Working memory studies among individuals with intellectual disability: An integrative research review

Lifshitz, Hefziba; Kilberg, Esther; Vakil, Eli

doi:10.1016/j.ridd.2016.08.001

Cited by 30 publications

(22 citation statements)

References 81 publications

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“…The number of words recalled by preschoolers with DS and NSID on the auditory task (PreAM), and of visual stimuli in the visuospatial task (PreVM), was below that of peers with a similar chronological age. These results coincide with the difficulties found for DS (Frenkel & Bourdin, 2009;Godfrey & Lee, 2018;Smith & Jarrold, 2014) and NSID (Maehler & Schuchardt, 2009;Schuchardt et al, 2010;Lifshitz et al, 2016), with limitations in verbal STM exceeding the expected relative to cognitive development. These deficits are commonly regarded as structural in nature, specifically, in terms of the capacity for storage.…”

Section: Short-term Memorysupporting

confidence: 83%

“…cognitive development. In the latter case, visual aspects hold better than spatial ones (Lifshitz et al, 2016;Schuchardt et al, 2010;van der Molen et al, 2014). In general, individuals with NSID show good performance on visual tasks, on some executive tasks (e.g., planning), and weaknesses when the phonological loop is involved.…”

Section: Article In Pressmentioning

confidence: 93%

“…In general, individuals with NSID show good performance on visual tasks, on some executive tasks (e.g., planning), and weaknesses when the phonological loop is involved. Furthermore, performance is influenced by the cognitive load imposed by verbal and visual tasks (Lifshitz et al, 2016).…”

Section: Article In Pressmentioning

confidence: 99%

“…Flexibility in children with NSID is adjusted to their cognitive development and, in a high percentage of studies, functioning of the central executive is maintained (Lifshitz et al, 2016). This good fluency and switching performance may be accompanied by limitations in motor and verbal inhibition (Danielson et al, 2012).…”

Section: Rule-based Categorizationmentioning

confidence: 99%

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Dynamic Assessment in Preschoolers with Down Syndrome and Nonspecific Intellectual Disability

Naranjo

Robles‐Bello

2020

Psicología Educativa

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Down syndrome (DS) is among the intellectual disabilities most commonly associated with genetic factors (e.g., Lanfranchi et al., 2012). In the nonspecific intellectual disability (NSID) group, identifying the causes of intellectual disability (ID) during diagnosis has proven unsuccessful. Individuals with DS, when compared with peers of a similar mental age, show alterations in different components related to memory abilities (Godfrey & Lee, 2018), specifically, impaired verbal short-term memory (STM) (Lanfranchi et al., 2004), relatively preserved visuospatial STM (Carretti et al., 2013); and impairment in both verbal and visuospatial working memory (Lanfranchi et al., 2012). In terms of executive functioning, Lanfranchi et al. (2010) and Loveall et al. (2017) found impairment effects among adolescents with DS, although this functioning may be better retained at preschool age (Loveall et al., 2017). Cognitive abilities of individuals with NSID are generally considered delayed, especially when the comparison group presents similar nonverbal development (Lifshitz et al., 2016). Carretti et al. (2010) point to limitations in tasks that impose a high cognitive load (e.g., dual and updating word span tasks), with verbal and visuospatial functioning in STM, and tasks with a "moderate" cognitive load (e.g., backward and selective word span tasks) consistent with their cognitive development. Other studies offer a more unfavorable profile of NSID. Schuchardt et al. (2011) identified deficits in verbal storage capacity yet visuospatial processing capacity consistent with

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Section: Short-term Memorysupporting

confidence: 83%

Section: Article In Pressmentioning

confidence: 93%

Section: Article In Pressmentioning

confidence: 99%

Section: Rule-based Categorizationmentioning

confidence: 99%

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Dynamic Assessment in Preschoolers with Down Syndrome and Nonspecific Intellectual Disability

Naranjo

Robles‐Bello

2020

Psicología Educativa

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“…(véase Alemany et al, 2012). De manera más general, las personas con DI presentan una ejecución deficiente en ciertas tareas relacionadas con la MT (Lifshitz, Kilberg y Vakil, 2016). Estas características pueden hacer que en esta población, incluso las personas sinceras presenten dificultades para afrontar el esfuerzo mental adicional que conlleva la inducción de carga cognitiva durante una entrevista para detectar mentiras 10 .…”

Section: Respuestas Evasivas Bunclassified

Cognición, emoción y mentira: implicaciones para detectar el engaño

Blandón-Gitlin

López²,

Masip

et al. 2017

Anuario de Psicología Jurídica

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información del artículoHistoria del artículo: Recibido el 14 de noviembre de 2016 Aceptado el 21 de febrero de 2017 On-line el 4 de abril de 2017Palabras clave: Cognición Mentira Engaño Carga cognitiva Detección de mentiras Detección del engaño ADCAT r e s u m e n Recientemente, la falta de evidencia en apoyo de la aproximación no verbal-emocional en detección de mentiras ha propiciado el desarrollo de la orientación cognitiva. Ésta sostiene que mentir es cognitivamente más complejo que decir la verdad y que un aumento artificial de la dificultad cognitiva durante una entrevista hará que el mentiroso muestre señales delatoras de sobrecarga cognitiva. En este trabajo argumentamos que mentir no es siempre más complejo que decir la verdad. Inferir automáticamente engaño a partir de indicadores de carga cognitiva puede llevar a error. Los profesionales deben conocer el funcionamiento de la memoria y del sistema cognitivo para poder comprender el significado de los indicadores de carga cognitiva y los científicos deben desarrollar modelos cognitivos de la mentira y elaborar sus hipótesis a partir de mecanismos y procesos cognitivos específicos. Por último, puesto que las emociones influyen en la cognición, no puede obviarse su papel en la detección de mentiras. a b s t r a c tRecently, the dearth of evidence supporting nonverbal-emotional approach to lie detection has favored the development of cognitive orientation. According to cognitive orientation, lying is cognitively more complex than truth telling, such that an artificial increase of cognitive difficulty during an interview will lead liars to show indicators of cognitive overload. In this paper we argue that lying is not always more cognitively difficult than telling the truth. Automatically inferring deception from the observation of cognitive load indicators may lead to erroneous judgments. Practitioners must know how memory and the human cognitive system work, so they can understand the actual meaning of cognitive load indicators. Scientists should develop cognitive models of deception to guide their research, and should base their research hypotheses on specific cognitive mechanisms and processes. Finally, because emotions influence cognition, the role of emotions in lie detection cannot be neglected. © 2017 Colegio Oficial de Psicólogos de Madrid. Published by Elsevier España, S.L.U. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).Con el fin de desenvolvernos adecuadamente en nuestro medio y sobrevivir, los organismos necesitamos de algún sistema que nos permita adquirir información del entorno y reaccionar de manera adaptativa al mismo. Por ello, la evolución nos ha dotado de un sistema perceptivo y de un sistema motor, coordinados por un sistema * Autor para correspondencia.

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Compensation Age Theory (CAT): Effects of Chronological Age on Cognitive Ability in Individuals with Intellectual Disability

Lifshitz

2020

Growth and Development in Adulthood Among Persons With Intellectual Disability

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Working memory studies among individuals with intellectual disability: An integrative research review

Cited by 30 publications

References 81 publications

Dynamic Assessment in Preschoolers with Down Syndrome and Nonspecific Intellectual Disability

Dynamic Assessment in Preschoolers with Down Syndrome and Nonspecific Intellectual Disability

Cognición, emoción y mentira: implicaciones para detectar el engaño

Compensation Age Theory (CAT): Effects of Chronological Age on Cognitive Ability in Individuals with Intellectual Disability

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