Working Memory Deficits in Specific Learning Disabilities: A Comprehensive Review of Cognitive Profiles and Neural...

Area of Science:

• Neuroscience
• Developmental Psychology
• Educational Psychology

Background:

• Specific learning disabilities (SLDs) are neurodevelopmental conditions causing persistent academic challenges.
• Working memory (WM) impairments are frequently observed in individuals with SLDs.
• Prior research shows inconsistencies in understanding WM deficits across different SLDs.

Purpose of the Study:

• To synthesize behavioral and neuroimaging evidence on working memory impairments in reading, written expression, and mathematics difficulties.
• To address inconsistencies in the literature by analyzing the impact of task selection and heterogeneity.
• To propose a unified framework for understanding and diagnosing WM deficits in SLDs.

Main Methods:

• A narrative review of 48 peer-reviewed studies was conducted.
• Behavioral and neuroimaging evidence regarding working memory tasks were synthesized.
• Methodological heterogeneity in task selection was analyzed to explain divergent findings.

Main Results:

• Domain-specific WM deficits were identified: phonological loop in reading difficulties, visuospatial sketchpad in math difficulties, and central executive dysfunction in comorbid disorders.
• Divergent findings in prior literature were attributed to inconsistent working memory task frameworks.
• Neuroimaging data linked specific WM profiles to atypical activation in language and number-processing networks.

Conclusions:

• Task heterogeneity is a key factor contributing to inconsistencies in working memory research for specific learning disabilities.
• A unified framework based on working memory profiling, rather than IQ-based diagnostics, is proposed for targeted interventions.
• This approach offers improved research and clinical practice for individuals with SLDs.