Working memory and everyday cognition in adults with Down's syndrome

被引:48
作者
Numminen, H
Service, E
Ahonen, T
Ruoppila, I
机构
[1] Univ Jyvaskyla, Dept Psychol, FIN-40351 Jyvaskyla, Finland
[2] Univ Helsinki, Dept Gen Psychol, Helsinki, Finland
关键词
Down's syndrome; everyday cognition; working memory;
D O I
10.1046/j.1365-2788.2001.00298.x
中图分类号
G76 [特殊教育];
学科分类号
040109 ;
摘要
A number of previous studies have suggested that young people with Down's syndrome (DS) have a specific deficit of the phonological loop component of the working memory. However, there have also been studies which have proposed a specific deficit of the central executive component of working memory and suggested similarities of working memory functioning with patients with Alzheimer's disease. Fifteen middle-aged people with DS were matched for their individual scores of non-verbal intelligence to 15 individuals with mixed aetiology of intellectual disability. A versatile range of tasks was used in order to evaluate the functioning of working memory components. In addition, several everyday cognition skills were assessed. The subjects with DS performed significantly more poorly in all tasks assessing the phonological loop. Performance in other working memory tasks and compound variables representing different working memory components was equal in the groups. In addition, both groups had equal everyday cognition skills. The functioning of the phonological loop seems tb be clearly deficient in people with DS. Interestingly, the deficit does not seem to affect the vocabulary or other everyday cognition skills in individuals with DS. No signs of specific deficit of the central executive component of working memory were found.
引用
收藏
页码:157 / 168
页数:12
相关论文
共 49 条
[11]   WHAT ONE INTELLIGENCE-TEST MEASURES - A THEORETICAL ACCOUNT OF THE PROCESSING IN THE RAVEN PROGRESSIVE MATRICES TEST [J].
CARPENTER, PA ;
JUST, MA ;
SHELL, P .
PSYCHOLOGICAL REVIEW, 1990, 97 (03) :404-431
[12]   THEORY OF FLUID AND CRYSTALLIZED INTELLIGENCE - A CRITICAL EXPERIMENT [J].
CATTELL, RB .
JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1963, 54 (01) :1-22
[13]   Children's performance on pseudoword repetition depends on auditory trace quality:: Evidence from event-related potentials [J].
Ceponiene, R ;
Service, E ;
Kurjenluoma, S ;
Cheour, M ;
Näätänen, R .
DEVELOPMENTAL PSYCHOLOGY, 1999, 35 (03) :709-720
[14]  
Chapman R., 1995, Handbook of child language, P641
[15]   WHEN READING IS ACQUIRED BUT PHONEMIC AWARENESS IS NOT - A STUDY OF LITERACY IN DOWNS-SYNDROME [J].
COSSU, G ;
ROSSINI, F ;
MARSHALL, JC .
COGNITION, 1993, 46 (02) :129-138
[16]   INDIVIDUAL-DIFFERENCES IN WORKING MEMORY AND READING [J].
DANEMAN, M ;
CARPENTER, PA .
JOURNAL OF VERBAL LEARNING AND VERBAL BEHAVIOR, 1980, 19 (04) :450-466
[17]  
DENCKLA M B, 1974, Cortex, V10, P186
[18]   Working memory, short-term memory, and general fluid intelligence: A latent-variable approach [J].
Engle, RW ;
Tuholski, SW ;
Laughlin, JE ;
Conway, ARA .
JOURNAL OF EXPERIMENTAL PSYCHOLOGY-GENERAL, 1999, 128 (03) :309-331
[19]  
Gathercole S.E., 1993, WORKING MEMORY LANGU
[20]   Assessment of working memory in six- and seven-year-old children [J].
Gathercole, SE ;
Pickering, SJ .
JOURNAL OF EDUCATIONAL PSYCHOLOGY, 2000, 92 (02) :377-390