Okur Mehmet, Aksoy Veysel
Dede Korkut Faculty of Education, Kafkas University, Kars 36000, Türkiye.
Research Institute for Individuals with Disabilities, Anadolu University, Eskişehir 26000, Türkiye.
J Intell. 2025 Jan 27;13(2):16. doi: 10.3390/jintelligence13020016.
This study examines the effects of a working memory (WM) intervention package on the WM performance of students with Specific Learning Disabilities (SLDs). A pre-test post-test experimental design was applied with 40 students, divided equally into experimental (20 students) and control groups (20 students). Data were collected using the Working Memory Scale (WMS), Raven's Standard Progressive Matrices (RSPM), and the Working Memory Performance Tasks Form (WM-PTF). The experimental group demonstrated statistically significant improvements in WMS and WM-PTF scores relative to the control group ( < 0.006, = 1.96 for WMS; = 1.42 for WM-PTF). Additionally, a positive correlation was observed between the increase in WM performance and intelligence scores, suggesting that intelligence may influence WM gains. In conclusion, the WM intervention package was significant in improving the WM performance of students with SLDs, indicating that such interventions have significant potential for enhancing cognitive functions and memory. These findings highlight the critical role of WM interventions in contributing to the cognitive development of students with learning difficulties.
本研究考察了工作记忆（WM）干预方案对特定学习障碍（SLD）学生工作记忆表现的影响。采用前测后测实验设计，选取40名学生，平均分为实验组（20名学生）和对照组（20名学生）。使用工作记忆量表（WMS）、瑞文标准渐进矩阵测验（RSPM）和工作记忆表现任务表（WM-PTF）收集数据。与对照组相比，实验组在WMS和WM-PTF分数上有统计学意义的显著提高（WMS：<0.006，=1.96；WM-PTF：=1.42）。此外，观察到工作记忆表现的提高与智力分数之间存在正相关，这表明智力可能影响工作记忆的提升。总之，工作记忆干预方案在提高特定学习障碍学生的工作记忆表现方面具有显著效果，表明此类干预在增强认知功能和记忆方面具有巨大潜力。这些发现凸显了工作记忆干预在促进学习困难学生认知发展中的关键作用。
