Distinctive working memory profiles in children with special educational needs

Abstract

The working memory skills of children with four categories of special educational needs (SEN) were investigated: general learning difficulties, language problems, literacy problems, and attentional and behavioural problems. Children with general learning difficulties performed poorly on measures of all three components of the working memory model: the phonological loop, central executive, and the visuo‐spatial sketchpad. Children with problems specific to language had impairments of the phonological loop and the central executive only. The working memory abilities of the groups with literacy and behavioural problems fell within the normal range. These findings are explained in terms of specific roles played by components of working memory in supporting learning activities.

Notes

* Corresponding author: Department of Psychology, Science Laboratories, University of Durham, South Road, Durham DH1 3LE UK. Email: [email protected]

Note that although the predominance of males in this sample is consistent with the majority of previous studies of children with deficits in literacy, there is evidence that prevalence is as common in females as in males if diagnostic procedures that do not include behavioural assessments are adopted (Shaywitz, Shaywitz, Fletcher, & Escobar, 1990).

Additional information

Notes on contributors

Susan E. Gathercole *

* Corresponding author: Department of Psychology, Science Laboratories, University of Durham, South Road, Durham DH1 3LE UK. Email: [email protected]