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Verbal working memory in children with mild intellectual disabilities.

Background: Previous research into working memory of individuals with intellectual disabilities (ID) has established clear deficits. The current study examined working memory in children with mild ID (IQ 55-85) within the framework of the Baddeley model, fractionating working memory into a central e...

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Published in:Journal of Intellectual Disability Research Vol. 51; no. 3; pp. 162 - 170
Main Authors: Van der Molen MJ, Van Luit JEH, Jongmans MJ, Van der Molen MW
Format: research Journal Article
Published: Wiley-Blackwell Mar2007
Online Access:View this record in EBSCOhost
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      dt: Mar2007
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        10.1111/j.1365-2788.2006.00863.x
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        atl: Verbal working memory in children with mild intellectual disabilities.
      aug:
        au:
          Van der Molen MJ
          Van Luit JEH
          Jongmans MJ
          Van der Molen MW
      sug:
        subj:
          Memory Disorders Epidemiology
          Intellectual Disability Epidemiology
          Verbal Behavior
          Adolescence
          Child
          Children with Disabilities
          Female
          Male
          Memory Disorders Diagnosis
          Phonetics
          Human
          Adolescent: 13-18 years
          Child: 6-12 years
          Female
          Male
      ab: Background: Previous research into working memory of individuals with intellectual disabilities (ID) has established clear deficits. The current study examined working memory in children with mild ID (IQ 55-85) within the framework of the Baddeley model, fractionating working memory into a central executive and two slave systems, the phonological loop and visuo-spatial sketchpad. Method: Working memory was investigated in three groups: 50 children with mild ID (mean age 15 years 3 months), 25 chronological age-matched control children (mean age 15 years 3 months) and 25 mental age-matched control children (mean age 10 years 10 months). The groups were given multiple assessments of the phonological-loop and central-executive components. Results: The results showed that the children with mild ID had an intact automatic rehearsal, but performed poorly on phonological-loop capacity and central-executive tests when compared with children matched for chronological age, while there were only minimal differences relative to the performance of the children matched for mental age. Conclusions: This overall pattern of results is consistent with a developmental delay account of mild ID. The finding of a phonological-loop capacity deficit has important implications for the remedial training of children with mild ID.
      pubtype: Academic Journal
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        Journal Article
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    language: English
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