This book can be read with interest by physicians, psychologists, and educators. It is not a comprehensive treatise on brain injuries occurring in children nor is it intended to be. It deals rather with \"the particular mental make-up of braininjured children and the resulting need for special educational techniques.\" The work is divided into two sections. The first deals with the psychopathology of the brain-injured child. It includes a brief historical review and preliminary remarks on the anatomy and function of certain aspects of the central nervous system germane to the problem. It discusses in detail the techniques employed and results obtained from studies designed to depict the handicaps of the brain-injured child, and to differentiate these handicaps from those seen in other types of mental retardation. The second section deals with methods of teaching employed to overcome and compensate for these handicaps. All will not agree with the authors' concepts of brain injury. At times too great an emphasis appears to be placed upon the history of a difficult delivery. However, all should agree that this is a stimulating and thought-provoking piece of work in a field which has often been considered hopeless. -D. L. DUNPHY

Psychopathology and Education of the Brain-Injured Child.

The role of phonemic coding in short-term memory was studied in 45 children with a reading disability, 38 children with a specific arithmetic disability, and 89 children who were achieving normally in school. The children, aged 7 to 13, were administered a series of tasks that involved the visual or auditory presentation of rhyming and nonrhyming letters and either an oral or a written response. The youngest children (7 to 8 years) with a reading disability did not show any difference between the recall of nonrhyming and rhyming letters, whereas the normal children of the same age did. The older reading disabled children (9-13), like their normal counterparts, had significantly poorer recall of rhyming as opposed to nonrhyming letters. However, their overall levels of performance were significantly lower than normals. The same pattern was found with children with arithmetic disabilities for the visual presentation of stimuli. For the auditory presentation of stimuli, the performance of children with arithmetic disabilities resembled that of the normal children, except at the youngest ages in the study. Whereas a deficiency in phonological coding may characterize the younger children with learning disabilities, older children with learning disabilities appear to be using a phonemic code but have a more general deficit in short-term memory.

Short-term memory processes in children with reading and arithmetic learning disabilities.

Remedial Techniques in Basic School Subjects

One form of developmental difficulty with arithmetic affects the storage or retrieval of arithmetical facts, such as tables, which are required to implement arithmetical computations (Temple, 1991, 1994). Such difficulties may arise because of impairment in a specialized system for the storage of arithmetical facts or as a result of causally linked impairment in another cognitive domain. This study explored issues concerning the representation and retrieval of arithmetical facts in children with number fact disorders (NF) and in normal children, in particular the status of hypothesized linked impairments: short-term memory (STM) spans, counting skills, speed of speech, and speed of number fact and lexical retrieval. There was no evidence that NF children had weak STM spans on any span measure or that STM spans related to arithmetical fact skills. There was also no evidence that NF children had weak counting abilities or free counting speeds. The NF children were slower in speeded counting, which also correlated with number fact skill. The significance or not of this is discussed. The NF children were also slower than controls in speed of speech and on some measures of speed of access. However, the absence of correlation with number fact skill, the absence of generality across tasks, and the possibility that delayed speeds in fact retrieval reflect the use of alternative strategies, together suggest that the increased speeds are not causally linked to number fact skill. The results are consistent with modular accounts, in which there is a specialized system for the storage and retrieval of arithmetical facts.

Representation and retrieval of arithmetical facts: Developmental difficulties:

Mathematical performance implies a series of numerical and mathematical skills (both innate and derived from formal training) as well as certain general cognitive abilities that, if inadequate, can have a cascading effect on mathematics learning. These latter skills were the focus of the present systematic review. Method: The reviewing process was conducted according to the PRISMA statement. We included 46 studies comparing school-aged children’s performance with and without math difficulties in the following cognitive domains: processing speed, phonological awareness, short- and long-term memory, executive functions, and attention. Results: The results showed that some general cognitive domains were compromised in children with mathematical difficulties (i.e., executive functions, attention, and processing speed). Conclusions: These cognitive functions should be evaluated during the diagnostic process in order to better understand the child’s profile and propose individually tailored interventions. However, further studies should investigate the role of skills that have been poorly investigated to date (e.g., long-term memory and phonological awareness).

/pdf/domain-general-cognitive-skills-in-children-with-pkrh5p0b.pdf

Domain-General Cognitive Skills in Children with Mathematical Difficulties and Dyscalculia: A Systematic Review of the Literature

The investigation examines the effects of different input-modality/output-modality pairings on the short-term memory of 6th graders identified as mathematics-proficient or mathematics-disabled. Serial lists of digits and consonants were presented visually and aurally to each subject. Subjects responded either verbally or graphic symbolically during an immediate recall procedure. A significant 2-way input-modality by output-modality interaction suggested that short-term memory capacity among the 3 groups (2 mathematics-disabled groups and a control mathematics-proficient group) differed as a function of the modality used to present the items in combination with the output response required. The findings are discussed relative to the ineffective use of memory codes by the disabled students and the usefulness of the modality model as an instructional procedure and curricular rationale.

Short-Term Memory in Mathematics-Proficient and Math Ematics-Disabled Students as a Function of Input-Modality/Output-Modality Pairings

Handle everyday research tasks with reliable, citation-backed results

Your personal Research Agent to handle research tasks with citation-backed results

Popular Tasks used by Researchers

How can I help with your research?

Meet SciSpace

Get more enhanced response by uploading the PDFs you want me to reference.

No relevant PDFs in your library

SciSpace is the AI research assistant for academics. Run systematic literature reviews on 280M+ papers, and write papers with cited sources. Trusted by 1M+ students, PhDs & researchers.

SciSpace | AI for Research

Analyze PDFs

Code & Manuscripts

Funding & Grants

Literature & Patents

Medical & Clinical Data

Systematic Review

Visualize & Present

Web & Data

Build a Google Scholar-like website for your research.

Build a website

Create charts and images for your research

Create a Chart

Write a paper for submission to a journal

Draft a manuscript

Patent Search

Design eye-catching scientific posters in minutes.

Scientific Poster Generation

Systematic Literature Review

One task is running at the moment. Your messages will be shown right after.

Drag and drop or click here to browse

Loved by <highlight>1 million+</highlight> researchers

Extract a list of specific topics and their sources from unstructured text

Topics

Compare and analyze relevant papers that matches with your search

Papers

Get insights from PDFs and bookmarked papers from your library

My library

Recent searches

Try searching for:

Catch AI-generated content in scholarly and non-scholarly content

{ai} Detector

Ai Writer

Get PDF Summaries, highlighted text explanations 

Chat with PDF

Effortlessly create in-text citations and bibliographies in APA and 2,500 other formats

Citation generator

Get explanations, summaries, and answers on academic papers

Ease up your research workflow with {scispace}'s cohort of exciting AI tools

Elevate your academic writing skills and convey your ideas the way you want

Paraphraser

Explore our range of reading and writing tools

Your file is being prepared and should be ready in a few minutes. If it's a large file, it might take a bit longer. You can close this window, and we'll email you the file when it's done.

You have reached a maximum limit of <strong>{limit}</strong> columns in the table. Remove at least <strong>1</strong> column to add or create another one.

Raymond E. Webster

Author Tools

Chat about Author

Papers

Short-Term Memory in Mathematics-Proficient and Math Ematics-Disabled Students as a Function of Input-Modality/Output-Modality Pairings