Swanson H Lee, Luxenberg Diana
Educational Psychology, University of California-Riverside, Graduate School of Education, Riverside, CA 92521, USA.
Child Neuropsychol. 2009 May;15(3):280-94. doi: 10.1080/09297040802524206. Epub 2008 Dec 2.
The study explored the contribution of two component processes (phonological and executive) to blind children's memory performance. Children with blindness and sight were matched on gender, chronological age, and verbal intelligence and compared on measures of short-term memory (STM) and working memory (WM). Although the measures were highly correlated, the results from two experiments indicated that the blind children were superior to sighted children on measures of STM, but not on measures of WM. The results supported the notion that children with blindness have advantages on memory tasks that draw upon resources from the phonological loop. However, comparable performance between the ability groups on WM measures suggests there are domain specific aspects in the executive system.
该研究探讨了两个组成过程（语音和执行）对盲童记忆表现的贡献。盲童和视力正常的儿童在性别、实际年龄和语言智力方面进行了匹配，并在短期记忆（STM）和工作记忆（WM）测量指标上进行了比较。尽管这些测量指标高度相关，但两个实验的结果表明，盲童在STM测量指标上优于视力正常的儿童，但在WM测量指标上并非如此。这些结果支持了这样一种观点，即盲童在利用语音回路资源的记忆任务上具有优势。然而，能力组在WM测量指标上的可比表现表明，执行系统存在特定领域的方面。
