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The Handbook of Understanding and Measuring Intelligence provides an overview of recent studies on intelligence to help readers develop a sound understanding of results and perspectives in intelligence research. In this volume, editors Oliver Wilhelm and Randall W. Engle bring together a group of respected experts from two fields of intelligence research, cognition and methods, to summarize, review, and evaluate research in their areas of expertise. The chapters in this book present state-of-the-art examinations of a particular domain of intelligence research and highlight important methodological considerations, theoretical claims, and pervasive problems in the field.  

Working Memory, Intelligence, and Learning Disabilities
Working memory, intelligence, and learning disabilities
H. LeeSwanson

Children with learning disabilities (LD) experience considerable difficulty on working memory (WM) tasks (e.g., Bull, Johnston, & Roy, 1999; Chiappe, Hasher, & Siegel, 2000; De Beni, Palladino, Pazzaglia, & Cornoldi, 1998; de Jong, 1998; Passolunghi, Cornoldi, & De Liberto, 1999; Siegel & Ryan, 1989; Swanson, Ashbaker, & Lee, 1996). Furthermore, these difficulties on WM tasks have been significantly correlated with poor performance on word recognition (e.g., Siegel & Ryan, 1989), comprehension (Swanson & Alexander, 1997), mathematics (e.g., Bull et al., 1999; Swanson & Sachse-Lee, 2001a), and writing measures (e.g., Swanson & Berninger, 1996), to name a few (see Swanson & Siegel, 2001b, for a review). What is unusual about these findings is that ...

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