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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Working Memory

Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this information.
Information Processing Approach01:30

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...
Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
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Language and Cognition01:27

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Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
Higher Mental Functions of Brain: Learning and Memory01:26

Higher Mental Functions of Brain: Learning and Memory

Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or playing an...

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Related Experiment Video

Updated: Jul 3, 2026

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
09:05

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)

Published on: June 12, 2017

Working memory deficits in children with specific learning disorders.

Kirsten Schuchardt1, Claudia Maehler, Marcus Hasselhorn

  • 1University of Göttingen, Germany.

Journal of Learning Disabilities
|July 16, 2008
PubMed
Summary
This summary is machine-generated.

Children with dyscalculia struggle with visual-spatial memory, while those with dyslexia show deficits in phonological and central executive functions. These working memory differences impact scholastic skills in children.

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Last Updated: Jul 3, 2026

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
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12:55

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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)
10:58

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • Specific developmental disorders of scholastic skills impact children's learning.
  • Working memory is crucial for academic performance.
  • Understanding working memory deficits aids in targeted interventions.

Purpose of the Study:

  • To investigate working memory functioning in children with dyscalculia and dyslexia.
  • To examine the three subcomponents of working memory: phonological loop, visual-spatial sketchpad, and central executive.
  • To determine the impact of these disorders on specific working memory components.

Main Methods:

  • A 2x2 factorial design compared children with and without dyscalculia and dyslexia.
  • Ninety-seven second to fourth graders with IQs of 80+ participated.
  • An extensive test battery assessed phonological loop, visual-spatial sketchpad, and central executive functions.

Main Results:

  • Children with dyscalculia exhibited visual-spatial memory deficits.
  • Children with dyslexia showed deficits in phonological and central executive functioning.
  • The central executive deficit in dyslexia was not significant when controlling for the phonological loop.

Conclusions:

  • Dyscalculia is associated with visual-spatial working memory impairments.
  • Dyslexia is linked to phonological and central executive working memory challenges.
  • Working memory profiles differ between children with dyscalculia and dyslexia, informing educational strategies.