Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/789
Appears in Collections:Psychology Journal Articles
Peer Review Status: Refereed
Title: A comparison of working memory skills and learning in children with developmental coordination disorder and moderate learning difficulties
Authors: Alloway, Tracy Packiam
Temple, Kathryn Joanne
Contact Email: t.p.alloway@stir.ac.uk
Keywords: Working memory
Learning difficulties
Dyspraxia
Developmental coordination disorder
Issue Date: May-2007
Publisher: John Wiley & Sons
Citation: Alloway TP & Temple KJ (2007) A comparison of working memory skills and learning in children with developmental coordination disorder and moderate learning difficulties, Applied Cognitive Psychology, 21 (4), pp. 473-487.
Abstract: The present study compared 6–11 years old with developmental coordination disorder (DCD) and those with moderate learning difficulties (MLD) on measures of memory (verbal short-term and working memory, visuo-spatial short-term and working memory), literacy and numeracy, and IQ. The findings indicate that children with DCD appear to be impaired in all four areas of memory function; in particular they performed at significantly lower levels than children with MLD in measures of verbal short-term memory, visuo-spatial short-term and working memory. In contrast, performance of children with MLD in the memory measures was within age-expected levels, with deficits observed only in verbal working memory tasks. There were also differential links between memory and attainment between the two groups, and these were significant even after statistically accounting for the contribution of IQ. Reasons for why working memory contributes to learning in these two developmental groups are discussed.
Type: Journal Article
URI: http://hdl.handle.net/1893/789
DOI Link: http://dx.doi.org/10.1002/acp.1284
Rights: The publisher does not allow this work to be made publicly available in this Repository. Please use the Reuest a copy feature at the foot of the Repository record to request a copy directly from the author, you can only request a copy if you wish to use this work for your own research or private study.
Affiliation: Durham University
Durham University

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