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Brandenburg J, Huschka SS, Visser L, Hasselhorn M. Are Different Types of Learning Disorder Associated With Distinct Cognitive Functioning Profiles? Front Psychol 2021; 12:725374. [PMID: 34759867 PMCID: PMC8573071 DOI: 10.3389/fpsyg.2021.725374] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2021] [Accepted: 09/08/2021] [Indexed: 12/03/2022] Open
Abstract
Introduction: DSM-5 presented a revised conceptualization of specific learning disorders (LD). Contrary to former versions, the various types of LD-i.e., mathematics disorder, reading disorder, and writing disorder-are not treated as distinct diagnostic entities but are integrated into one single LD category. In support of this new classification, it has been argued that the various types of LD overlap to a great extent in their cognitive functioning profiles and therefore do not exhibit a distinct set of cognitive causes. In contrast, ICD-11 still adheres to the idea of discrete categories and thus follows the specificity hypothesis of LD. Using latent profile analysis (LPA), we therefore tested the specificity of cognitive strengths and weaknesses in children with different types of LD. Secondly, we aimed at examining the extent to which observed LD characteristics (type and severity of LD as well as IQ-achievement discrepancy) were consistent with the membership of a given latent profile. Method: 302 German third-graders (134 girls; IQ ≥ 85; M age = 111.05 months; SD = 5.76) with single or comorbid types of LD in the domains of mathematics, reading, and spelling completed a wide range of domain-specific and domain-general cognitive functioning measures. Results: Five qualitative distinct profiles of cognitive strengths and weaknesses were identified. Profile 1 (23% of the sample) showed Comprehensive Cognitive Deficits, performing low in all measures except for naming speed, language, and inhibition. Profile 2 (21%) included children with a Double Deficit in Phonological Awareness and Phonological Short-term Memory. Profile 3 (20%) was characterized by a Double Deficit of Phonological Awareness and Naming Speed. Profile 4 (19%) included children with a Single Deficit in Attention, and profile 5 (17%) consisted of children without any cognitive deficits. Moreover, type and severity of LD as well as IQ-achievement discrepancy discriminated between the profiles, which is in line with the specificity hypothesis of LD. Discussion: Overall, the finding of specific associations between the LD types and the identified cognitive profiles supports the ICD-11 classification of LD. Yet, those inferences may not be valid for an individual child but need to be examined through comprehensive diagnostic.
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Affiliation(s)
- Janin Brandenburg
- Leibniz Institute for Research and Information in Education (DIPF), Frankfurt, Germany
- Individual Development and Adaptive Education, Frankfurt, Germany
| | - Sina S. Huschka
- Leibniz Institute for Research and Information in Education (DIPF), Frankfurt, Germany
- Individual Development and Adaptive Education, Frankfurt, Germany
| | - Linda Visser
- Leibniz Institute for Research and Information in Education (DIPF), Frankfurt, Germany
- Individual Development and Adaptive Education, Frankfurt, Germany
| | - Marcus Hasselhorn
- Leibniz Institute for Research and Information in Education (DIPF), Frankfurt, Germany
- Individual Development and Adaptive Education, Frankfurt, Germany
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Oesterlen E, Eichner M, Gade M, Seitz-Stein K. Tablet-Based Working Memory Assessment in Children and Adolescents. ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE 2018. [DOI: 10.1026/0049-8637/a000189] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Abstract. Working memory (WM) is a key predictor of academic success. Therefore, standardized tools for measuring WM are of critical importance. So far, WM tests in the German-speaking research community require one-to-one instruction, making WM assessment time- and resource-consuming. To ease assessment of WM, a tablet-based, group-administrable application for German-speaking children and adolescents was developed. The aim of the current study was to investigate the applicability, reliability, and validity of the word span, Corsi block, and word span backward tasks of the newly designed application for use with primary and secondary school children. The results indicated good internal consistency and satisfactory test–retest reliability for all three tasks. In addition, the results provide some indication of content and concurrent validity. We conclude that the application is a promising tool for the assessment of WM and has the potential for resource-saving collection of developmental data in large-scale studies.
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Affiliation(s)
| | | | - Miriam Gade
- Katholische Universität Eichstätt-Ingolstadt
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3
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Ribeiro FS, Santos FH. Enhancement of numeric cognition in children with low achievement in mathematic after a non-instrumental musical training. RESEARCH IN DEVELOPMENTAL DISABILITIES 2017; 62:26-39. [PMID: 28107681 DOI: 10.1016/j.ridd.2016.11.008] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/14/2016] [Revised: 11/07/2016] [Accepted: 11/17/2016] [Indexed: 06/06/2023]
Abstract
Studies suggest that musical training enhances spatial-temporal reasoning and leads to greater learning of mathematical concepts. The aim of this prospective study was to verify the efficacy of a Non-Instrumental Musical Training (NIMT) on the Numerical Cognition systems in children with low achievement in math. For this purpose, we examined, with a cluster analysis, whether children with low scores on Numerical Cognition would be grouped in the same cluster at pre and post-NIMT. Participants were primary school children divided into two groups according to their scores on an Arithmetic test. Results with a specialized battery of Numerical Cognition revealed improvements for Cluster 2 (children with low achievement in math) especially for number production capacity compared to normative data. Besides, the number of children with low scores in Numerical Cognition decreased at post-NIMT. These findings suggest that NIMT enhances Numerical Cognition and seems to be a useful tool for rehabilitation of children with low achievement in math.
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Affiliation(s)
- Fabiana Silva Ribeiro
- Human Cognition Lab., School of Psychology, University of Minho, Campus de Gualtar, 4710-057 Braga, Portugal.
| | - Flávia H Santos
- Human Cognition Lab., School of Psychology, University of Minho, Campus de Gualtar, 4710-057 Braga, Portugal; UNESP - São Paulo State University, Postgraduation Program in Developmental Psychology and Learning, Bauru Campus, Bauru, Brasil.
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Brandenburg J, Klesczewski J, Fischbach A, Schuchardt K, Büttner G, Hasselhorn M. Working Memory in Children With Learning Disabilities in Reading Versus Spelling: Searching for Overlapping and Specific Cognitive Factors. JOURNAL OF LEARNING DISABILITIES 2015; 48:622-634. [PMID: 24532828 DOI: 10.1177/0022219414521665] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
In transparent orthographies like German, isolated learning disabilities in either reading or spelling are common and occur as often as a combined reading and spelling disability. However, most issues surrounding the cognitive causes of these isolated or combined literacy difficulties are yet unresolved. Recently, working memory dysfunctions have been demonstrated to be promising in explaining the emergence of literacy difficulties. Thus, we applied a 2 (reading disability: yes vs. no) × 2 (spelling disability: yes vs. no) factorial design to examine distinct and overlapping working memory profiles associated with learning disabilities in reading versus spelling. Working memory was assessed in 204 third graders, and multivariate analyses of variance were conducted for each working memory component. Children with spelling disability suffered from more pronounced phonological loop impairments than those with reading disability. In contrast, domain-general central-executive dysfunctions were solely associated with reading disability, but not with spelling disability. Concerning the visuospatial sketchpad, no impairments were found. In sum, children with reading disability and those with spelling disability seem to be characterized by different working memory profiles. Thus, it is important to take both reading and spelling into account when investigating cognitive factors of literacy difficulties in transparent orthographies.
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Affiliation(s)
- Janin Brandenburg
- German Institute for International Educational Research (DIPF), Frankfurt am Main, Germany Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany
| | - Julia Klesczewski
- Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany Goethe University Frankfurt, Frankfurt am Main, Germany
| | - Anne Fischbach
- German Institute for International Educational Research (DIPF), Frankfurt am Main, Germany Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany
| | | | - Gerhard Büttner
- Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany Goethe University Frankfurt, Frankfurt am Main, Germany
| | - Marcus Hasselhorn
- German Institute for International Educational Research (DIPF), Frankfurt am Main, Germany Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany Goethe University Frankfurt, Frankfurt am Main, Germany
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Hagmann-von Arx P, Petermann F, Grob A. Konvergente und diskriminante Validität der WISC-IV und der Intelligence and Development Scales (IDS) bei Kindern mit Migrationshintergrund. DIAGNOSTICA 2013. [DOI: 10.1026/0012-1924/a000091] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Die Studie untersucht die konvergente und diskriminante Validität der Wechsler Intelligence Scale for Children - IV (WISC-IV, deutsche Version; Petermann & Petermann, 2011 ) und der Intelligence and Development Scales (IDS; Grob, Meyer & Hagmann-von Arx, 2009 ) bei 84 Kindern mit Migrationshintergrund und einer gematchten Kontrollgruppe. Kinder mit Migrationshintergrund erzielten in beiden Verfahren in sprach- und kulturabhängigen Skalen geringere Testwerte als die Kontrollgruppe. Ein Vergleich zwischen 6- bis 8-Jährigen und 9- bis 10-Jährigen zeigt, dass in der älteren Stichprobe grössere Leistungsdifferenzen zwischen Kindern mit und ohne Migrationshintergrund vorhanden sind. Kinder mit Migrationshintergrund erzielten in den IDS und Kinder ohne Migrationshintergrund in den WISC-IV einen höheren Intelligenzwert. In allen Gruppen bestehen zwischen WISC-IV-Indexwerten und kognitiven IDS-Funktionsbereichen mindestens moderate Korrelationen, während zu nicht-kognitiven IDS-Funktionsbereichen höchstens niedrige Korrelationen vorliegen. Die Befunde zeigen, dass WISC-IV- und IDS-Testergebnisse bei Kindern mit und ohne Migrationshintergrund in Beziehung gesetzt werden können.
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Memory abilities in children with mathematical difficulties: Comorbid language difficulties matter. LEARNING AND INDIVIDUAL DIFFERENCES 2013. [DOI: 10.1016/j.lindif.2012.10.017] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Preßler AL, Krajewski K, Hasselhorn M. Working memory capacity in preschool children contributes to the acquisition of school relevant precursor skills. LEARNING AND INDIVIDUAL DIFFERENCES 2013. [DOI: 10.1016/j.lindif.2012.10.005] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Malstädt N, Hasselhorn M, Lehmann M. Free recall behaviour in children with and without spelling impairment: the impact of working memory subcapacities. DYSLEXIA (CHICHESTER, ENGLAND) 2012; 18:187-198. [PMID: 23059749 DOI: 10.1002/dys.1446] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
This study examined supraspan free recall in children with and without spelling impairment. A repeated free recall task involving overt rehearsal and three computer-based adaptive working memory tasks were administered to 54 eight-year-old children. Children without spelling impairments tended to recall more items than did those children with spelling deficits. Video analyses revealed that recall behaviour was similar in impaired and unimpaired children, indicating that both groups applied similar learning activities. Group differences in number of recalled items were attributed to differences in working memory subcapacities between children with and without spelling impairment, especially with regard to central executive and phonological loop functioning.
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Affiliation(s)
- Nadine Malstädt
- German Institute for International Educational Research, 60486 Frankfurt, Germany.
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Knievel J, Petermann F, Daseking M. Welche Vorläuferdefizite weisen Kinder mit einer kombinierten Rechtschreib- und Rechenschwäche auf? DIAGNOSTICA 2011. [DOI: 10.1026/0012-1924/a000054] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Zusammenfassung. Die vorliegende Studie geht der Frage nach, welche Vorläuferfähigkeiten dazu beitragen, Leistungsunterschiede für Kinder mit einer isolierten oder kombinierten Lernschwäche (Cut-off: PR ≤ 25) zu erklären. Dazu wurden die Daten von 122 Kindern, die ein Jahr vor Schulbeginn ein Screening für kognitive Basisfähigkeiten durchlaufen haben (BASIC-Preschool) und bei denen am Anfang der 2. Klasse mit DRT 1, DEMAT 1+ und HAWIK-IV die Schulleistung und allgemeine kognitive Fähigkeiten erhoben wurden, einbezogen. Kinder mit einer kombinierten Lernschwäche zeigten im Vergleich zu Kindern ohne Lernschwäche bereits im letzten Kindergartenjahr signifikant schwächere Vorläuferfähigkeiten. Als bedeutsam erweisen sich Fähigkeiten, die den Bereichen des Arbeitsgedächtnisses (phonologische Schleife, zentrale Exekutive), der Sprachverarbeitung (Verständnis für präpositionale Beziehungen) und dem schnellen Abruf von Faktenwissen (automatische Mengenerfassung, Abzählen) zugeordnet werden können.
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Grosche M, Grünke M. Beeinträchtigungen in der phonologischen Informationsverarbeitung bei funktionalen Analphabeten. ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE 2011. [DOI: 10.1024/1010-0652/a000051] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Zusammenfassung.Bislang werden meist soziale Benachteiligungen in der Kindheit als Gründe für das Auftreten von funktionalem Analphabetismus in literalisierten Gesellschaften postuliert. Im vorliegenden Beitrag wird hingegen überprüft, ob nicht auch Beeinträchtigungen in der phonologischen Informationsverarbeitung die Leseprobleme von funktionalen Analphabeten erklären können. In einem Reading Level Match Design bearbeiteten 54 funktionale Analphabeten und ebenso viele altersgleiche lesekundige Erwachsene sowie Grundschüler auf demselben Leseentwicklungsstand eine phonologische Testbatterie (phonologische Bewusstheit, verbales Arbeitsgedächtnis, Abrufgeschwindigkeit für phonologische Informationen). Analphabeten zeigten in der phonologischen Bewusstheit und im verbalen Arbeitsgedächtnis starke Defizite. Ebenfalls riefen sie phonologische Informationen deutlich langsamer ab, als aufgrund ihres Lebensalters zu erwarten gewesen wäre. Diese phonologischen Beeinträchtigungen scheinen (ähnlich wie bei Menschen mit Legasthenie und Lese-Rechtschreibstörungen) eine Ursache für die Leseprobleme der Analphabeten zu sein.
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Sinner D, Kuhl J. Förderung mathematischer Basiskompetenzen in der Grundstufe der Schule für Lernhilfe. ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE 2010. [DOI: 10.1026/0049-8637/a000026] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Zusammenfassung. Um die Effektivität einer mathematischen Fördermaßnahme zu untersuchen, wurden an 6 Lernhilfeschulen 87 Kinder im Alter von 7 bis 11.5 Jahren im Hinblick auf ihre mathematischen Basiskompetenzen vorgetestet. Anhand dieser Vortestwerte wurden die 40 rechenschwächsten Kinder auf zwei Versuchsgruppen verteilt. Hierbei durchlief die Experimentalgruppe (N = 22; ØIQ = 81) eine Förderung mit dem Programm „Mengen, zählen, Zahlen” (MZZ; Krajewski, Nieding & Schneider, 2007 ), während die Kontrollgruppe (N = 18; ØIQ = 77) mit dem „Denktraining für Kinder I” ( Klauer, 1989 ) trainiert wurde. Beide Gruppen erhielten zwölf Förderstunden à 40 Minuten in einem Zeitraum von sechs Wochen. Insgesamt konnte gezeigt werden, dass sich die Experimentalgruppe in ihren mathematischen Basiskompetenzen nach der Förderung im Vergleich zur Kontrollgruppe signifikant stärker verbessert hatte (d = 0.56). Insbesondere fand eine Steigerung im Bereich des Anzahlkonzepts (= Kardinalzahlverständnis) statt. Die Effekte blieben allerdings nicht über einen Zeitraum von vier Monaten bestehen. Auch ein Transfer auf einfache Rechenoperationen fand nicht statt.
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Affiliation(s)
| | - Jan Kuhl
- Justus-Liebig-Universität Gießen
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Schuchardt K, Mähler C. Unterscheiden sich Subgruppen rechengestörter Kinder in ihrer Arbeitsgedächtniskapazität, im basalen arithmetischen Faktenwissen und in den numerischen Basiskompetenzen? ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE 2010. [DOI: 10.1026/0049-8637/a000022] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Zusammenfassung. Die vorliegende Studie beschäftigt sich mit kognitiven Merkmalen bei Subgruppen rechenschwacher Kinder. Dabei wurde im Einzelnen überprüft, ob Leistungsbeeinträchtigungen in der bereichsübergreifenden Arbeitsgedächtniskapazität sowie in bereichsspezifischen Fähigkeiten des basalen arithmetischen Faktenabrufs und der numerischen Basiskompetenzen vorliegen und ob Unterschiede zwischen rechenschwachen Kindern mit und ohne zusätzliche Schriftsprachschwierigkeiten bestehen. Hierzu wurden 22 Kinder mit der Diagnose Rechenstörung (F 81.2 nach ICD-10), 30 Kinder mit der Diagnose Kombinierte Störung schulischer Fertigkeiten (F 81.3 nach ICD-10) und 30 nach Alter parallelisierte Kontrollkinder mit einer umfangreichen Testbatterie in Einzelsitzungen untersucht. Die Ergebnisse belegen für alle rechengestörten Kinder Defizite in allen drei Bereichen, wobei die Kinder mit kombinierten Schulleistungsstörungen im Vergleich zu den isoliert gestörten Kindern umfassendere Beeinträchtigungen aufweisen.
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Krajewski K, Schneider W. Exploring the impact of phonological awareness, visual–spatial working memory, and preschool quantity–number competencies on mathematics achievement in elementary school: Findings from a 3-year longitudinal study. J Exp Child Psychol 2009; 103:516-31. [PMID: 19427646 DOI: 10.1016/j.jecp.2009.03.009] [Citation(s) in RCA: 243] [Impact Index Per Article: 16.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2008] [Revised: 02/14/2009] [Accepted: 03/12/2009] [Indexed: 10/20/2022]
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Steinbrink C, Klatte M. Phonological working memory in German children with poor reading and spelling abilities. DYSLEXIA (CHICHESTER, ENGLAND) 2008; 14:271-290. [PMID: 17979186 DOI: 10.1002/dys.357] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
Deficits in verbal short-term memory have been identified as one factor underlying reading and spelling disorders. However, the nature of this deficit is still unclear. It has been proposed that poor readers make less use of phonological coding, especially if the task can be solved through visual strategies. In the framework of Baddeley's phonological loop model, this study examined serial recall performance in German second-grade children with poor vs good reading and spelling abilities. Children were presented with four-item lists of common nouns for immediate serial recall. Word length and phonological similarity as well as presentation modality (visual vs auditory) and type of recall (visual vs verbal) were varied as within-subject factors in a mixed design. Word length and phonological similarity effects did not differ between groups, thus indicating equal use of phonological coding and rehearsal in poor and good readers. However, in all conditions, except the one that combined visual presentation and visual recall, overall performance was significantly lower in poor readers. The results suggest that the poor readers' difficulties do not arise from an avoidance of the phonological loop, but from its inefficient use. An alternative account referring to unstable phonological representations in long-term memory is discussed.
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Affiliation(s)
- Claudia Steinbrink
- Transfer Center for Neuroscience and Learning, University of Ulm, Germany.
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Schuchardt K, Maehler C, Hasselhorn M. Working memory deficits in children with specific learning disorders. JOURNAL OF LEARNING DISABILITIES 2008; 41:514-523. [PMID: 18625783 DOI: 10.1177/0022219408317856] [Citation(s) in RCA: 116] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/26/2023]
Abstract
This article examines working memory functioning in children with specific developmental disorders of scholastic skills as defined by ICD-10. Ninety-seven second to fourth graders with a minimum IQ of 80 are compared using a 2 x 2 factorial (dyscalculia vs. no dyscalculia; dyslexia vs. no dyslexia) design. An extensive test battery assesses the three subcomponents of working memory described by Baddeley (1986): phonological loop, visual-spatial sketchpad, and central executive. Children with dyscalculia show deficits in visual-spatial memory; children with dyslexia show deficits in phonological and central executive functioning. When controlling for the influence of the phonological loop on the performance of the central executive, however, the effect is no longer significant. Although children with both reading and arithmetic disorders are consistently outperformed by all other groups, there is no significant interaction between the factors dyscalculia and dyslexia.
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Leutner D, Wirth J. Im Spiegel der Zeitschrift: Themen und Trends der Pädagogischen Psychologie in den Jahren 2005 bis 2007. ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE 2007. [DOI: 10.1024/1010-0652.21.3.195] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Zusammenfassung. Zu Beginn des Jahres 2008 wechselt die geschäftsführende Herausgeberschaft der Zeitschrift für Pädagogische Psychologie von Detlev Leutner zu Jens Möller. Aus diesem Anlass werden Zahlen, Fakten und Trends der sich in den Artikeln der Zeitschrift spiegelnden Pädagogischen Psychologie der letzten Jahre zusammenfassend untersucht. Es zeigt sich, dass sich die Zeitschrift unter den Autorinnen und Autoren zunehmender Beliebtheit erfreut, was zu einer gestiegenen Zahl eingereichter Manuskripte und einer erhöhten Ablehnungsquote geführt hat. Eine Analyse des Journal-Impact-Faktors der Zeitschrift ergibt, dass die Variabilität des Impact-Faktors ausschließlich auf die Variabilität der Selbstzitationen (d. h. Zitation von Artikeln der Zeitschrift durch die eigene Zeitschrift) zurückzuführen ist, während die Fremdzitationen (d. h. Zitation von Artikeln der Zeitschrift durch andere Zeitschriften) über die Jahre hinweg weitgehend stabil sind und einen für deutschsprachige Zeitschriften beachtlichen Anteil des Impact-Faktors in Höhe von konstant ca. 0.50 Impact-Punkten ausmachen. Hinsichtlich thematischer Trends zeigt sich eine über die Jahre hinweg deutliche Zunahme an Artikeln im Bereich “Selbstkonzept, Motivation und Emotion im Lernprozess” zu Lasten von Artikeln in den Bereichen “Lernen und Lehren” und “Pädagogisch-psychologische Trainingsforschung”. Insgesamt scheint die Zeitschrift für Pädagogische Psychologie für die kommenden Jahre gut aufgestellt zu sein.
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