Cognitive style and working memory among adolescents with specific learning disability.

Area of Science:

• Cognitive Psychology
• Developmental Psychology
• Educational Psychology

Background:

• Specific learning disability (SLD) significantly impacts educational attainment and quality of life.
• Understanding cognitive differences in adolescents with SLD is crucial for targeted support.
• Educational handicaps present a significant societal challenge requiring research-based solutions.

Purpose of the Study:

• To investigate differences in cognitive style and working memory capacity between adolescents with and without SLD.
• To explore the relationship between cognitive style and working memory in adolescents.
• To provide insights for developing interventions for adolescents with SLD.

Main Methods:

• A purposive sampling method was used to select 30 adolescents with SLD and 30 age-matched controls.
• Data were collected using the Indian adaptation of the Embedded Figures Test and the Wechsler Intelligence Scale for Children-Fourth Edition.
• Participants were recruited from Bangalore, Karnataka, and Thrissur, Kerala.

Main Results:

• Adolescents with SLD demonstrated significantly more field-dependent cognitive styles (M=11.6, SD=6.52) than controls (M=25.2, SD=7.33).
• Adolescents with SLD had significantly lower working memory capacity (M=66.7, SD=19.26) compared to controls (M=102, SD=14.93) (p < 0.01).
• No significant relationship was found between cognitive style and working memory in the study groups.

Conclusions:

• Adolescents with SLD are characterized by field-dependent cognitive styles and diminished working memory.
• The findings highlight the necessity for cognitive interventions to enhance working memory and cognitive style in adolescents with SLD.
• Improving cognitive functions in adolescents with SLD can lead to broader societal benefits.