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Evaluating the relation between memory and intelligence in children with learning disabilities.
Dianne C Hoerig1, Andrew S David, Rik Carl D'Amato
1University of Northern Colorado, Greeley 80631, USA.
Psychological Reports
|February 15, 2003
Summary
Memory is a key factor in the intelligence of children with learning disabilities. This study found a significant correlation between memory functioning and intelligence, highlighting memory
Area of Science:
- Neuropsychology
- Developmental Psychology
- Educational Psychology
Background:
- Intelligence and memory tests are standard in neuropsychological assessments.
- The specific relationship between memory and intelligence in children with learning disabilities remains under-explored.
Purpose of the Study:
- To investigate the correlation between global memory functioning and global intelligence in children with learning disabilities.
Main Methods:
- Administered the Test of Memory and Learning (TOMAL) to assess global memory.
- Utilized the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) to evaluate intelligence.
- Included 80 students diagnosed with learning disabilities in the study.
Main Results:
- A significant positive correlation (r = .59) was found between global memory and global intelligence.
Conclusions:
- Memory is an important component to consider during the evaluation of children with learning disabilities.
- Findings suggest that memory abilities significantly contribute to overall intellectual functioning in this population.