Memory training for children with Down syndrome

Conners, Frances A.; Rosenquist, Celia; Taylor, Lori Anne

doi:10.3104/reports.111

Cited by 41 publications

(23 citation statements)

References 43 publications

(41 reference statements)

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“…The research involved children with DS aged 6-14 years. In their findings and conclusions, Conners et al (2001) confirmed previous research findings that indicated that rehearsal training can enhance the working memory in individuals with DS. The use of technology can enhance working memory training.…”

Section: Technologies Used To Support Learning and The Potential Chalsupporting

confidence: 86%

“…Bennett et al's (2013) findings above are supported by numerous other studies (Conners, Rosenquist & Taylor, 2001;Nadkarni, Sumi & Ashok, 2012). These authors argue that rehearsal training can improve the working memory in individuals with DS.…”

Section: Technologies Used To Support Learning and The Potential Chalmentioning

confidence: 80%

“…These authors argue that rehearsal training can improve the working memory in individuals with DS. The research by Conners et al (2001) was aimed at resolving various issues: (1) whether the auditory working memory of children with DS can be improved reliably, (2) whether the improvement can be maintained over the long term, and (3) whether the improvements can match up to more rigorous comparisons. The research involved children with DS aged 6-14 years.…”

Section: Technologies Used To Support Learning and The Potential Chalmentioning

confidence: 99%

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The Use of Technology to Support the Learning of Children with Down Syndrome in Saudi Arabia

Alfaraj

Kuyini

2014

WJE

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The research employed a survey questionnaire to explore the type of technological tools available in schools for children with Down syndrome (DS) in Saudi Arabia, perceptions of teachers toward the benefits of technology-assisted learning for DS students, the skills that children with DS need to use technology, the challenges of using technology for children with DS, and what can be done to improve the use of technology for children with DS. The data from the 20 teachers in two schools were analysed using qualitative data analysis procedures, which yielded several themes.The findings show that the sampled schools have different types of technologies but computers, iPads and projectors are the most commonly used devices, although there are other devices such as DVD players, mobile phones, and loudspeakers among others. Many teachers understand the benefits of using technology to support children with DS and their views are supported by studies conducted in the past on the same area as presented in extant literature. The key challenges to using technology as identified by the teachers include lack of resources such as computers, lack of software designed in Arabic, and lack of training for teachers to enable them to support children with DS. Recommendations are discussed.

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Section: Technologies Used To Support Learning and The Potential Chalsupporting

confidence: 86%

Section: Technologies Used To Support Learning and The Potential Chalmentioning

confidence: 80%

Section: Technologies Used To Support Learning and The Potential Chalmentioning

confidence: 99%

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The Use of Technology to Support the Learning of Children with Down Syndrome in Saudi Arabia

Alfaraj

Kuyini

2014

WJE

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Section: Discussionmentioning

confidence: 99%

“…If this is the case, then one might be able to target interventions towards this problem, in the hope of improving rehearsal ineffi ciency. Indeed a number of studies have attempted to improve or train rehearsal in individuals with Down syndrome (Broadley & MacDonald, 1993;Broadley, MacDonald & Buckley, 1994;Comblain, 1994;Laws, MacDonald & Buckley, 1996;Laws, MacDonald, Buckley & Broadley, 1995; for more details on rehearsal training see Conners, Rosenquist and Taylor (2001).The claim of a phonological loop defi cit in Down syndrome therefore has implications for our understanding of Down syndrome, and for possible intervention strategies. However, it is important to note that the accounts outlined above, although theoretically plausible, are not fully supported by empirical evidence.…”

mentioning

confidence: 99%

Short-term memory in Down syndrome: Applying the working memory model

Jarrold

Baddeley²

2001

Downs Syndr. Res. Pract.

113

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-This paper is divided into three sections. The fi rst reviews the evidence for a verbal short-term memory defi cit in Down syndrome. Existing research suggests that short-term memory for verbal information tends to be impaired in Down syndrome, in contrast to short-term memory for visual and spatial material. In addition, problems of hearing or speech do not appear to be a major cause of diffi culties on tests of verbal short-term memory. This suggests that Down syndrome is associated with a specifi c memory problem, which we link to a potential defi cit in the functioning of the 'phonological loop' of Baddeley's (1986) model of working memory. The second section considers the implications of a phonological loop problem. Because a reasonable amount is known about the normal functioning of the phonological loop, and of its role in language acquisition in typical development, we can make fi rm predictions as to the likely nature of the short-term memory problem in Down syndrome, and its consequences for language learning. However, we note that the existing evidence from studies with individuals with Down syndrome does not fi t well with these predictions. This leads to the third section of the paper, in which we consider key questions to be addressed in future research. We suggest that there are two questions to be answered, which follow directly from the contradictory results outlined in the previous section. These are 'What is the precise nature of the verbal short-term memory defi cit in Down syndrome', and 'What are the consequences of this defi cit for learning'. We discuss ways in which these questions might be addressed in future work.Keywords -Down syndrome, verbal short-term memory, phonological loop, working memory OutlineThis paper has three aims. First, to review the evidence for a verbal short-term memory defi cit in Down syndrome, and in doing so to consider whether any observed defi cit really refl ects an underlying memory diffi culty, or is instead caused by other factors. Second, to explore the possible implications of a verbal short-term memory defi cit for individuals with Down syndrome, and fi nally, to highlight key questions that remain to be addressed by future work in this area. This paper draws heavily on material covered in an earlier paper published in Down Syndrome Research and Practice (Jarrold, Baddeley & Phillips, 1999), and the reader is referred to this previous account for a fuller treatment of many of the issues raised here. A ReviewShort-term memory is the ability to 'hold in mind' information. For example, one might try to remember the string of digits in a telephone number while moving to the phone and dialling. It differs from long-term memory, where information, although not necessarily forgotten, is not always consciously available until recalled. Verbal shortterm memory refers to the ability to maintain verbal items such as words or digits, and is most often assessed using 'span' paradigms in which individuals are asked to remember increasing numbers of words or...

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