What Is Working Memory In Children

In a study published by Hung-Pollock and Karalunas, they created an experiment that tested children with and without ADHD’s working memory (WM) to better understand how their executive functioning (EF) developed (2010). In order for an individual to use and learn an executive function, that individual must first use WM to remember and practice that function until it becomes automatic. Hung-Pollock and Karalunas used two types of test to measure reaction time (RT) and apply that data to WM. The first test was alphabet arithmetic (AA), a computer program that would present a question with a number and a letter (i.e A+1=?) (Hung-Pollock C. L., & Karalunas S. L. 2010). Children were expected to replace the letter with the number associated with its position in the alphabet (i.e. A=1, B=2, C=3) and solve. The children were told to press that enter button with would record their RT and then say their answer aloud to the research assistant who then recorded answers (Hung-Pollock C. L., & Karalunas S. L. 2010). The second test, called finger math (FM), was another computer program that presented children with the same math problems as the AA (Hung-Pollock C. L., Karalunas S. L.

Her kindergarten teacher recognized her inability to stay focused compared to her peers. In first grade, Grace took longer to complete assignments, had a tendency to daydream, and had difficulty with paper and pencil tasks which was the most noticable in math. Her first and second grade teachers provided her with additional educational support through small group instruction, and she receives weekly instruction from the reading specialist. Finally, her scores on the Wechsler Intelligence Scale for Children, Fourth Edition and Woodcock-Johnson III Tests of Achievement show she has deficits in the areas of Working Memory, Passage Comprehension and Math Fluency. Since information has been obtained by a variety of dependable sources, identifying Grace as a learning disable child is

Based on the assessments, the Developmental Assessment of Young Children (DAYC-2) and the Assessment of Basic Language and Learning Skills Revised (ABLLS-R), administered by the ASIP team in August 2015, Robert’s results reveal deficits within all developmental domains (i.e. Cognition, Communication, Social-Emotional, Physical Development and Adaptive Behavior). Furthermore, the DAYC-2 revealed that Robert functioned at the age of 9-21 months on all developmental domains. The ABLLS-R’s results revealed

Memory span is a measure of short term memory and its capacity through the use of a list. Participants are asked to review a list of items, retain, and immediately recall as accurate as possible. The list may be conducted with a random list of numbers, words, or letters since these items may influence differently amongst each participant. The list is also varied in item length to test in which particular length the participant is subject to make the least of errors and determine their memory span. The average short-term memory capacity is ranged

There are many different types of learning disabilities; the most common ones are dyslexia and attention deficit disorder. (Jerome Rosner. –third ed. 1)

Approximately 6.5 million people in the United States have some form of Cognitive disability. In fact, one in every ten children who need special education have some form of Cognitive disability. (Parentcenterhub, 2011) most people affected with a cognitive disability have a mild form, so it makes it rather hard to recognize. Most children that are diagnosed can live an independent life as an adult. Early dictation of Cognitive Disability is extremely important. The sooner the child with Cognitive Disability can get help the better the outcome will be. There are certain signs to keep looking for in a child that may have cognitive disability. The child may sit up, crawl or walk later than other children. The child learns to talk later or sometimes has trouble speaking. The child finds it hard to remember certain things. The child could also have trouble understanding social “rules”. A child with cognitive disability may have trouble seeing consequences for their actions. A child with a cognitive disability has trouble solving problems, and thinking logically. (Partners Resource Networks,2011) Teachers observe these types of behaviors that contribute to cognitive disabilities, but doctors will diagnose the

Learning disabilities are neurologically based processing problems that can interfere with higher-level skills such as organization, time planning, abstract reasoning, long or short-term memory and attention. (Pardun, 2015)

Researchers such as Logie, Baddeley and Bunge generally agree that the short-term memory is made up of a number of components or subsystems. The working memory model has replaced the idea of a unitary store short-term memory as suggested by the multistore model. The working memory model explains a lot more and in a lot more detail than the multistore model. It makes sense a range of tasks- verbal reasoning, comprehension, reading, problem solving and visual and spatial processing, it also applies to real life tasks such as reading which involves the phonological loop subsystem, problem solving which involves the central executive and navigation which involves the visual and spatial subsystem. The Working Memory Model is supported by

The Working Memory Index measures the EE104’s ability to register, maintain, and manipulate visual and auditory information in conscious awareness. Working Memory assists an individual in controlling attention and resisting distractions. This index is composed of the Digit Span and Picture Span subtests. EE104 exhibited a strength on the Picture Span (high average) subtest compared to the Digit Span subtest (low average). This discrepancy may indicate that EE104 can best utilize working memory in problem solving when a visual, rather than a verbal, stimulus is presented. During the administration of the Digit Span subtest, EE104 listened

Children from ages 3 years to 5 years old were studied under brain scans called “Functional Magnetic Resonance Imaging (fMRI). Researchers provided a story while examining the brain activity of the children. The studies showed the left area of the brain to gain activity. This part of the brain is where the memory as well as word meaning and concept are controlled. One of the authors quoted, Tzipi Horowitz-Kraus, Program Director of the Reading Literacy Discovery Center at Cincinnati Children’s Hospitals on the study led by Dr. John S Hutton, suggests the brain activity in the left region was higher among

Minnie is an energetic, outgoing, caring 7-year-old who is in the 2nd grade and is struggling in her reading skills, her hyperactivity, inattention, and irritability. Minnie appears to have general ability cognitive skills at a level appropriate for her age. She demonstrated significant variability across cognitive areas, with her ability to use reasoning to identify and apply rules identified as a personal strength. Minnie was found to have difficulty with working memory. A skill which is very important to reading and is consistent with identification as a student with a learning disability in the area of reading. Minnie’s level of academic achievement in reading is lower than might be expected given her cognitive abilities. Minnie displayed inaccurate word reading. She also had difficulty understanding the meaning of what was read. In an interview with Minnie’s parents, they reported she has experienced difficulty with reading since kindergarten. Given her history of academic struggle with the foundational skills of reading, her lack of response to tutoring, and her reading achievement that is significantly lower than expected, Minnie appears to meet the criteria for a Specific Learning Disorder in the areas of reading accuracy and fluency. Given the severity of the deficit and that Minnie has demonstrated success with comprehension when text is presented orally, Minnie’s success in math, and the history of the problem, it is not likely that her difficulties with attention

As for the evidence of the working memory system, two British researches, Alan Baddley and Graham Hitch, have proposed a model in how to explain the working memory system. They have suggested that the system contains many different parts, and that the main working part of the system is the central executive. This central part is able to delegate tasks for the low-level “assistants” to handle, since these assistants are not able to actually analyze a situation on their own. The articulatory rehearsal loop is one of the assistances that allows a person to remember, and is the most beneficial in many ways. This assistant allows you to recall information that is previously stated by repetitively stating the information in our head, which is known as subvolcalization, or silent speech. Furthermore, Baddley and Hitch’s model suggest that we are able to see the existence of this working memory through “sound-alike” errors, because our bodies rely on this rehearsal loop or memory to recall information. In a study, there was a control group which was given a normal digit-span test. In the other group, people were asked to perform concurrent articulation when they took the test. Although this concurrent articulation is not difficult, it does affect the use of the articulatory loop and decreases the memory. With that being said, manipulation of a

The learning plans & learning disorder assessment consists of various steps including testing of learning disabilities and specific features of the learning process. Recently, more contemporary neurocognitive assessment tools have been developed to point out precisely different cognitive deficiencies.

Working memory is essential for problem solving and for completing cognitive tasks. Working memory is characterized into two components “short term” and “executive attention” (Underwood, 2016). Executive attention manages information form short-term memory; it blocks distractions from the focus of attention (Underwood, 2016). This can be compared to a net.

Additional impairments have been noted. These include: anxiety, depression, short-term memory problems, and attention problems (Appleford School, 2008; Vasconcelos, 2009). As such, a variety of comorbid disorders have also been identified, such as ADHD, dyslexia, and Asperger’s syndrome. Due to the high prevalence of co-occurrence, some psychologists question