Department of Psychology, London South Bank University, 103, Borough Road, London SE1 0AA, UK.
Res Dev Disabil. 2010 Nov-Dec;31(6):1609-14. doi: 10.1016/j.ridd.2010.04.025.
Performance on three verbal measures (story recall, paired associated learning, category fluency) designed to assess the integration of long-term semantic and linguistic knowledge, phonological working memory and executive resources within the proposed 'episodic buffer' of working memory (Baddeley, 2007) was assessed in children with intellectual disabilities (ID). It was hypothesised that children with ID would show equivalent performance to typically developing children of the same mental age. This prediction was based on the hypothesis that, despite poorer phonological short-term memory than mental age matched peers, those with ID may benefit from more elaborate long-term memory representations, because of greater life experience. Children with ID were as able as mental age matched peers to remember stories, associate pairs of words together and generate appropriate items in a category fluency task. Performance did not, however, reach chronological age level on any of the tasks. The results suggest children with ID perform at mental age level on verbal 'episodic buffer' tasks, which require integration of information from difference sources, supporting a 'delayed' rather than 'different' view of their development.
在三个旨在评估长期语义和语言知识、语音工作记忆和执行资源在工作记忆的“情景缓冲区”（Baddeley，2007）内整合的口头测试（故事回忆、配对联想学习、类别流畅性）中，评估了智障儿童（ID）的表现。研究假设 ID 儿童的表现与具有相同心理年龄的正常发育儿童相当。这一预测基于这样一种假设，即尽管 ID 儿童的语音短期记忆比同龄匹配者差，但由于生活经验更丰富，他们可能会受益于更精细的长期记忆表现。在故事回忆、配对词联想和类别流畅性任务中，ID 儿童与心理年龄匹配的同伴一样能够记住故事、将单词配对以及生成适当的类别。然而，在任何任务中，表现都未达到年龄水平。结果表明，ID 儿童在需要整合来自不同来源信息的口头“情景缓冲区”任务中表现出与心理年龄相当的水平，这支持了他们发展的“延迟”而不是“不同”的观点。
