Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

How does the severity of a learning disability affect working memory performance?

L A Henry1

  • 1Institute of Psychiatry, Kings College London, UK. L.Henry@iop.kcl.ac.uk

Memory (Hove, England)
|October 12, 2001
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Working memory development in children with mild to borderline intellectual disabilities.

Journal of intellectual disability research : JIDR·2013
Same author

Assessment of financial impact of foot and mouth disease on smallholder cattle farmers in Southern Cambodia.

Transboundary and emerging diseases·2012
Same author

Endoglin expression in breast tumor cells suppresses invasion and metastasis and correlates with improved clinical outcome.

Oncogene·2010
Same author

Participation of transglutaminase in the activation of latent transforming growth factor beta1 in aging articular cartilage.

Arthritis and rheumatism·2000
Same author

The development of the use of long-term knowledge to assist short-term recall.

The Quarterly journal of experimental psychology. A, Human experimental psychology·2000
Same author

Modality effects and the development of the word length effect in children.

Memory (Hove, England)·2000
Same journal

Episodic and semantic memory contributions to imagination and creativity.

Memory (Hove, England)·2026
Same journal

What is the relationship between stress and prospective memory in everyday environments?

Memory (Hove, England)·2026
Same journal

Revisiting the confidence-accuracy relationship in eyewitness identification: a metacognitive perspective.

Memory (Hove, England)·2026
Same journal

Beliefs about child witnesses: a survey of Danish legal professionals, social workers and psychologists.

Memory (Hove, England)·2026
Same journal

Potto-biographical memory ≈ autobiographical memory: on the retrieval and organisation of fictional- and personal-event memories.

Memory (Hove, England)·2026
Same journal

Conceptual and perceptual chunking of real-world objects in visual working memory.

Memory (Hove, England)·2026
See all related articles

Children with learning disabilities show varying working memory impairments. Moderate and mild learning disabilities significantly impact phonological and visuo-spatial memory, while borderline disabilities affect phonological tasks more.

Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • Working memory is crucial for learning and cognitive development.
  • Understanding working memory deficits in children with learning disabilities is essential for targeted interventions.
  • Previous research suggests a link between learning disabilities and working memory, but severity-specific differences require further investigation.

Purpose of the Study:

  • To examine working memory performance in children with borderline, mild, and moderate learning disabilities.
  • To compare these groups with children of average abilities to identify severity-dependent working memory impairments.
  • To investigate the relationship between working memory and mental age across different learning disability groups.

Main Methods:

Related Experiment Videos

  • Assessed working memory using seven span tasks measuring phonological short-term storage, visuo-spatial short-term storage, and central executive functions.
  • Included participants aged 11-12 years with borderline, mild, and moderate learning disabilities, and a control group with average abilities.
  • Analyzed performance differences across tasks and learning disability severity levels.

Main Results:

  • Children with mild and moderate learning disabilities exhibited significant impairments across all working memory measures compared to average ability peers.
  • Children with borderline learning disabilities showed impairments only in phonological span tasks, performing similarly to average peers on visuo-spatial and complex tasks.
  • Moderate learning disabilities were associated with greater deficits in complex working memory tasks compared to mild learning disabilities, though simple span tasks showed no difference.

Conclusions:

  • Working memory deficits vary in severity with the degree of learning disability.
  • Phonological working memory appears particularly vulnerable in borderline learning disabilities.
  • Working memory capacity is strongly associated with mental age in children with and without learning disabilities.