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Related Concept Videos

Working Memory01:24

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...
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.
Dyslexia
Dyslexia is a...
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.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.
Language and Cognition01:27

Language and Cognition

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.

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Related Experiment Video

Updated: May 14, 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 reading difficulties: memory span and dual task coordination.

Shinmin Wang1, Susan E Gathercole

  • 1Department of Psychology, University of York, Heslington, York YO10 5DD, UK. s.wang@ntnu.edu.tw

Journal of Experimental Child Psychology
|February 14, 2013
PubMed
Summary

Children with reading difficulties exhibit significant working memory deficits, particularly in coordinating complex tasks. These findings suggest a core central executive deficit impacting working memory in this population.

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • Children with reading difficulties often experience challenges with working memory.
  • Understanding the specific nature of these working memory deficits is crucial for targeted interventions.

Purpose of the Study:

  • To investigate the underlying causes of working memory problems in children with reading difficulties.
  • To determine if deficits extend to simple and complex span tasks and task coordination.

Main Methods:

  • Administered verbal and visuospatial simple and complex span tasks, digit span, and reaction time tasks.
  • Tasks were performed both singly and in combination.
  • Participants included 46 children with single word reading difficulties and 45 typically developing controls matched for age and nonverbal ability.

Main Results:

  • Children with reading difficulties showed pervasive deficits across simple and complex span tasks.
  • They demonstrated poorer abilities in coordinating two cognitively demanding tasks.
  • These deficits were observed in both verbal and visuospatial domains.

Conclusions:

  • Working memory problems in children with reading difficulties may stem from a core deficit in the central executive.
  • This central executive dysfunction impacts the ability to manage and coordinate cognitive resources.
  • Findings highlight the importance of assessing central executive functions in children with reading impairments.