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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 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.
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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...
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Role of Cerebellum and Prefrontal Cortex in Memory01:14

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The cerebellum, while traditionally associated with motor control, also plays a crucial role in memory, particularly in procedural memory, which involves learning motor tasks that become automatic through repetition. For example, studies have shown that when the cerebellum is damaged, individuals or animals lose the ability to learn conditioned motor responses, such as the conditioned eye-blink response in classical conditioning experiments with rabbits. This study demonstrates the cerebellum's...
Lateralization01:28

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Brain lateralization refers to the division of mental processes and functions between the two hemispheres of the brain, a phenomenon that optimizes neural efficiency and underpins complex abilities in humans. This specialization allows each hemisphere to perform tasks where it has a comparative advantage, facilitating more refined cognitive capabilities across different domains.

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Related Experiment Video

Updated: Jun 14, 2026

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

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Published on: August 28, 2021

Spatial working memory and arithmetic deficits in children with nonverbal learning difficulties.

Irene Cristina Mammarella1, Daniela Lucangeli, Cesare Cornoldi

  • 1University of Padova, Department of Developmental Psychology, Padova, Italy. irene.mammarella@unipd.it

Journal of Learning Disabilities
|April 9, 2010
PubMed
Summary

Children with nonverbal learning difficulties struggle with spatial working memory, impacting arithmetic skills. This impacts calculation accuracy and number ordering speed in young learners.

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Educational Psychology

Background:

  • Visuospatial working memory is crucial for cognitive functions, including arithmetic.
  • Nonverbal learning disabilities (NVLD) are associated with visuospatial deficits.
  • The specific role of visuospatial working memory subtypes in arithmetic difficulties in NVLD remains unclear.

Purpose of the Study:

  • To investigate visuospatial working memory differences in children with and without nonverbal learning difficulties.
  • To examine the impact of these differences on arithmetic performance.
  • To identify specific visuospatial working memory components critical for distinguishing between these groups.

Main Methods:

  • Compared visuospatial working memory (visual, spatial-sequential, spatial-simultaneous) and arithmetic skills in children with NVLD and controls.
  • Matched groups for verbal abilities, age, gender, and socioeconomic status.
  • Utilized discriminant function analysis to identify key predictors.

Main Results:

  • Children with NVLD showed deficits in spatial-sequential and spatial-simultaneous working memory tasks.
  • No significant differences were found in visual working memory tasks.
  • Children with NVLD made more errors in written calculations and were slower in number ordering.

Conclusions:

  • Spatial-sequential working memory plays a critical role in differentiating children with and without NVLD.
  • Deficits in spatial working memory contribute to arithmetic difficulties observed in nonverbal learning disabilities.
  • Findings highlight the importance of targeting spatial working memory interventions for children with NVLD experiencing math challenges.