Abstract:
:This study examines visual and spatial working memory skills in 35 third to fifth graders with both mathematics learning disabilities (MLD) and poor problem-solving skills and 35 of their peers with typical development (TD) on tasks involving both low and high attentional control. Results revealed that children with MLD, relative to TD children, failed spatial working memory tasks that had either low or high attentional demands but did not fail the visual tasks. In addition, children with MLD made more intrusion errors in the spatial working memory tasks requiring high attentional control than did their TD peers. Finally, as a post hoc analysis the sample of MLD was divided in two: children with severe MLD and children with low mathematical achievement. Results showed that only children with severe MLD failed in spatial working memory (WM) tasks if compared with children with low mathematical achievement and TD. The findings are discussed on the basis of their theoretical and clinical implications, in particular considering that children with MLD can benefit from spatial WM processes to solve arithmetic word problems, which involves the ability to both maintain and manipulate relevant information.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
Passolunghi MC,Mammarella ICdoi
10.1177/0022219411400746subject
Has Abstractpub_date
2012-07-01 00:00:00pages
341-50issue
4eissn
0022-2194issn
1538-4780pii
0022219411400746journal_volume
45pub_type
杂志文章abstract::This study examined the relative influence on children's self-esteem of academic achievement, maternal self-esteem, maternal acceptance, and children's perception of their parents' acceptance of them. Subjects were students with learning disabilities in a self-contained class (n=31), similarly diagnosed students in re...
journal_title:Journal of learning disabilities
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doi:10.1177/002221949202500111
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journal_title:Journal of learning disabilities
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