Mathematical skills and working memory profile of children with borderline intellectual functioning

Area of Science:

• Neurodevelopmental conditions
• Cognitive psychology
• Educational psychology

Background:

• Borderline intellectual functioning (BIF) is a neurodevelopmental condition with IQ scores between 70-85.
• Understanding cognitive profiles in BIF is crucial for targeted interventions.
• Previous research indicates challenges in academic areas for individuals with BIF.

Purpose of the Study:

• To investigate mathematical abilities in 10-year-old students with BIF.
• To assess working memory capacity in students with BIF.
• To compare cognitive performance between students with BIF and typically developing peers.

Main Methods:

• Assessed non-verbal intelligence, numerical ability, and working memory.
• Included 10-year-old students with BIF (n=85) and average non-verbal IQ peers (n=45).
• Utilized standardized assessments for cognitive functions.

Main Results:

• Children with BIF exhibited significant impairments in mathematical skills, especially operation tasks.
• Working memory, particularly visuospatial short-term memory and the central executive subsystem, was more affected than non-verbal intelligence.
• Verbal short-term memory was comparable to IQ scores in the BIF group.

Conclusions:

• Students with BIF demonstrate specific weaknesses in mathematical operations and working memory components.
• Cognitive deficits in BIF are generally consistent with IQ, but specific areas like visuospatial memory may be disproportionately affected.
• Findings highlight the need for tailored educational support addressing working memory and mathematical challenges in BIF.