ERIC Number: EJ1030329
Record Type: Journal
Publication Date: 2014-Jul
Abstractor: As Provided
Reference Count: N/A
Working Memory Development in Children with Mild to Borderline Intellectual Disabilities
Van der Molen, M. J.; Henry, L. A.; Van Luit, J. E. H.
Journal of Intellectual Disability Research, v58 n7 p637-650 Jul 2014
Background: The purpose of the current cross-sectional study was to examine the developmental progression in working memory (WM) between the ages of 9 and 16 years in a large sample of children with mild to borderline intellectual disabilities (MBID). Baddeley's influential WM model was used as a theoretical framework. Furthermore, the relations between WM on the one hand, and scholastic skills (arithmetic and reading) on the other were examined. Method: One hundred and ninety-seven children with MBID between 9 and 16 years old participated in this study. All children completed several tests measuring short-term memory, WM, inhibition, arithmetic and single word reading. Results: WM, visuospatial short-term memory and inhibition continued to develop until around age 15 years. However verbal short-term memory showed no further developmental increases after the age of 10 years. Verbal short-term memory was associated with single word reading, whereas inhibition was associated with arithmetic. Discussion: The finding that verbal short-term memory ceases to develop beyond the age of 10 years in children with MBID contrasts with results of studies involving typically developing children, where verbal short-term memory develops until around age 15 years. This relative early developmental plateau might explain why verbal short-term memory is consistently considered weak in children with MBID.
Descriptors: Short Term Memory, Mild Mental Retardation, Moderate Mental Retardation, Children, Child Development, Age Differences, Adolescents, Academic Ability, Mathematics Skills, Reading Skills, Correlation, Inhibition, Visual Perception, Spatial Ability, Developmental Stages
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A