ERIC Number: EJ1039853
Record Type: Journal
Publication Date: 2013-Sep
Abstractor: As Provided
Reference Count: 47
Can Executive Functions Help to Understand Children with Mathematical Learning Disorders and to Improve Instruction?
Desoete, Annemie; De Weerdt, Frauke
Learning Disabilities: A Contemporary Journal, v11 n2 p27-39 Sep 2013
Working memory, inhibition and naming speed was assessed in 22 children with mathematical learning disorders (MD), 17 children with a reading learning disorder (RD), and 45 children without any learning problems between 8 and 12 years old. All subjects with learning disorders performed poorly on working memory tasks, providing evidence that they have a deficiency related to simultaneously storage and processing of verbal and/or visuospatial information. In addition, children with MD+RD suffered from problems with quantity naming speed compared to children without MD. Our data revealed the importance to manage working memory loads and give more time to complete homework, exercises, and examinations.
Descriptors: Short Term Memory, Inhibition, Naming, Cognitive Processes, Executive Function, Children, Learning Disabilities, Mathematics Skills, Reading Difficulties, Comparative Analysis, Preadolescents, Visual Perception, Spatial Ability, Verbal Communication, Recall (Psychology), Listening Skills, Auditory Stimuli, Visual Stimuli, Statistical Analysis, Regression (Statistics), Effect Size, Control Groups
Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldam.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A