Everyday Memory and Working Memory in Adolescents With Mild Intellectual Disability

2010 ◽  
Vol 115 (3) ◽  
pp. 207-217 ◽  
Author(s):  
M. J. Van der Molen ◽  
J. E. H. Van Luit ◽  
Maurits W. Van der Molen ◽  
Marian J. Jongmans
Keyword(s):  
Working Memory ◽  
Intellectual Disability ◽  
Typically Developing ◽  
Mild Intellectual Disability ◽  
Everyday Memory ◽  
Mental Age ◽  
Disability Group ◽  
Almost All

Abstract Everyday memory and its relationship to working memory was investigated in adolescents with mild intellectual disability and compared to typically developing adolescents of the same age (CA) and younger children matched on mental age (MA). Results showed a delay on almost all memory measures for the adolescents with mild intellectual disability compared to the CA control adolescents. Compared to the MA control children, the adolescents with mild intellectual disability performed less well on a general everyday memory index. Only some significant associations were found between everyday memory and working memory for the mild intellectual disability group. These findings were interpreted to suggest that adolescents with mild intellectual disability have difficulty in making optimal use of their working memory when new or complex situations tax their abilities.

scholarly journals Evaluating fine perceptual-motor skills in children with mild intellectual disability

2021 ◽  
Vol 3 (1) ◽  
pp. 97-108
Author(s):  
Vasiliki Koutsobina ◽  
◽  
Victoria Zakopoulou ◽  
Eftychia Tziaka ◽  
Vasilios Koutras ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Motor Skills ◽  
Motor Development ◽  
Assessment Tool ◽  
Typically Developing ◽  
Mild Intellectual Disability ◽  
Typically Developing Children ◽  
Mental Age ◽  
And Performance ◽  
Perceptual Motor Skills

Over the years, several studies have indicated that delay in perceptual-motor development and impaired motor organization is strongly associated with the level of cognitive functioning and performance in children. The aim of the present research study was to assess the fine perceptual-motor skills of children with mild intellectual disability 7-9-years-old and the comparison of their performance with two groups of typically developing children with the same chronological and a corresponding mental age. Our research sample consisted of 129 children between the ages of four and nine years whilst the experimental group had a total of 43 children (7-9-years-old) with mild intellectual disability. As an assessment tool of fine perceptual-motor skills we used a battery of tasks constructed in accordance with other commonly used standardized tests that measure psychomotor abilities. Furthermore, several comparisons were carried out in order to investigate our experimental hypotheses. Overall, our results revealed that children with mild intellectual disability scored lower in the tasks compared to typically developing children of equal chronological age but significantly higher than the group of typically developing children of the same mental age (preschoolers). The results of the psychometric properties of our designed tasks (reliability, validity) verify the high-quality psychometric characteristics of the designed tool.

Siblings' Mediated Learning Strategies in Families With and Without Children With Intellectual Disabilities

2014 ◽  
Vol 119 (6) ◽  
pp. 565-588 ◽  
Author(s):  
David Tzuriel ◽  
Dikla Hanuka-Levy
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Learning Strategies ◽  
Chronological Age ◽  
Mediated Learning ◽  
Typically Developing ◽  
Negatively Associated ◽  
Mental Age ◽  
Older Siblings ◽  
Verbal Responsiveness

Dyads of siblings in which the younger sibling had an intellectual disability (ID, n  =  25) were videotaped interacting. The ID group was compared with typically developing sibling dyads matched on mental age (n  =  25) and chronological age (n  =  25). We observed the mediation strategies, activation, and antimediation behaviors of older siblings and younger siblings' responsiveness to mediation. Mediation strategies were analyzed by the Observation of Mediation Interaction scale. The ID group scored highest on mediation strategies and lowest on activation and antimediation behaviors. Younger siblings' responsiveness to mediation was highest among the ID group. Mediation for Intentionality and Reciprocity and Meaning were positively associated with the verbal responsiveness of the younger siblings. Activation and antimediation behaviors were negatively associated with the verbal responsiveness.

scholarly journals Susceptibility to Ingroup Influence in Adolescents With Intellectual Disability: A Minimal Group Experiment on Social Judgment Making

2021 ◽  
Vol 12 ◽  
Author(s):  
Sara Egger
Keyword(s):  
Intellectual Disability ◽  
Social Judgment ◽  
Chronological Age ◽  
Typically Developing ◽  
Minimal Group ◽  
Mental Age ◽  
Computer Based ◽  
Practical Implications

Adolescents with intellectual disability (ID) experience challenges and uncertainty when making judgments about other people’s intentions. In an attempt to achieve certainty, they might exhibit judgment tendencies that differ from those of typically developing adolescents. This study investigated social judgment making in adolescents with ID (n = 34, Mage = 14.89 years, SD = 1.41 years) compared with chronological age-matched adolescents without ID (n = 34, Mage = 14.68 years, SD = 1.15 years) and mental age (MA)-matched children (n = 34, Mage = 7.93 years, SD = 0.64 years). Participants used a computer-based task to judge the hostility of persons (fictitious characters). Adolescents with ID were found to make more polarizing judgments (i.e., either positive or negative, as opposed to moderate judgments) and were more likely to be guided by the opinions of a fictitious peer ingroup (minimal group) compared with adolescents without ID. No such differences were found between adolescents with ID and MA-matched children. The results are discussed in terms of scientific and practical implications.

Relationships Between Working Memory and Academic Skills: Are There Differences Between Children With Intellectual Disabilities and Typically Developing Children?

2012 ◽  
Vol 11 (1) ◽  
pp. 20-38 ◽  
Author(s):  
Sebastian Poloczek ◽  
Gerhard Büttner ◽  
Marcus Hasselhorn
Keyword(s):  
Working Memory ◽  
Intellectual Disabilities ◽  
Short Term Memory ◽  
Academic Skills ◽  
Typically Developing ◽  
Visuospatial Working Memory ◽  
Typically Developing Children ◽  
Mental Age ◽  
Calculation Skills ◽  
Memory Resources

In typically developing children, working memory is linked to academic skills. However, little is known about the role working memory plays for learning in children with intellectual disabilities (ID). Therefore, the aims of this study were to examine whether different working memory functions are related to reading, spelling, and calculating in children with ID of nonspecific etiology and whether these relationships are different from the ones found in typically developing children. Forty-seven children with mild-to-borderline ID and 47 children matched for mental age were tested. Although in typically developing children, only phonological short-term memory tasks were predictive for literacy, for children with ID, visuospatial working memory tasks also accounted for variance. In typically developing children, calculation skills were predicted by phonological working memory tasks, whereas visuospatial working memory resources were crucial for children with ID. Several possible explanations are discussed for discrepancies in prediction patterns.

Individuals with Intellectual Disability Can Self-Teach in Reading

2013 ◽  
Vol 118 (2) ◽  
pp. 108-123 ◽  
Author(s):  
Susan J. Loveall ◽  
Frances A. Conners
Keyword(s):  
Intellectual Disability ◽  
The Self ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Mental Age ◽  
Specific Letter ◽  
Orthographic Learning

Abstract Previous research has suggested that individuals with intellectual disability (ID) underperform in several areas of reading compared to mental age–matched peers. However, it is unclear how they compare on orthographic aspects of reading, which have to do with learning and matching the specific letter patterns in words. The leading approach to understanding orthographic learning is the self-teaching hypothesis, which suggests that orthographic learning is acquired through the experience of phonologically recoding words. The present study was a first test of the self-teaching hypothesis for individuals with ID in comparison to a group of typically developing children matched on verbal mental age. Results indicated that both groups were able to self-teach.

Computer-based working memory training in children with mild intellectual disability

2014 ◽  
Vol 185 (1) ◽  
pp. 66-74 ◽  
Author(s):  
Mona Delavarian ◽  
Behrouz Bokharaeian ◽  
Farzad Towhidkhah ◽  
Shahriar Gharibzadeh
Keyword(s):  
Working Memory ◽  
Intellectual Disability ◽  
Working Memory Training ◽  
Memory Training ◽  
Mild Intellectual Disability ◽  
Computer Based

Spatial-Sequential and Spatial-Simultaneous Working Memory in Individuals With Williams Syndrome

2015 ◽  
Vol 120 (3) ◽  
pp. 193-202 ◽  
Author(s):  
Silvia Lanfranchi ◽  
Letizia De Mori ◽  
Irene C Mammarella ◽  
Barbara Carretti ◽  
Renzo Vianello
Keyword(s):  
Working Memory ◽  
Williams Syndrome ◽  
Attentional Control ◽  
Memory Performance ◽  
Information Storage ◽  
Presentation Format ◽  
Typically Developing ◽  
Visuospatial Working Memory ◽  
Concurrent Processing ◽  
Mental Age

Abstract The aim of the present study was to compare visuospatial working memory performance in 18 individuals with Williams syndrome (WS) and 18 typically developing (TD) children matched for nonverbal mental age. Two aspects were considered: task presentation format (i.e., spatial-sequential or spatial-simultaneous), and level of attentional control (i.e., passive or active tasks). Our results showed that individuals with WS performed less well than TD children in passive spatial-simultaneous tasks, but not in passive spatial-sequential tasks. The former's performance was also worse in both active tasks. These findings suggest an impairment in the spatial-simultaneous working memory of individuals with WS, together with a more generalized difficulty in tasks requiring information storage and concurrent processing, as seen in other etiologies of intellectual disability.

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