The Episodic Buffer in Children with Intellectual Disabilities: An Exploratory Study

Autor/in	Henry, Lucy A.
Titel	The Episodic Buffer in Children with Intellectual Disabilities: An Exploratory Study
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 31 (2010) 6, S.1609-1614 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2010.04.025
Schlagwörter	Semantics; Mental Retardation; Short Term Memory; Long Term Memory; Verbal Ability; Recall (Psychology); Phonology; Prediction; Hypothesis Testing; Associative Learning + Suchen Sie Ihr Suchwort? Semantik; Geistige Behinderung; Kurzzeitgedächtnis; Langzeitgedächtnis; Mündliche Leistung; Abberufung; Fonologie; Vorhersage; Hypothesenprüfung; Hypothesentest
Abstract	Performance on three verbal measures (story recall, paired associated learning, category fluency) designed to assess the integration of long-term semantic and linguistic knowledge, phonological working memory and executive resources within the proposed "episodic buffer" of working memory (Baddeley, 2007) was assessed in children with intellectual disabilities (ID). It was hypothesised that children with ID would show equivalent performance to typically developing children of the same mental age. This prediction was based on the hypothesis that, despite poorer phonological short-term memory than mental age matched peers, those with ID may benefit from more elaborate long-term memory representations, because of greater life experience. Children with ID were as able as mental age matched peers to remember stories, associate pairs of words together and generate appropriate items in a category fluency task. Performance did not, however, reach chronological age level on any of the tasks. The results suggest children with ID perform at mental age level on verbal "episodic buffer" tasks, which require integration of information from difference sources, supporting a "delayed" rather than "different" view of their development. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10