Universitaires de Provence | 2013
33979 Endnote
Author(s):
Chicherio, Christian; Dirk, Judith; Vandekerckhove, Joachim; Ghisletta, Paolo; de Ribaupierre, Anik
Title:
Le modèle hiérarchique de diffusion. Une nouvelle perspective dans l'exploration de la variabilité inter- et intra-individuelle dans des épreuves de temps de réaction à choix binaire
In:
Carlier, M.; Gilles, P.-Y. (Hrsg.): Vive(nt) les différences: Psychologie différentielle fondamentale et applications, Aix en Provence: Presses Universitaires de Provence, 2013 , S. 91-95
Publication Type:
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Language:
Französisch
Keywords:
Informationsverarbeitung; Junger Erwachsener; Kind; Kognitive Entwicklung; Kognitive Prozesse; Modell; Senior; Test; Vergleich
Abstract:
Le modèle de diffusion de Ratcliff (1978, 2002) a récemment été proposé comme une approche prometteuse permettant d'investiguer plus finement la variabilité intra-individuelle dans des épreuves de temps de réaction à choix binaire, grâce notamment à l'indice de taux d'accumulation de l'information dans le processus décisionnel. Ce modèle a été appliqué dans une large variété d'épreuves cognitives et de domaines de recherche. Au-delà de l'intérêt croissant qu'il suscite, ce modèle présente néamoins diverses contraintes qui limitent son application. Celles-ci sont liées tant aux processus cognitifs étudiés, au type de tâche administrée et aux réponses du sujet, qu'aux méthodes statistiques et logiciels employés. Par conséquent, des approches alternatives, et en particulier le modèle de diffusion simplifié EZ (Wagenmakers, 2008), ont été proposées afin d'exploiter les paramètres principaux du modèle (taux d'accumulation, caractère conservateur de la réponse et temps de non-décision). Cependant, ces indices restent limités à un usage descriptif des données et ne permettraient pas d'évaluer le modèle théorique sous-jacent en tant que tel. Parmi les développements plus récents de ces modèles, Vandekerckhove et al. (2009) proposent une méthodologie basée sur une approche combinée hiérarchique et bayésienne, le modèle hiérarchique de diffusion (MHD). Dans ce cadre, des modèles probabilistes peuvent être élaborés qui respectent la structure complexe et hiérarchique communément observée dans les données comportementales (aux niveaux de la population, de l'individu et de l'item). Dans ce travail, nous avons évalué les apports potentiels du MHD dans le cadre de la Geneva Variability Study (GVS), une étude à large échelle dont le but est de mieux comprendre le développement cognitif, en considérant explicitement et conjointement la variabilité inter- et intra-individuelle. Nous avons examiné plus spécifiquement les différences individuelles et d'âge dans le niveau de performance et la variabilité intraindividuelle sur une épreuve de temps de réaction à choix binaire relativement simple, à savoir le jugement de lignes. Deux cent un enfants de 9 à 12 ans (N(9ans)=50, N(10ans)=50, N(11ans)=51, N(12ans)=50), 137 jeunes adultes (de 19 à 35 ans) et 120 adultes âgés (N(60-70ans)=65 and N(>70ans)=55) ont participé à cette étude. Des modèles imposant différentes structures hiérarchiques et non-hiérarchiques ont été testés. Les résultats montrent, d'une part, que le modèle qui s'ajuste le mieux aux données considère explicitement les différences individuelles et d'âge dans les paramètres du caractère conservateur de la réponse, du taux d'accumulation et du temps de non-décision. Ce modèle considère d'autre part la variabilité intra-individuelle dans ces deux derniers paramètres. En outre, les résultats indiquent que les différences d'âge ont été observées sur tous les paramètres du modèle. Enfin, les paramètres estimés à partir du MHD corrèlent fortement avec les paramètres du modèle simplifié EZ, suggérant que ces derniers fournissent une approximation satisfaisante des processus à l'œuvre. En conclusion, nous discuterons les bénéfices d'un point de vue d'utilisation d'une modélisation hiérarchique bayésienne pour mieux caractériser la variabilité inter- et intra-individuelle dans les processus cognitifs au travers du cycle de vie. Nous discuterons également les perspectives futures de recherche qui pourraient être envisagées dans ce cadre méthodologique.
DIPF-Departments:
Bildung und Entwicklung
Funktionstüchtigkeit des phonologischen Arbeitsgedächtnisses bei blinden Kindern im Grundschulalter
Einecke, Björn; Woerner, Wolfgang; Hasselhorn, Marcus
Book Chapter
| Aus: Hasselhorn, Marcus; Zoelch, Christof (Hrsg.): Funktionsdiagnostik des Arbeitsgedächtnisses | Göttingen: Hogrefe | 2012
32484 Endnote
Author(s):
Einecke, Björn; Woerner, Wolfgang; Hasselhorn, Marcus
Title:
Funktionstüchtigkeit des phonologischen Arbeitsgedächtnisses bei blinden Kindern im Grundschulalter
In:
Hasselhorn, Marcus; Zoelch, Christof (Hrsg.): Funktionsdiagnostik des Arbeitsgedächtnisses, Göttingen: Hogrefe, 2012 (Test und Trends. N.F., 10), S. 133-143
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Akustische Wahrnehmung; Arbeitsgedächtnis; Blinder; Deutschland; Empirische Untersuchung; Funktion; Grundschüler; Hören; Informationsverarbeitung; Kind; Kognitive Entwicklung; Leistung; Phonetik
Abstract:
Studien mit blinden Personen berichten überdurchschnittlich gute Leistungen bei verbalen Gedächtnisanforderungen, was für spezifische kognitive Funktionsvorteile Blinder bei der klanglichsprachlichen Informationsverarbeitung spricht. Möglicherweise sind dafür spezifische Funktionsvorteile im phonologischen Arbeitsgedächtnis verantwortlich. In der vorliegenden Studie wird die Frage aufgeworfen, ob bei blinden Kindem generell die Funktionstüchtigkeit des Arbeitsgedächtnisses für die Verarbeitung sprachlicher Informationen im Vergleich zu sehenden Kindern besser ist, oder ob die überdurchschnittliche Funktionstüchtigkeit des phonologischen Arbeitsgedächtnisses durch die Überlegenheit spezifischer Teilfunktionen des phonologischen Arbeitsgedächtnisses zustande kommt. Dazu bearbeiteten 21 blinde Kinder fünf Subtests der Arbeitsgedächtnistestbatterie für Kinder von 5 bis 12 Jahren (AGTB 5-12, Hasselhorn et al., 2012). Die Ergebnisse zeigen in allen Subtests eine Überlegenheit der blinden Kinder gegenüber der Normstichprobe sehender Kinder, was eher die Annahme einer generell erhöhten Funktionstüchtigkeit des phonologischen Arbeitsgedächtnisses stützt.
DIPF-Departments:
Bildung und Entwicklung
Aging and executive functioning. A training study on focus-switching
Dorbath, Lara; Hasselhorn, Marcus; Titz, Cora
Journal Article
| In: Frontiers in Psychology | 2011
32038 Endnote
Author(s):
Dorbath, Lara; Hasselhorn, Marcus; Titz, Cora
Title:
Aging and executive functioning. A training study on focus-switching
In:
Frontiers in Psychology, 2 (2011) , S. 1-12
DOI:
10.3389/fpsyg.2011.00257
URL:
http://www.frontiersin.org/cognition/10.3389/fpsyg.2011.00257/full
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Alter; Altern; Arbeitsgedächtnis; Einflussfaktor; Informationsverarbeitung; Kognitive Prozesse; Psychologische Forschung; Reaktion; Testdurchführung; Training; Unterschied; Veränderung; Wirkung
Abstract (english):
Many studies suggest that age differences in a variety of cognitive tasks are due to age-related changes in executive control processes. However, not all executive control processes seem to be age-sensitive. Recently, Verhaeghen and colleagues (e.g., Verhaeghen et al. 2005) described dissociable age effects in an executive control process responsible for the switching of representations between different functional units of working memory. This so called focus-switching process has two components: (1) the switching of representations from an activated part of long-term memory into a region of immediate access (focus of attention) and (2) the maintenance of representations outside the focus of attention. Age-related deficits occurred in maintaining representations outside the focus of attention, but were absent in switching representations into and out of the focus of attention (e.g., Dorbath and Titz 2011). In the present study we applied a training approach to examine age-related differences in the trainability of maintenance and switching. We investigated 85 younger (age 19-35, M=24.07, SD=3.79) and 91 older (age 59-80, M=66.27, SD=4.75) adults using a continuous counting task in a pretest-training-posttest design. The participants were assigned to one of four training conditions differing in the demand to switch or to maintain. The results suggest the influence of training in both components of focus-switching for both, younger and older adults. However, age differences in the amount of training gains were observed. With respect to maintenance the results indicate a compensatory effect of training for older adults who improved their performance to the level of younger adults. With respect to switching, younger adults benefitted more from training than older adults. Trainability is thus reduced in older adults with respect to switching, but not for maintenance.
DIPF-Departments:
Bildung und Entwicklung
Determinanten von Satzgedächtnis-Leistungen bei deutsch- und mehrsprachigen Vorschulkindern
Goldammer, Ariane von; Mähler, Claudia; Hasselhorn, Marcus
Journal Article
| In: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie | 2011
31588 Endnote
Author(s):
Goldammer, Ariane von; Mähler, Claudia; Hasselhorn, Marcus
Title:
Determinanten von Satzgedächtnis-Leistungen bei deutsch- und mehrsprachigen Vorschulkindern
In:
Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 43 (2011) 1, S. 1-15
DOI:
10.1026/0049-8637/a000028
URL:
http://dx.doi.org/10.1026/0049-8637/a000028
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Arbeitsgedächtnis; Aufgabe; Deutschland; Einsprachigkeit; Empirische Untersuchung; Gedächtnis; Informationsverarbeitung; Kind; Leistung; Mehrsprachigkeit; Phonologie; Sprache; Sprachkompetenz; Test; Validität; Vorschulalter; Wortschatz
Abstract:
Die vorschulische Satzgedächtnis-Kapazität hat sich bei deutschsprachigen Kindern als starker Prädiktor für Lese- und Rechtschreibleistungen in der Grundschule erwiesen. Da zu den Risikofaktoren für den Schriftspracherwerb die nicht-deutsche Muttersprache eines Kindes zählt, prüft die vorliegende Studie die diagnostische Validität einer Satzgedächtnisaufgabe bei deutsch- und mehrsprachigen Vorschulkindern. Es wurden N = 180 mehrsprachige Kinder und N = 180 ausschließlich deutschsprachige Kinder im Alter von 5 Jahren untersucht. Mehrsprachige Vorschulkinder schneiden hinsichtlich aller erfassten sprachlichen und phonologischen Leistungen schlechter ab als deutschsprachige Kinder. Dennoch lässt sich die Leistungsvarianz in der Satzgedächtnis-Aufgabe in beiden Gruppen gleichermaßen durch die Größe des Wortschatzes und die Kapazität des phonologischen Arbeitsgedächtnisses erklären. Der familiäre Sprachgebrauch hat lediglich auf den Zusammenhang der verbalen Informationsverarbeitungsgeschwindigkeit mit dem Satzgedächtnis einen schwachen moderierenden Einfluss. Da sich die Nachsprech-Leistung damit in beiden Gruppen weitgehend aus der gleichen Linearkombination von Kompetenzen erklärt, hat sich die untersuchte Satzgedächtnis-Aufgabe für deutsch- und mehrsprachige Kinder als gleichermaßen diagnostisch valide und damit "culture fair" erwiesen. (DIPF/Orig.)
Abstract (english):
German-speaking preschoolers' memory for sentences is a strong predictor of literacy skills in primary schools. Also, having a mother tongue other than German is a risk factor for the acquisition of written German. This study examines the differences between German-speaking children and multilingual children with regard to their sentence memory. N = 180 multilingual children and N = 180 solely German-speaking children were examined at the age of 5 years. Multilingual children showed poorer linguistic and phonological skills than German-speaking children. Nevertheless, the variance in the sentence memory task can be explained by size of vocabulary and phonological working memory capacity in both groups. Family language only has a weak moderating impact on the relation between rapid naming and sentence memory performance. Thus the analyzed sentence memory task proved to be a culture fair assessment for the precursors of literacy. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Reduced sensory oscillatory activity during rapid auditory processing as a correlate of […]
Heim, Sabine; Friedman, Jennifer Thomas; Keil, Andreas; Benasich, April A.
Journal Article
| In: Journal of Neurolinguistics | 2011
31974 Endnote
Author(s):
Heim, Sabine; Friedman, Jennifer Thomas; Keil, Andreas; Benasich, April A.
Title:
Reduced sensory oscillatory activity during rapid auditory processing as a correlate of language-learning impairment
In:
Journal of Neurolinguistics, 24 (2011) 5, S. 538-555
DOI:
10.1016/j.jneuroling.2010.09.006
URL:
http://dx.doi.org/10.1016/j.jneuroling.2010.09.006
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Entwicklungsstörung; Experimentelle Untersuchung; Gehirn; Hören; Informationsverarbeitung; Kind; Kognitive Prozesse; Linguistik; Neurowissenschaften; Sinneseindruck; Sprachentwicklung; Spracherkennung; USA
Abstract (english):
Successful language acquisition has been hypothesized to involve the ability to integrate rapidly presented, brief acoustic cues in sensory cortex. A body of work has suggested that this ability is compromised in language-learning impairment (LLI). The present research aimed to examine sensory integration during rapid auditory processing by means of electrophysiological measures of oscillatory brain activity using data from a larger longitudinal study. Twenty-nine children with LLI and control participants with typical language development (n = 18) listened to tone doublets presented at a temporal interval that is essential for accurate speech processing (70-ms interstimulus interval). The children performed a deviant (pitch change of second tone) detection task, or listened passively. The electroencephalogram was recorded from 64 electrodes. Data were source-projected to the auditory cortices and submitted to wavelet analysis, resulting in time-frequency representations of electrocortical activity. Results show significantly reduced amplitude and phase-locking of early (45 75 ms) oscillations in the gamma-band range (29 52 Hz), specifically in the LLI group, for the second stimulus of the tone doublet. This suggests altered temporal organization of sensory oscillatory activity in LLI when processing rapid sequences.
DIPF-Departments:
Bildung und Entwicklung
Competition for cognitive resources during rapid serial processing. changes across childhood
Heim, Sabine; Wirth, Nadine; Keil, Andreas
Journal Article
| In: Frontiers in Psychology | 2011
32003 Endnote
Author(s):
Heim, Sabine; Wirth, Nadine; Keil, Andreas
Title:
Competition for cognitive resources during rapid serial processing. changes across childhood
In:
Frontiers in Psychology, 2 (2011) 9
DOI:
10.3389/fpsyg.2011.00009
URL:
http://www.frontiersin.org/developmental_psychology/10.3389/fpsyg.2011.00009/full
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Aufmerksamkeit; Deutschland; Experimentelle Untersuchung; Informationsverarbeitung; Kind; Kindheit; Kognitive Entwicklung; Kognitive Prozesse; Messung; Testverfahren; Veränderung; Visuelle Wahrnehmung
Abstract (english):
The ability to direct cognitive resources to target objects despite distraction by competing information plays an important role for the development of mental aptitudes and skills. We examined developmental changes of this ability in a cross-sectional design, using the attentional blink (AB) paradigm. The AB is a pronounced impairment of T2 report, which occurs when a first (T1) and second target (T2) embedded in a rapid stimulus sequence are separated by at least one distractor and occur within 500 ms of each other. Two groups of children (6- to 7-year-olds and 10- to 11-year-olds; ns = 21 and 24, respectively) were asked to identify green targets in two AB tasks: one using non-linguistic symbols and the other letters or words. The temporal distance or stimulus-onset asynchrony (SOA) between T1 and T2 varied between no intervening distractor (Lag 1, 116-ms SOA) and up to 7 intervening distractors (Lag 8, 928-ms SOA). In the symbol task, younger children linearly increased T2 identification with increasing lag. Older children, however, displayed a hook-shaped pattern as typically seen in adults, with lowest identification reports in T2 symbols at the critical blink interval (Lag 2, 232-ms SOA), and a slight performance gain for the Lag 1 condition. In the verbal task, the older group again exhibited a prominent drop in T2 identification at Lag 2, whereas the younger group showed a more alleviated and temporally diffuse AB impairment. Taken together, this pattern of results suggests that the control of attention allocation and/or working memory consolidation of targets among distractors represents a cognitive skill that emerges during primary school age.
DIPF-Departments:
Bildung und Entwicklung
On the specificity of face cognition compared with general cognitive functioning across adult age
Hildebrandt, Andrea; Wilhelm, Oliver; Herzmann, Grit; Schmiedek, Florian; Sommer, Werner
Journal Article
| In: Psychology and Aging | 2011
31833 Endnote
Author(s):
Hildebrandt, Andrea; Wilhelm, Oliver; Herzmann, Grit; Schmiedek, Florian; Sommer, Werner
Title:
On the specificity of face cognition compared with general cognitive functioning across adult age
In:
Psychology and Aging, 26 (2011) 3, S. 701-715
DOI:
10.1037/a0023056
URL:
http://dx.doi.org/10.1037/a0023056
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Altern; Analyse; Gedächtnis; Informationsverarbeitung; Kognitionswissenschaft; Kognitive Prozesse; Lebensalter; Leistungsfähigkeit; Messung; Mimik; Modell; Statistik; Test; Unterschied; Visuelle Wahrnehmung
Abstract (english):
Face cognition is considered a specific human ability, clearly differentiable from general cognitive functioning. Its specificity is primarily supported by cognitive-experimental and neuroimaging research, but recently also from an individual differences perspective. However, no comprehensive behavioral data are available, which would allow estimating lifespan changes of the covariance structure of face-cognition abilities and general cognitive functioning as well as age-differences in face cognition after accounting for interindividual variability in general cognition. The present study aimed to fill this gap. In an age-heterogeneous (18 82 years) sample of 448 adults, we found no factorial dedifferentiation between face cognition and general cognition. Age-related differences in face memory were still salient after taking into account changes in general cognitive functioning. Face cognition thus remains a specific human ability compared with general cognition, even until old age. We discuss implications for models of cognitive aging and suggest that it is necessary to include more explicitly special social abilities in those models.
DIPF-Departments:
Bildung und Entwicklung
Response inhibition and its relationship to phonological processing in children with and without […]
Schmid, Johanna Maria; Labuhn, Andju Sara; Hasselhorn, Marcus
Journal Article
| In: International Journal of Disability, Development and Education | 2011
31680 Endnote
Author(s):
Schmid, Johanna Maria; Labuhn, Andju Sara; Hasselhorn, Marcus
Title:
Response inhibition and its relationship to phonological processing in children with and without dyslexia
In:
International Journal of Disability, Development and Education, 58 (2011) 1, S. 19-32
DOI:
10.1080/1034912X.2011.547343
URL:
http://dx.doi.org/10.1080/1034912X.2011.547343
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Arbeitsgedächtnis; Datenanalyse; Deutschland; Dyslexie; empirische Untersuchung; Grundschüler; Informationsverarbeitung; kognitive Prozesse; Neurobiologie; Phonologie; Schuljahr 03; Testaufgabe
Abstract (english):
This study investigates response inhibition and its relationship to phonological processing in third-graders with and without dyslexia. Children with dyslexia (n = 20) and children without dyslexia (n = 16) were administered a stop signal task and a digit span forwards task. Initial analyses revealed phonological processing deficits in terms of a phonological short-term deficit in children with dyslexia but revealed no group differences with regard to performance on the stop signal task. There was no relationship between performance on the stop signal task and phonological short-term capacity for the group of children with dyslexia. In contrast, in the group of children without dyslexia, there was a tendency that better phonological short-term capacity was associated with faster primary reaction times on the stop signal task. Furthermore, better phonological short-term capacity was related to slower inhibitory processes among children without dyslexia. When controlling group specifically for the effects of phonological short-term capacity on the performance on the stop signal task we found slightly faster primary reaction times and significantly slower inhibitory processes in the group of children with dyslexia. Overall, these findings suggest the activation of phonological strategies during performance on the stop signal task in children without dyslexia but not in children with dyslexia. We discuss the possibility that in children without dyslexia, phonological processing strategies might have a beneficial effect on speed of response execution but might slow down response inhibition.
DIPF-Departments:
Bildung und Entwicklung
Functional deficits in phonological working memory in children with intellectual disabilities
Schuchardt, Kirsten; Mähler, Claudia; Hasselhorn, Marcus
Journal Article
| In: Research in Developmental Disabilities | 2011
31880 Endnote
Author(s):
Schuchardt, Kirsten; Mähler, Claudia; Hasselhorn, Marcus
Title:
Functional deficits in phonological working memory in children with intellectual disabilities
In:
Research in Developmental Disabilities, 32 (2011) , S. 1934-1940
DOI:
10.1016/j.ridd.2011.03.022
URL:
http://dx.doi.org/10.1016/j.ridd.2011.03.022
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Arbeitsgedächtnis; Experimentelle Untersuchung; Geistig behindertes Kind; Informationsverarbeitung; Kognitive Prozesse; Leistungsfähigkeit; Phonologie
Abstract:
Recent studies indicate that children with intellectual disabilities have functional limitations primarily in the phonological loop of working memory (Baddeley, 1986). These findings are indicative of a specific structural deficit. Building on this research, the present study examines whether it is possible to identify specific phonological subfunctions as causal factors in these qualitative deviations from typical development found in children with intellectual disabilities. In a three-group design, specific subfunctions of phonological working memory were examined in students of the same mental age (one group of 15-year-olds with mild intellectual disability [IQ 50-69], one group of 10-year-olds with borderline intellectual disability [IQ 70-84], and one group of 7-year-olds of average intelligence [IQ 85-115]. The automatic activation of the subvocal rehearsal process was operationalized by the word-length effect; the size of the phonological store, by a task involving repetition of nonwords of differing syllable length; and accuracy of processing, by both the phonological similarity effect and the quality of acoustic presentation of the nonword repetition task (distorted vs. undistorted item presentation). The results revealed impairment of the phonological store only in terms of reduced storage capacity, and showed that this deficit increased with length of the item sequences to be remembered. However, this deficit was observed only in children with mild intellectual disability; the performance of children with borderline intellectual disability corresponded with that of a control group of 7-year-olds matched for mental age. The findings are discussed in the context of the two-component model of the phonological loop. They indicate that deficits in storage capacity are associated with deficits in language development and thus seem to be one of the causes of cognitive impairment in individuals with mild intellectual disability.
DIPF-Departments:
Bildung und Entwicklung
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