In light of these findings, recommendations are provided to foster, in the future, consistency across aphasia studies and confidence in STM/WM tests as assessment and treatment outcome measures. Studies using these tests inconsistently documented demographic and aphasia variables essential to interpreting STM/WM test outcomes. Standardisation samples to elicit normative data were often small, and most measures exhibited poor validity and reliability properties. Results revealed that a very limited number of standardised tests, in the verbal and non-verbal domains, had robust psychometric properties. Accordingly, the goals of this systematic review were: (1) to identify standardised tests of STM and WM utilised in the aphasia literature, (2) to evaluate critically the psychometric strength of these tests, and (3) to appraise critically the quality of the investigations utilising these tests. To date, however, no previous systematic review has focused on aphasia. Increasing interest in assessing STM and WM in aphasia research and clinical practice as well as a growing evidence base of STM/WM treatments for aphasia warrant an understanding of the range of standardised STM/WM measures that have been utilised in aphasia. The results provide further evidence for the pictorial superiority hypothesis and the theory that pictorial presentation of verbal stimuli is adequate for dual coding.Impairments of short-term and working memory (STM, WM), both verbal and non-verbal, are ubiquitous in aphasia. In conclusion, working memory for common verbal items is impaired in children with RD however, performance can be facilitated, and learning efficiency maximized, when information is presented visually. Both groups of participants benefited from the visual presentation of objects however, children with RD showed the greatest gains during this condition. A mixed-model MANOVA indicated that children with RD had a slower learning curve and recalled fewer words than TDC across experimental modalities. Significant group differences were noted on language, verbal and nonverbal memory, and measures of executive abilities. The experimental tasks implemented a multitrial verbal learning paradigm incorporating three modalities: auditory, visual, and auditory plus visual. Twenty children, ages 10–12, diagnosed with RD were matched to 20 TDC age peers. It was hypothesized that the visual presentation of common objects would result in improved learning and recall performance as compared to the auditory presentation of stimuli. This study investigated the effects of stimulus presentation modality on working memory performance in children with reading disabilities (RD) and in typically developing children (TDC), all native speakers of Greek. Working memory capacity development could be an important contributor to mathematics teachers' number sense and formal memory strategy training might positively enhance both. The nonparametric Mann-Whitney U test detected statistically significant arithmetic ability differences between participants with more or less working memory capacity. 692) with arithmetic ability, predicting 48% of the variance. A linear regression ascertained that working memory capacity correlated strongly and positively (r=. Their working memory capacity was measured by the Working Memory Index of Wechsler's Adult Intelligence Scale. The 42 third year student-teachers wrote weekly mental arithmetic tests aimed at strengthening their number sense. A variable reported to relate to number sense, is working memory capacity. A number sense is an intuitive understanding of numbers, their magnitude and interrelationships and arithmetic ability is a good indicator of number sense. Furthermore, too many teachers cannot teach quantities and how they feature in our lives properly. It was found that teachers' number sense influence their pedagogies and thus also learner achievement. South Africa's murky performance in the Trends in International Mathematics and Science Study (TIMSS) since 1995 instigated several interrogative reports. – The paper reports on the relationship between a group of pre-service mathematics teachers' working memory and number sense.
0 Comments
Leave a Reply. |