Working memory deficits in children with reading difficulties: Memory span and dual task coordination

Wang, Shinmin; Gathercole, Susan E.

doi:10.1016/j.jecp.2012.11.015

Cited by 117 publications

(94 citation statements)

References 36 publications

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“…There is now considerable evidence that working memory abilities develop through childhood (Case, Kurland, & Goldberg, 1982;2001), with potentially important implications for academic attainment (Gathercole & Alloway, 2008;Gathercole, Brown, & Pickering, 2003;Jarvis & Gathercole, 2003) and more specifically, for reading development (e.g., Swanson & Ashbaker, 2000;Swanson, Zheng, & Jerman, 2009;Wang & Gathercole, 2013). Alloway, Gathercole, and Pickering (2006;also Bayliss, Jarrold, Gunn, & Baddeley, 2003) found that childrenÕs performance on working memory tasks was best captured by the Baddeley and Hitch (1974) tripartite model that sets out phonological and visuospatial short-term stores and a central executive control resource, with each of these components showing clear improvements from 4 years of age.…”

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confidence: 99%

“…While simple span tasks require only the passive retention of information, complex span tasks involve simultaneous storage and processing of information. As indexed by such measures, close links between working memory capacity and development of different aspects of reading skills have been well established, including visual word recognition (e.g., Swanson & Ashbaker, 2000;Wang & Gathercole, 2013) and text comprehension (e.g., Cain, Oakhill, & Bryant, 2004;Daneman & Carpenter, 1980). More recently, Baddeley (2000) argued for a fourth component of working memory termed the episodic buffer, that was intended to capture the binding of information from different sources, both within and between modalities.…”

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Evaluating the developmental trajectory of the episodic buffer component of working memory and its relation to word recognition in children

Wang

Allen

Lee

et al. 2015

Journal of Experimental Child Psychology

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The creation of temporary bound representation of information from different sources is one of the key abilities attributed to the episodic buffer component of working memory. Whereas the role of working memory in word learning has received substantial attention, very little is known about the link between the development of word recognition skills and the ability to bind information in the episodic buffer of working memory, and how it may develop with age.This study examined the performance of Grade 2 (8 yrs old) and Grade 3 (9 yrs old) children and young adults on a task designed to measure their ability to bind visual and auditory-verbal information in working memory. ChildrenÕs performance on this task significantly correlated with their word recognition skills even when chronological age, memory for individual elements, and other possible reading-related factors were taken into account. In addition, clear developmental trajectories were observed, with improvements in the ability to hold temporary bound information in working memory between Grades 2 and 3, and between the children and adult groups, that were independent from memory for the individual elements. These findings suggest that the capacity to temporarily bind novel auditory-verbal information to visual form in working memory is linked to the development of word recognition in children, and improves with age.

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confidence: 99%

mentioning

confidence: 99%

Evaluating the developmental trajectory of the episodic buffer component of working memory and its relation to word recognition in children

Wang

Allen

Lee

et al. 2015

Journal of Experimental Child Psychology

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“…Las investigaciones sobre diferencias individuales han centrado sus objetivos en vincular a la memoria de trabajo con la comprensión de textos (Barreyro, Cevasco, Burin, & Molinari, 2012;Currie & Cain, 2015;Prat et al, 2016;Van Dyke, Johns, & Kukona, 2014;Wang & Gathercole, 2013), pero pocas se han centrado en los textos expositivos (Budd, Whitney, & Turley, 1995;Graesser, Leon, & Otero, 2002;van den Broek et al, 2002). En relación a las capacidades atencionales muy pocas investigaciones se han centrado en estudiar su vínculo con la comprensión, y las que se encuentran se han centrado en ver la incidencia de patologías atencionales (McVay & Kane, 2012).…”

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El rol de la memoria de trabajo y la atención sostenida en la generación de inferencias explicativas

et al. 2017

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“…Recently, accumulating literature has identified working memory deficits as closely associated with specific LD, such as reading disability [1], mathematical disability [2], ADHD [3], or combined reading and mathematics disability [4] [5]. So, some researchers have concluded that working memory may be a core deficit in children with LD, especially an impaired ability to update relevant information from working memory as a hallmark of the learning disorder because working memory (WM) updating is considered to be a key component of working memory [6].…”

Section: Introductionmentioning

confidence: 99%

Electrophysiological Evidence of Working Memory Updating Deficits in Children with Learning Disabilities

Yao¹

2017

Proceedings of the 3rd International Conference on Arts, Design and Contemporary Education (ICADCE 2017)

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Abstract-Recent behavioral studies suggest that children with learning disabilities (LD) have difficulty in working memory (WM) updating. However, as behavioral performance represents the summed activity of multiple stages of processing, the temporal locus of the WM updating deficit remains unclear. Here, we used an event-related potential (ERP) paradigm to compare the temporal mechanisms of WM updating in 21 children with LD (aged between 10 and 12 years) and 21 agematched controls while they performed the running memory task. Behavioral results showed that children with LD attained significantly lower accuracy when the task required updating. ERPs revealed that the occipital early P1 component and parietal late positive complex (LPC) amplitudes were lower in children with LD compared to controls when the task required children to remember a new stimulus. The LPC (1000-1500) amplitude correlated with the performance of academic and updating behavior. These results provide a novel electrophysiological evidence that children with LD have a specific impairment in early visual attention processing and lately WM updating.

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Working memory deficits in children with reading difficulties: Memory span and dual task coordination

Cited by 117 publications

References 36 publications

Evaluating the developmental trajectory of the episodic buffer component of working memory and its relation to word recognition in children

Evaluating the developmental trajectory of the episodic buffer component of working memory and its relation to word recognition in children

El rol de la memoria de trabajo y la atención sostenida en la generación de inferencias explicativas

Electrophysiological Evidence of Working Memory Updating Deficits in Children with Learning Disabilities

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