Swanson H L
School of Education, University of California, Riverside 92521.
J Exp Child Psychol. 1993 Aug;56(1):87-114. doi: 10.1006/jecp.1993.1027.
The purpose of this study was to investigate (a) the degree to which working memory differences between learning-disabled and nondisabled children reflect a specific or generalized deficit, and (b) whether limitations in the enhancement of learning-disabled student's working memory performance are attributable to process or storage functions. To this end, performances of reading-disabled, math-disabled, chronological age (CA)-matched, and achievement-matched children were compared on verbal and visual-spatial working memory measures under initial, gain, and maintenance conditions. The results indicated that: (a) learning-disabled subtypes were not differentiated by their performance on verbal and visual-spatial working memory measures; and (b) learning-disabled children's working memory performance was inferior to CA-matched and superior to achievement-matched counterparts across initial, gain, and maintenance conditions. The results suggest that learning-disabled children suffer generalized working memory deficits, possibly due to storage constraints in the executive system.
（a）学习障碍儿童与非学习障碍儿童在工作记忆方面的差异在多大程度上反映了特定缺陷或一般性缺陷；以及（b）学习障碍学生工作记忆表现提升的局限性是否归因于加工功能或存储功能。为此，在初始、增益和维持条件下，对阅读障碍、数学障碍、年龄匹配和成绩匹配的儿童在言语和视觉空间工作记忆测量上的表现进行了比较。结果表明：（a）学习障碍亚型在言语和视觉空间工作记忆测量上的表现没有差异；（b）在初始、增益和维持条件下，学习障碍儿童的工作记忆表现低于年龄匹配的儿童，高于成绩匹配的儿童。结果表明，学习障碍儿童存在一般性的工作记忆缺陷，可能是由于执行系统中的存储限制所致。
