van der Sluis Sophie, van der Leij Aryan, de Jong Peter F
Department of Education, University of Amsterdam, The Netherlands.
J Learn Disabil. 2005 May-Jun;38(3):207-21. doi: 10.1177/00222194050380030301.
The aim of the two studies presented in this article was to examine working memory performance in Dutch children with various subtypes of learning disabilities. The performance of children with reading disabilities (RD) was compared to that of children with arithmetic disabilities (AD), children with both reading and arithmetic disabilities (RAD), and chronological age-matched controls (CA). Measures covered the phonological loop, the visuospatial sketchpad, and the central executive. In both studies, the children with RD showed no working memory deficits whatsoever. Children with AD showed a single impairment on the task tapping working memory for dynamic visual information. Children with RAD performed lower only on the digit span backward task. The failure to replicate the expected working memory deficits in children with reading-related disabilities is discussed.
本文中呈现的两项研究的目的是检验患有不同类型学习障碍的荷兰儿童的工作记忆表现。将患有阅读障碍（RD）的儿童的表现与患有算术障碍（AD）的儿童、患有阅读和算术双重障碍（RAD）的儿童以及年龄匹配的对照组（CA）的表现进行比较。测量涵盖语音回路、视觉空间画板和中央执行系统。在两项研究中，患有RD的儿童均未表现出任何工作记忆缺陷。患有AD的儿童仅在一项用于测试动态视觉信息工作记忆的任务上表现出单一损伤。患有RAD的儿童仅在倒序数字广度任务上得分较低。文中讨论了未能在患有阅读相关障碍的儿童中重现预期的工作记忆缺陷这一情况。
