Working memory functioning in children with learning disabilities: does intelligence make a difference?

Maehler, Claudia; Schuchardt, Kirsten

doi:10.1111/j.1365-2788.2008.01105.x

Cited by 78 publications

(72 citation statements)

References 25 publications

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“…Furthermore, Maehler and Schuchardt (2009) suggest that children with dyslexia and a low IQ present the same working memory impairment as those with an average or above average IQ, reinforcing that differences based on the level of intelligence, observed between groups in this study, may not interfere signifi cantly with the performance of other cognitive functions and the differences actually obtained occur due to LD.…”

Section: Discussionsupporting

confidence: 79%

“…Their study further demonstrated that dyslexic children with a low IQ presented the same working memory impairment seen in those with an average or above average IQ, reinforcing the importance of discussing the level of intelligence --measured through the Wechsler Intelligence Scale for Children (WISC) -among children with LDs (Maehler & Schuchardt, 2009). Accordingly, Kibby (1999, cited by Kibby & Cohen, 2008 shows that verbal working memory, phonological awareness and verbal intelligence (VIQ) are involved in the decoding of pseudowords and that such abilities can affect language.…”

Section: Neuropsychological Characteristics Of Dyslexiamentioning

confidence: 89%

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Neuropsychological characteristics of dyslexic children

Cruz-Rodrigues¹,

Barbosa²,

Toledo-Piza³

et al. 2014

Psicol. Reflex. Crit.

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The aim of this study was to identify the neuropsychological characteristics of dyslexic children. Seventy-three children underwent neuropsychological assessment and were divided into two groups: a group with dyslexia (DG; n=39) and a control group (CG; n= 34). A general linear model showed a signifi cant difference between the groups regarding the following abilities: reading, writing and mathematics; forward and backward digit span tasks; semantic and phonological fl uency; number of completed categories and total number of cards in the Wisconsin Cards Sorting Test; as well as right and left discrimination on self and on other. These results suggest impairment in executive functions, phonological working memory and semantic memory among dyslexic children, rather than impairment of just phonological abilities, as suggested in previous studies. Keywords: Dyslexia, Wisconsin test, neuropsychological characteristics. ResumoO objetivo deste trabalho foi identifi car as características neuropsicológicas de crianças com dislexia. Foram incluídas 73 crianças divididas em dois grupos: um grupo composto por crianças disléxicas (GD; n=39), e um grupo controle (GC; n= 34). A análise de modelo linear geral mostrou diferença signifi cativa entre os grupos nas habilidades de leitura, escrita, matemática, dígitos ordem direta, dígitos ordem inversa, fl uência semântica e fonológica, número de categorias e total de cartas do Teste de Classifi cação de Cartas de Wisconsin, discriminação direita e esquerda em si e no outro. Esses resultados demonstram que podem existir défi cits nas funções executivas, memória operacional fonológica e memória semântica e não apenas nas habilidades fonológicas. Palavras-chave: Dislexia, Wisconsin Teste, características neuropsicológicas.

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Section: Discussionsupporting

confidence: 79%

Section: Neuropsychological Characteristics Of Dyslexiamentioning

confidence: 89%

Neuropsychological characteristics of dyslexic children

Cruz-Rodrigues¹,

Barbosa²,

Toledo-Piza³

et al. 2014

Psicol. Reflex. Crit.

View full text Add to dashboard Cite

show abstract

“…Furthermore, Arffa (2007) found correlations between full scale IQ and EF measures of planning, fluency and inhibition, but not trail-making (often described as assessing switching). Mähler et al (2009) investigated the distinction between learning and intelligence by including two groups with learning difficulties in their study, one with Executive Functioning in Intellectual Disability 4 typical IQ scores (together with a specific learning difficulty), and one with generally low IQ scores. No differences were found between the two groups on EF measures, but both groups performed more poorly than a comparison group with typical IQ and no learning problems.…”

Section: Introductionmentioning

confidence: 99%

“…Several other studies of children with ID have included measures of ELWM, generally reporting MA appropriate performance for children with ID (e.g. Brown, 1974;Connors et al, 1998;Henry & MacLean, 2002;Henry & Winfield, 2010;Mähler et al, 2009). Yet some inconsistency in the literature is also apparent: a few authors have reported that children with ID perform more poorly than MA comparisons (Russell et al, 1996;van der Molen et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

Strengths and weaknesses in executive functioning in children with intellectual disability

Danielsson

Henry

Messer

et al. 2012

Research in Developmental Disabilities

113

102

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“…Arffa (2007) also found that IQ was related to EFs tests of sorting, fluency and inhibition, but not to trail-making. Maehler and Schuchardt (2009) made a distinction between learning and intelligence by including both a group with learning difficulty and normal IQ and a group with learning difficulty and low IQ. No differences were found between the two groups on EF measures, but both performed more poorly than a control group without Executive Functions in Intellectual Disability 4 learning problems and normal IQ.…”

Section: Introductionmentioning

confidence: 99%

Executive functions in individuals with intellectual disability

Danielsson

Henry

Rönnberg

et al. 2010

Research in Developmental Disabilities

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581 83 Linköping, Sweden, or henrik.danielsson@liu.se. Telephone +46 13 28 21 99 and fax +46 13 28 21 45. Executive Functions in Intellectual Disability 2 AbstractThe aim of the present study was to investigate executive functions in adults with intellectual disability, and compare them to a closely matched control group longitudinally for 5 years. In the Betula database, a group of adults with intellectual disability (ID, n=46) was defined from measures of verbal and nonverbal IQ. A control group, with two people for every person with intellectual disability (n=92), was chosen by matching on the following criterion in order of priority: IQ higher than 85, age, sex, sample, level of education, and years of education. 3 types of tasks of executive functions were included on 2 occasions, with 5 years between testing sessions: The Tower of Hanoi, executively loaded dual task versions of word recall, and verbal fluency. Adults with ID showed significant impairments on verbal fluency and on the executively loaded dual task word recall task (at encoding but not at recall). There were no group differences on the Tower of Hanoi. No significant differences between the 2 test occasions were found. The results are interpreted in terms of individuals with ID having problems with speed of accessing lexical items and difficulties with working memory-related executive control at encoding, which includes shifting between tasks. There are, however, not necessarily problems with inhibition. The dual task results additionally imply that the adults with intellectual disability were more sensitive to strategy interruptions at encoding, but that dividing attention at recall did not have such detrimental effects.

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Working memory functioning in children with learning disabilities: does intelligence make a difference?

Cited by 78 publications

References 25 publications

Neuropsychological characteristics of dyslexic children

Neuropsychological characteristics of dyslexic children

Strengths and weaknesses in executive functioning in children with intellectual disability

Executive functions in individuals with intellectual disability

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