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Related Experiment Video

Updated: Jun 12, 2026

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
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Working memory and executive function profiles of individuals with borderline intellectual functioning.

T P Alloway1

  • 1Department of Psychology, University of Stirling, Stirling, UK. t.p.alloway@stir.ac.uk

Journal of Intellectual Disability Research : JIDR
|June 12, 2010
PubMed
Summary
This summary is machine-generated.

Students with borderline intellectual functioning exhibit widespread working memory and executive function deficits. Visuo-spatial working memory and the Sorting task effectively identify these students, informing educational support.

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Students with borderline intellectual functioning (IQ 70-85) may have impaired cognitive skills.
  • Understanding these deficits is crucial for effective educational interventions.

Purpose of the Study:

  • Investigate pervasive working memory deficits in students with borderline intellectual functioning.
  • Identify specific executive function impairments and tasks that highlight these deficits.
  • Determine which executive function tasks can differentiate low-IQ students from typically developing peers.

Main Methods:

  • Age-matched comparison between students with borderline intellectual functioning (low-IQ) and typically developing students.
  • Administration of diverse working memory and executive function assessments.
  • Analysis of cognitive performance differences between the two groups.

Main Results:

  • Students with low IQ demonstrated pervasive deficits in both working memory and executive functions.
  • Visuo-spatial working memory and the Sorting task emerged as key predictors.
  • These tasks reliably classified students with low IQ.

Conclusions:

  • The findings highlight significant cognitive challenges for students with borderline intellectual functioning.
  • Educational strategies should address identified working memory and executive function weaknesses.
  • Accurate diagnosis and tailored classroom support are essential for academic success.