Training and transfer-of-learning effects in disabled and normal readers: evidence of specific deficits

Article Abstract:

A study examined the specificity of training and transfer deficits in seven-year-old to nine-year-old disabled and normal readers. Children took part in a reading and nonreading music acquisition paradigm. They were given instruction in grapheme-phoneme and symbol-note correspondence patterns. Findings indicated that normal readers transferred their rule knowledge in both the reading and nonreading music acquisition paradigms. In contrast, disabled readers exhibited proficiency only in the music task. There was optimal transfer for all readers when training also involved rule-derivation cues and explicit statement of pattern invariances.

Research, Disabled persons, Learning

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Visuo-spatial working memory limitations in low visuo-spatial high verbal intelligence children

Article Abstract:

Development seems to affect visual memory less than verbal memory. Studying visuo-spatial memory in children disabled in that regard should improve that memory's understanding. Research shows that low visuo-spatial working memory can be found in children with normal language abilities and low visuo-spatial intelligence. The research investigated 37 children between the ages of 10 and 14 with low-visuo-spatial intelligence and gave them various tests. These children seem to have limitations in the storage capacity of a passive system of the visuo-spatial working memory.

Intelligence (Psychology), Memory in children, Children's memory, Intelligence levels

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Updating in working memory: A comparison of good and poor comprehenders

Article Abstract:

The reader of a comprehension is required to continuously change the content of memory in order to maintain the important information and to remove the unimportant information. The hypothesis that poor comprehenders' deficiencies are associated with a specific difficulty in the working memory updating process, particularly in controlling for information that is no longer relevant, is tested.

Italy, Education, Comparative analysis, Study and teaching, Short-term memory, Inhibition, Inhibition (Psychology), Reading comprehension

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