Working Memory in Learning Disability Subgroups

Swanson, H. Lee

doi:10.1006/jecp.1993.1027

Cited by 220 publications

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“…The central executive is important in the initial stages of academic learning, that is, for the acquisition of novel school-taught competencies (e.g., linear number line) and suppression of more natural modes of understanding the presented information (e.g., use of the natural number-magnitude system; Geary, 2007aGeary, , 2007b. The central executive has also been implicated as a core mechanism contributing to the learning deficits of children with MLD (Geary et al, 2007;McLean & Hitch, 1999;Swanson, 1993;Swanson & Sachse-Lee, 2001). The visuospatial sketch pad is of interest, because the parietal areas associated with number and magnitude processing are situated near brain regions that support aspects of visuospatial processing and because damage to these parietal regions disrupts the ability to form spatial representations and to imagine a mental number line (Zorzi et al, 2002).…”

Section: Working Memorymentioning

confidence: 99%

Development of Number Line Representations in Children With Mathematical Learning Disability

Geary

Hoard

Nugent

et al. 2008

Developmental Neuropsychology

353

262

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Children with a mathematical learning disability (MLD, n = 19) and low achieving (LA, n = 43) children were identified using mathematics achievement scores below the 11th percentile and between the 11th and 25th percentiles, respectively. A control group of typically achieving (TA, n = 50) children was also identified. Number line and speed of processing tasks were administered in 1st and 2nd grade and a working memory battery in 1st grade. In both grades, the MLD children were less accurate in their number line placements and more reliant on a natural numbermagnitude representational system to make these placements than were TA children. The TA children were more reliant on the school-taught linear system in both grades. The performance of the LA children was similar to that of the MLD children in first grade and to the TA children in second. The central executive component of working memory contributed to across-grade improvements in number line performance and to group differences in this performance.Several large-scale population-based, prospective studies and a number of smaller-scale studies have consistently found that between 5% and 10% of children and adolescents will experience a substantive learning deficit-not attributable to low cognitive ability-in at least one area of mathematics before graduating from high school (Badian, 1983;Barbaresi, Katusic, Colligan, Weaver, & Jacobsen 2005;Ostad, 1998;Shalev, 2007;Shalev, Manor, & Gross-Tsur, 2005). These individuals are considered to have a mathematical learning disability (MLD), and are joined by another 5% and perhaps many more children and adolescents who experience more mild and circumscribed learning difficulties in mathematics (for recent reviews see Berch & Mazzocco, 2007). The mathematics achievement of this latter group of low achieving children (LA) is below expectations based on their cognitive ability and reading achievement, and the mechanisms contributing to their difficulties with mathematics learning may differ from those underlying MLD (Geary, Hoard, Byrd-Craven, Nugent, & Numtee, 2007;Murphy, Mazzocco, Hanich, & Early, 2007). The central executive component of working memory has been implicated as a core mechanism underlying differences in the mathematical cognition of children with MLD but not their LA peers, but this remains to be confirmed. Moreover, the mathematical areas in which these groups may be similar or different are not well understood. HHS Public Access Author Manuscript Author ManuscriptAuthor Manuscript Author ManuscriptChildren with MLD have deficits in a wide range of basic mathematical domains, including a delayed understanding of counting concepts (Geary, Bow-Thomas, & Yao, 1992), difficulties remembering arithmetic facts (Geary, 1993;Jordan, Hanich, & Kaplan, 2003;Jordan & Montani, 1997), and poor conceptual knowledge of rational numbers (Mazzocco & Devlin, in press). The delayed learning of LA children, in contrast, may center on basic numerical representations, including the number line (Geary et al., 20...

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Section: Working Memorymentioning

confidence: 99%

Development of Number Line Representations in Children With Mathematical Learning Disability

Geary

Hoard

Nugent

et al. 2008

Developmental Neuropsychology

353

262

View full text Add to dashboard Cite

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“…However, their ability to effectively utilize them is impaired in some contexts. Such an impairment may derive from attentional (Willcutt and Pennington, 2000;Hari and Renvall, 2001;Roach and Hogben, 2008) or working memory (Torgesen, 1988;Swanson, 1993;Swanson and Sachse-Lee, 2001;Gathercole et al, 2006) difficulties that often accompany LD.…”

Section: Introductionmentioning

confidence: 99%

Perceptual learning as a tool for boosting working memory among individuals with reading and learning disability

Banai

Ahissar²

2009

Learning & Perception

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The majority of individuals with dyslexia and additional learning difficulties (D-LDs) also perform poorly on many simple auditory discrimination tasks. We now trained a group of D-LD teenagers on a series of auditory tasks and assessed their pattern of auditory improvement as well as their generalization to reading related tasks. We found that the performance of most D-LD participants quickly improved and reached the level of the general age matched population. Moreover, their pattern of learning specificity (e.g. no transfer from frequency to duration discriminations) was also similar to that previously observed in the general population. When assessed with a battery of verbal tasks that they initially performed poorly, a pattern of specific transfer was observed. Performance on verbal memory tasks improved to peer level, whereas performance on reading and non-verbal cognitive tasks did not. These findings suggest that D-LDs' mechanisms of long-term learning are adequate. Moreover, perceptual learning can be used as a tool for improving general working memory skills, whose underlying mechanisms seem to be shared by simple tones and complex speech sounds.

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“…De fato, comorbidades entre o transtorno específico da habilidade em aritmética e outros transtornos de aprendizagem são mais comumente observadas do que a manifestação pura de discalculia (von Aster & cols., 2007), sendo a dislexia a comorbidade mais associada à DD (Shalev & cols., 2005 demandas da alça fonológica (Swanson, 1993). Tanto no teste Blocos de Corsi, quanto no Span de Dígitos, as crianças foram melhores na ordem direta do que na ordem inversa, assim como em estudos prévios (Santos & Bueno, 2003;Santos & cols., 2005), tendo em vista que a capacidade do componente executivo central, avaliado na ordem inversa, é menor do que dos armazenadores.…”

Section: Discussionunclassified

“…Há evidências de associação entre memória operacional e habilidades aritméticas durante o desenvolvimento (Adams & Hitch, 1997;Nöel, 2005;Rotzer & cols., 2009;Schuchardt, Maehler, & Hasselhorn, 2008, Swanson, 1993. Conforme Swanson (1993) Ciasca (1994) aponta que 30% a 40% das crianças podem apresentar alguma dificuldade de aprendizagem nos primeiros anos do Ensino Fundamental.…”

Section: Pa Da Silva and Fh Dos Santosunclassified

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Discalculia do desenvolvimento: avaliação da representação numérica pela ZAREKI-R

Silva

Santos

2011

Psic.: Teor. e Pesq.

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RESUMO -O presente estudo investigou aspectos da representação numérica (processamento numérico e cálculo) e memória operacional de crianças com transtornos de aprendizagem. Participaram 30 crianças de idade entre 9 e 10 anos, ambos os gêneros, divididas em dois grupos: sem dificuldade em aritmética (SDA; N=11) e com dificuldade em aritmética (CDA; N=19), avaliadas pela ZAREKI-R, Matrizes Coloridas de Raven, o Blocos de Corsi e o BCPR. Crianças CDA exibiram escores levemente mais baixos que as SDA quanto ao nível intelectual e nos Blocos de Corsi. Na ZAREKI-R apresentaram prejuízo nos subtestes ditado de números, cálculo mental, problemas aritméticos e total. Crianças CDA apresentaram déficits específicos em memória operacional visuoespacial e comprometimento em processamento numérico e cálculo, compatível com discalculia do desenvolvimento.Palavras-chave: Discalculia do Desenvolvimento; Matemática; Memória Operacional; Neuropsicologia; Transtornos de Aprendizagem.Developmental Dyscalculia: Assessment of Number Representation by the ZAREKI-R ABSTRACT -This study investigated which aspects of number processing and calculation and working memory are related to arithmetic deficits. The participants were children aged from 9 to 10 years, both gender, divided in two groups based on their calculation score: a group without arithmetic disability (SDA; N=11) and with arithmetic disability (CDA; N=19); assessed by the instruments: ZAREKI-R, Raven's Coloured Progressive Matrices, Block Span, Digit Span, and BCPR (pseudowords repetition). CDA children exhibited slightly lower scores than SDA on intellectual level and Block Span, and deficits in dictation of numbers, mental calculation, and problem solving tasks of the ZAREKI-R. The results indicate that CDA children have specific deficits in visuospatial working memory and performed poorly in number representation tasks, which fulfill criteria for Developmental Dyscalculia.Keywords: Developmental Dyscalculia; Mathematic; Working memory; Neuropsychology; learning disabilities. Há uma capacidade inata para habilidades quantitativas que inclui uma compreensão implícita de numerosidade, ordinalidade, contagem e aritmética simples (Geary, 1995), a qual constitui um modo de processamento não simbólico de quantidades, baseado em subtização e aproximação (Feigenson, Dehaene & Spelke, 2004). Essa capacidade se desenvolve gradualmente no decorrer dos anos pré-escolares, juntamente com a linguagem e sua estruturação (Geary, 2000). Com a inserção no Ensino Fundamental, as crianças aprendem a representar os números por meio do processamento simbó-lico (p.ex., palavras, numerais, ideogramas), o que permite a manipulação e comparação de quantidades precisas (Mundy & Gilmore, 2009). Uma vez que as habilidades quantitativas adquirem características culturais (Geary, 2000;von Aster & Shalev, 2007), fatores linguísticos, culturais e pedagógicos têm diferentes efeitos nos diversos componentes das habilidades matemáticas e podem, em alguns casos, afetar a aprendizagem escolar (Dellatolas, von ...

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Working Memory in Learning Disability Subgroups

Cited by 220 publications

References 0 publications

Development of Number Line Representations in Children With Mathematical Learning Disability

Development of Number Line Representations in Children With Mathematical Learning Disability

Perceptual learning as a tool for boosting working memory among individuals with reading and learning disability

Discalculia do desenvolvimento: avaliação da representação numérica pela ZAREKI-R

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