Magnitude representation and working memory updating in children with arithmetic and reading comprehension disabilities
Abstract
It has been argued that children with learning disabilities (LD) encounter severe problems in working memory (WM) tasks, especially when they need to update information stored in their WM. It is not clear, however, to what extent this is due to a generally poor updating ability or to a difficulty specific to the domain to be processed. To examine this issue, two groups of children with arithmetic or reading comprehension LD and a group of typically developing children (9 to 10 years old) were assessed using two updating tasks requiring to select the smallest numbers or objects presented. The results showed that children with an arithmetic disability failed in a number updating task, but not in the object updating task. The opposite was true for the group with poor reading comprehension, whose performance was worse in the object than in the number updating task. It may be concluded that the problem of WM updating in children with LD is also due to a poor representation of the material to be updated. In addition, our findings suggest that the mental representation of the size of objects relates to the semantic representation of the objects' properties and differs from the quantitative representation of numbers.
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WMU predicts fluid intelligence and is related to academic achievement.
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From Nearest transfer effects of working memory training: A comparison of two programs focused on working memory updating (2019) · cites this paper as [6]
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- Authors
- Pelegrina, S., Capodieci, A., Carretti, B., & Cornoldi, C.
- Affiliations
- Universidad de Jaén (ES)
- University of Padua (IT)
- Corresponding author
- Carretti, Barbara
- Venue
- Journal of Learning Disabilities
- Publisher
- SAGE Publications
- Published
- 2014-03-31
- Volume
- 48
- Issue
- 6
- Pages
- 658-668
- ISSN
- 0022-2194 (ISSN-L)
- 1538-4780
- OpenAlex
- W2114746319
- Cited by
- 53
- References
- 49
- Citations by year
- 2026: 5 · 2025: 2 · 2024: 8 · 2023: 8 · 2022: 2 · 2021: 4 · 2020: 3 · 2019: 1 · 2018: 6 · 2017: 6 · 2016: 3 · 2015: 4 · 2014: 1
- FWCI
- 4.93
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Learning Disabilities (publishedVersion)
- PubMed (publishedVersion)
- Padua Research Archive (University of Padova) (submittedVersion)
- Funders
- Ministerio de Economía y Competitividad
- Topics
- Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Keywords
- working memory updating, magnitude representation, arithmetic learning disabilities, domain specificity, semantic representation, quantitative representation, children
- MeSH terms
- Child, Dyslexia, Female, Humans, Male, Memory, Short-Term, Comprehension, Dyscalculia
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