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Verbal Working Memory Processes in Students With Mild and Borderline Intellectual Disabilities: Differential Developmental Trajectories for Rehearsal and Redintegration.
Front Psychol 2018; 9:2581FP

Abstract

In verbal working memory, two processes serve to retain a fading memory trace: subvocal rehearsal and lexical redintegration. While recent studies on students with mild and borderline intellectual disabilities (MBID) have yielded mixed results on rehearsal, redintegration has not been researched in MBID, yet. Furthermore, most studies have used a group-matched design which, due to methodological constraints, can only distinguish between two different development patterns. Thus, we study both rehearsal and redintegration in students with MBID using developmental trajectories that have greater potential for identifying differential developmental patterns than traditional group-matching approaches. We investigate whether three aspects in working memory develop differently in students with MBID in comparison to typically developing students: (a) the general capacity of the phonological loop, and the effectiveness of (b) rehearsal, and (c) redintegration. We use three different developmental indicators to compare trajectories: chronological age, cognitive capacity, and vocabulary size. N = 210 students (87 students with MBID, 123 typically developing students) completed working memory span tasks with short and long (1- vs. 3-syllable) real words and pseudowords. The effect for word length (short vs. long) measures rehearsal, and the lexicality effect (real words vs. pseudowords) measures redintegration. Results show that developmental trajectories reveal an intercept difference but no slowed rate in rehearsal, and no impairment in redintegration. However, concerning the developmental relation between redintegration and vocabulary size, students with MBID reveal a differential pattern as redintegration appears higher for students with small vocabulary size, but unexpectedly decreases as vocabulary size increases. We conclude that students with MBID show a delayed onset in the development of capacity of the phonological loop and rehearsal and that they do not catch up in their development. Redintegration does not seem to be impaired in relation to age and cognitive capacity. However, the differential relation of redintegration with vocabulary size calls for further research. While impaired subvocal rehearsal appears to be connected to the developmental problems of students with MBID, lexical redintegration seems to be intact in relation to chronological age and cognitive capacity, making it a possible area of strength.

Authors+Show Affiliations

Rehabilitation Sciences on Special Learning Needs, Institute of Educational Research, School of Education, University of Wuppertal, Wuppertal, Germany.Rehabilitation Sciences on Special Learning Needs, Institute of Educational Research, School of Education, University of Wuppertal, Wuppertal, Germany.Rehabilitation Sciences on Special Learning Needs, Institute of Educational Research, School of Education, University of Wuppertal, Wuppertal, Germany.

Pub Type(s)

Journal Article

Language

eng

PubMed ID

30705650

Citation

Bruns, Gunnar, et al. "Verbal Working Memory Processes in Students With Mild and Borderline Intellectual Disabilities: Differential Developmental Trajectories for Rehearsal and Redintegration." Frontiers in Psychology, vol. 9, 2018, p. 2581.
Bruns G, Ehl B, Grosche M. Verbal Working Memory Processes in Students With Mild and Borderline Intellectual Disabilities: Differential Developmental Trajectories for Rehearsal and Redintegration. Front Psychol. 2018;9:2581.
Bruns, G., Ehl, B., & Grosche, M. (2018). Verbal Working Memory Processes in Students With Mild and Borderline Intellectual Disabilities: Differential Developmental Trajectories for Rehearsal and Redintegration. Frontiers in Psychology, 9, p. 2581. doi:10.3389/fpsyg.2018.02581.
Bruns G, Ehl B, Grosche M. Verbal Working Memory Processes in Students With Mild and Borderline Intellectual Disabilities: Differential Developmental Trajectories for Rehearsal and Redintegration. Front Psychol. 2018;9:2581. PubMed PMID: 30705650.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Verbal Working Memory Processes in Students With Mild and Borderline Intellectual Disabilities: Differential Developmental Trajectories for Rehearsal and Redintegration. AU - Bruns,Gunnar, AU - Ehl,Birgit, AU - Grosche,Michael, Y1 - 2019/01/09/ PY - 2018/08/21/received PY - 2018/12/03/accepted PY - 2019/2/2/entrez PY - 2019/2/2/pubmed PY - 2019/2/2/medline KW - borderline intellectual disability KW - delayed onset KW - developmental trajectories KW - mild intellectual disability (MID) KW - phonological loop KW - redintegration KW - rehearsal KW - working memory SP - 2581 EP - 2581 JF - Frontiers in psychology JO - Front Psychol VL - 9 N2 - In verbal working memory, two processes serve to retain a fading memory trace: subvocal rehearsal and lexical redintegration. While recent studies on students with mild and borderline intellectual disabilities (MBID) have yielded mixed results on rehearsal, redintegration has not been researched in MBID, yet. Furthermore, most studies have used a group-matched design which, due to methodological constraints, can only distinguish between two different development patterns. Thus, we study both rehearsal and redintegration in students with MBID using developmental trajectories that have greater potential for identifying differential developmental patterns than traditional group-matching approaches. We investigate whether three aspects in working memory develop differently in students with MBID in comparison to typically developing students: (a) the general capacity of the phonological loop, and the effectiveness of (b) rehearsal, and (c) redintegration. We use three different developmental indicators to compare trajectories: chronological age, cognitive capacity, and vocabulary size. N = 210 students (87 students with MBID, 123 typically developing students) completed working memory span tasks with short and long (1- vs. 3-syllable) real words and pseudowords. The effect for word length (short vs. long) measures rehearsal, and the lexicality effect (real words vs. pseudowords) measures redintegration. Results show that developmental trajectories reveal an intercept difference but no slowed rate in rehearsal, and no impairment in redintegration. However, concerning the developmental relation between redintegration and vocabulary size, students with MBID reveal a differential pattern as redintegration appears higher for students with small vocabulary size, but unexpectedly decreases as vocabulary size increases. We conclude that students with MBID show a delayed onset in the development of capacity of the phonological loop and rehearsal and that they do not catch up in their development. Redintegration does not seem to be impaired in relation to age and cognitive capacity. However, the differential relation of redintegration with vocabulary size calls for further research. While impaired subvocal rehearsal appears to be connected to the developmental problems of students with MBID, lexical redintegration seems to be intact in relation to chronological age and cognitive capacity, making it a possible area of strength. SN - 1664-1078 UR - https://www.unboundmedicine.com/medline/citation/30705650/Verbal_Working_Memory_Processes_in_Students_With_Mild_and_Borderline_Intellectual_Disabilities:_Differential_Developmental_Trajectories_for_Rehearsal_and_Redintegration L2 - https://dx.doi.org/10.3389/fpsyg.2018.02581 DB - PRIME DP - Unbound Medicine ER -
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