Working memory functions in children

Published: 2019-03-12 10:42:16
287 words
1 pages
3 min to read
George Washington University
Type of paper: 
This essay has been submitted by a student. This is not an example of the work written by our professional essay writers.

Working memory functions in children with different degrees of intellectual disability

In the recent past, a lot of attention has been given to people with a deficit as related to below average intelligence. However, results sampled after completion of many research have found out that children with different types of intellectual disabilities have weak working memory skills. The summary of this article will mainly reveal whether the differences discovered are an exact definition of complexities revealed after a healthy development. 

In the study, a total of 107 students participated where it was divided into five group category. The primary task was to execute a difference between memory performance of children aged 15 years but had mild intellectual disability. This was compared to this that were categorized under 50-69 IQ, and then with a borderline intellectual disability. The children from both groups passed through some technical tests that proved central executive, phonological loop, and visual-spatial sketchpad. 

It was found out that the differences existed as intellectual disability increased. Furthermore, children who had different types of learning disabilities had other related structural abnormalities and subsequently grew slowly. Also, in the both groups of children that participated, it was found out that they had challenges when dealing with information processing, which was ideally an intellectual disability among children. Besides, the results also indicated that dysfunction among children was largely dependent on a level of intelligence of the individuals. 

In conclusion, the article has honestly provided me with an opportunity to learn about the effects of ID among children and about their development of memory. Also, the article has provided with an opportunity to learn about the relationship between phonological performance and children’s memory.  





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