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Working memory in children tracing age differences and special educational needs to parameters of a formal model

  • Parameters of a formal working-memory model were estimated for verbal and spatial memory updating of children. The model proposes interference though feature overwriting and through confusion of whole elements as the primary cause of working-memory capacity limits. We tested 2 age groups each containing 1 group of normal intelligence and I deficit group. For young children the deficit was developmental dyslexia; for older children it was a general learning difficulty. The interference model predicts less interference through overwriting but more through confusion of whole elements for the dyslexic children than for their age-matched controls. Older children exhibited less interference through confusion of whole elements and a higher processing rate than young children, but general learning difficulty was associated with slower processing than in the age-matched control group. Furthermore, the difference between verbal and spatial updating mapped onto several meaningful dissociations of model parameters.

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Metadaten
Author:Katrin Goethe, Günter EsserGND, Anja Gendt, Reinhold KlieglORCiDGND
DOI:https://doi.org/10.1037/a0025660
ISSN:0012-1649 (print)
Parent Title (English):Developmental psychology
Publisher:American Psychological Association
Place of publication:Washington
Document Type:Article
Language:English
Year of first Publication:2012
Year of Completion:2012
Release Date:2017/03/26
Tag:dyslexia; general learning difficulty; interference model; working-memory capacity
Volume:48
Issue:2
Pagenumber:18
First Page:459
Last Page:476
Organizational units:Humanwissenschaftliche Fakultät / Institut für Psychologie
Peer Review:Referiert