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Working Memory Test

1458 Words6 Pages

Abstract
The present study attempts to investigate the impact of working memory computer assisted program on working memory enhancement and bilingualism of students with intellectual disability. To this aim, 14 Iranian girl students between 9 to 12 years old from fifth year of an exceptional school participated in the study. All of the participants were mild intellectually disabled students who were fluent speakers in their mother tongue. As a pretest, Visuospatial working memory test of Cornoldi and Vecchia (1995) was taken from them. Subsequently, they were randomly divided into control and experimental groups. Both groups were taught a list of 21 English words in 5 successive 45-minutes sessions. However, only the experimental group received …show more content…

Core executive function skills include cognitive flexibility, planning, inhibition, self-regulation, and working memory (Roth, 2004). These skills are necessary for appropriate selection and monitoring of behaviors in order to accomplish one’s desired goals (Diamond, 2013). Executive functions develop from childhood to adolescence and they can be improved at any age across life span (Diamond & Lee 2011). Executive dysfunction is present in people with different developmental disorders such as autism, Attention Deficit Hyperactivity Disorder (ADHD), learning disabilities and mental retardation (Hughes, 2002). Proper functioning of executive controls is necessary for language performance besides developing in other skills (Dawson & Guare, 2004). Among different types of executive controls, working memory is specifically assumed to influence language processing, reading comprehension, vocabulary development, and to some extent language formulation (Baddely, 1986; Baddeley, Gathercole, Alloway, Willis, & Adams, 2006; Westby & Watson, …show more content…

4). Working memory is responsible for temporary holding and manipulation of information in brain (Diamond, 2013). The working memory model (Baddeley & Hitch, 1974; Baddeley, 1986) is a popular theoretical framework for more accurate description of short-term memory. The model is divided into three components; the central executive system which is responsible for regulating the flow of information received and sent to its two slave systems named as the phonological loop, and the visou-spatial sketchpad. The phonological loop holds verbal information while the visou-spatioal sketchpad stores visual and spatial information. The slave systems are limited in terms of their capacity and duration of data storage. Later, a third slave named as episodic buffer was added to the model by baddeley in 2000. This slave is responsible for relating visual, verbal, and spatial information to make chronologically ordered unified wholes like stories.
There is much research evidence highlighting the role of working memory in language learning. Regarding this view Baddeley et al. (1998) stated that “verbal working memory primarily is a language learning device”. Furthermore, Papagno, Valentine and Baddeley (1991) stated that learning vocabulary in a

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