Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/880
Appears in Collections:Psychology Journal Articles
Peer Review Status: Refereed
Title: Working Memory and Learning in Children With Developmental Coordination Disorder and Specific Language Impairment
Author(s): Alloway, Tracy Packiam
Archibald, Lisa M D
Contact Email: t.p.alloway@stir.ac.uk
Keywords: working memory
learning
developmental coordination disorder
specific language impairment
Memory in children
Short-term memory
Specific language impairment in children
Motor ability in children
Issue Date: Jun-2008
Date Deposited: 4-Mar-2009
Citation: Alloway TP & Archibald LMD (2008) Working Memory and Learning in Children With Developmental Coordination Disorder and Specific Language Impairment. Journal of Learning Disabilities, 41 (3), pp. 251-262. https://doi.org/10.1177/0022219408315815
Abstract: The authors compared 6- to 11-year-olds with developmental coordination disorder (DCD) and those with specific language impairment (SLI) on measures of memory (verbal and visuospatial short-term and working memory) and learning (reading and mathematics). Children with DCD with typical language skills were impaired in all four areas of memory function for their age level, and this pattern was also found to be characteristic of a larger DCD group with varied language abilities. SLI-group deficits in standard scores were observed for the verbal versions of the short-term and working memory tasks only. There were also differential links between memory and attainment between the two groups, with visuospatial working memory strongly related to numeracy in the SLI group and all of the memory measures correlated with at least one attainment measure in the DCD group. Reasons for why working memory contributes to learning in these two developmental groups are discussed.
DOI Link: 10.1177/0022219408315815
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