Working memory impairments in children with difficulties in arithmetic have previously been investigated using questionable selection techniques and control groups, leading to problems concluding where deficits may occur. The present study attempted to overcome these criticisms by assessing 9-year-old children with difficulties specific to arithmetic, as indicated by normal reading, and compari...

The present study investigated working memory capacity, lexical access, phonological skills and reading ability in 6 children with cochlear implants (CI), attending grades 1-3. For each test measure, the individual performance of the children was compared to a grade-matched comparison group of children with normal hearing. Performance was also studied in relation to demographic factors. Cogniti...

The receptive language measure information-carrying word (ICW) level, is used extensively by speech and language therapists in the UK and Ireland. Despite this it has never been validated via its relationship to any other relevant measures. This study aims to validate the ICW measure by investigating the relationship between the receptive ICW score of children with specific language impairment ...

conclusions the performance of working memory improved through training, and these trainings extended to other areas of cognition functions not receiving any training. trainings resulted in the improvement of performance in the tasks related to prefrontal area. they had also a positive and significant impact on the movement activities of hyperactive children. results training of working memory ...

There is substantial variance in the age at which children construct and deploy their first explicit theory of biology. This study tests the hypothesis that this variance is due, at least in part, to individual differences in their executive function (EF) abilities. A group of 79 boys and girls aged 5-7 years (with a mean age of 6½ years) were presented with two test batteries: (a) a biology ba...

Forty-six intellectually precocious (M age = 74 months) and 250 intellectually typical (M age = 75 months) children were administered a standardized working memory battery, speed of processing measures, and tasks that assessed skill at number line estimation and strategies used to solve simple and complex addition problems. Precocious children had an advantage over same-age peers for all compon...