Summary
Contents
Subject index
Using the highly influential working memory framework as a guide, this textbook provides a clear comparison of the memory development of typically developing children with that of atypical children. The emphasis on explaining methodology throughout the book gives students a real understanding about the way experiments are carried out and how to critically evaluate experimental research.
Working Memory in Children with Intellectual Disabilities
Working Memory in Children with Intellectual Disabilities
- Introduction 149
- Intellectual Disabilities 150
- The Phonological Loop 159
- The Visuospatial Sketchpad 168
- The Central Executive 170
- The Episodic Buffer 177
- Final Comments 181
- Overall Summary 185
- Further Reading 186
Learning Outcomes
At the end of this chapter, you should have a good understanding of how to define, assess and classify intellectual disabilities (ID). You should also have an appreciation of why the choice of appropriate comparison groups is crucial for research in this area. You should be able to take a ‘critical’ view of the research evidence concerning whether children with intellectual disabilities show difficulties with one or more of the four components of working memory according to Baddeley's revised model (Baddeley, 2007). Finally, you should have some insight into two ...
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