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61.083 - Working Memory and Learning Disabilities
Sun, April 19, 10:35am to 12:05pm, Sheraton, Floor: Second Level, MissouriSession Type: Symposium
Abstract
The symposium brings together current international research on “Working Memory and Learning Disabilities”, with presentations from the USA, Italy, and Germany. Working memory (WM) is one of the most important predictors of academic achievement, and its dysfunction has closely been linked to the development of learning disabilities (LD). Taking an international perspective not only enables us to discuss differences that exist across countries in the classification of LD, but also to exchange current conceptual and methodological approaches to the study of WM in these children. By presenting results from cross-sectional as well as longitudinal studies, the symposium demonstrates the specific interplay that exists between working memory and LD in a manifold manner. Practical implications of the studies will be discussed.
Sub Unit
Chairs
Janin Brandenburg, German Institute for International Educational Research
Marcus Hasselhorn, German Institute for International Educational Research
Papers
A Mixture Modeling Approach to Profile Individuals' Math Learning Ability - Andres Olide, University of California - Riverside; H. Lee Swanson, University of California - Riverside
Working Memory Contributes Differently to Arithmetic Fact Retrieval in Children With and Without Mathematical Disability - Janin Brandenburg, German Institute for International Educational Research; Julia Klesczewski; Marcus Hasselhorn, German Institute for International Educational Research
Mathematics Disorder: The Role of Working Memory and Intelligence - Dietmar Grube, University of Oldenburg; Claudia Schmidt; Jenny Busch
Working Memory Deficits in Children With Dyslexia: A Longitudinal Perspective - Claudia Mähler, University of Hildesheim; Kirsten Schuchardt, The University of Hildesheim
Working Memory and Inhibition in Down Syndrome: Is There a Specific or General Deficit? - Silvia Lanfranchi, University of Padova Italy; Erika Borella; Barbara Carretti