The Crucial Role of Working Memory in Intellectual Functioning

Cornoldi, Cesare; Giofrè, David

doi:10.1027/1016-9040/a000183

Cited by 27 publications

(13 citation statements)

References 100 publications

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“…There is also research indicating that digit‐span tasks, such as those included in the WISC‐IV, require a lower level of cognitive control as compared with dual tasks test (e.g., Engle, Tuholski, Laughlin, & Conway, ). This finding corroborates the idea that the digit span task requires verbal abilities and—to a latter extent—cognitive control resources (see Giofrè, Mammarella, & Cornoldi, ; and Cornoldi & Giofrè, for a review).…”

Section: Introductionsupporting

confidence: 84%

Are children with developmental dyslexia all the same? A cluster analysis with more than 300 cases

et al. 2019

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Reading is vital to every aspect of modern life, exacerbated by reliance of the internet, email, and social media on the written medium. Developmental dyslexia (DD) characterizes a disorder in which the core deficit involves reading. Traditionally, DD is thought to be associated with a phonological impairment. However, recent evidence has begun to suggest that the reading impairment in some individuals is provoked by a visual processing deficit. In this paper, we present WISC‐IV data from more than 300 Italian children with a diagnosis of DD to investigate the manifestation of phonological and visual subtypes. Our results indicate the existence of two clusters of children with DD. In one cluster, the deficit was more pronounced in the phonological component, while both clusters were impaired in visual processing. These data indicate that DD may be an umbrella term that encompasses different profiles. From a theoretical perspective, our results demonstrate that dyslexia cannot be explained in terms of an isolated phonological deficit alone; visual impairment plays a crucial role. Moreover, general rather than specific accounts of DD are discussed.

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Section: Introductionsupporting

confidence: 84%

Are children with developmental dyslexia all the same? A cluster analysis with more than 300 cases

et al. 2019

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“…The classical tripartite model (Baddeley & Hitch, 1974) is the most common, and is distinguished by two slave systems (verbal and visuospatial), together with a central executive component. Alternative WM models have also been proposed but will not be discussed here (see Cornoldi and Giofrè (2014) for a review). It has been suggested that cognitive control is an important factor when considering WM capacity, with a distinction between tasks requiring a lower level of cognitive control (i.e.…”

Section: Math Anxietymentioning

confidence: 99%

Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants

et al. 2021

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The relationship between anxiety and mathematics has often been investigated in the literature. Different forms of anxiety have been evaluated, with math anxiety (MA) and test anxiety (TA) consistently being associated with various aspects of mathematics. In this meta-analysis, we have evaluated the impact of these forms of anxiety, distinguishing between different types of mathematical tasks. In investigating this relationship, we have also included potential moderators, such as age, gender, working memory, type of task, and type of material. One hundred seventy-seven studies met the inclusion criteria, providing an overall sample of 906,311 participants. Results showed that both MA and TA had a significant impact on mathematics. Sociodemographic factors had modest moderating effects. Working memory (WM) also mediated the relationship between MA and TA with mathematics; however, this indirect effect was weak. Theoretical and educational implications, as well as future directions for research in this field, are discussed.

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“…Reliance on IQ to classify SLD has sometimes been excessive, but it does seem to provide important additional information. In this study, we focused on the WISC-IV battery for two main reasons: (i) the WISC scales are the most widely used procedures for assessing intelligence in many countries (Evers et al, 2012); and (ii) the latest version of the WISC makes it possible to distinguish between different index scores and includes a measure of working memory, a variable that appears to be strongly involved in SLDs (Cornoldi & Giofrè, 2014).…”

Section: Discussionmentioning

confidence: 99%

Differences in the intellectual profile of children with intellectual vs. learning disability

Cornoldi

Giofrè

Orsini

et al. 2014

Research in Developmental Disabilities

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The Version of Scholarly Record of this Article is published in RESEARCH IN AbstractThe WISC-IV was used to compare the intellectual profile of two groups of children, one with specific learning disorders (SLDs), the other with intellectual disabilities (ID), with a view to identifying which of the four main factor indexes and two additional indexes can distinguish between the groups. We collected information on WISC-IV scores for 267 children (M age =10.61[SD=2.51], range 6-16 years, females = 99) with a diagnosis of either SLD or ID. Children with SLD performed better than those with ID in all measures. Only the SLD children, not the ID children, revealed significant differences in the four main factor indexes, and their scores for the additional General Ability Index (GAI) were higher than for the Cognitive Proficiency Index (CPI).Children with a diagnosis of SLD whose Full-Scale Intelligence Quotient (FSIQ) was < 85 showed a similar pattern. Our findings confirm the hypothesis that children with SLD generally obtain high GAI scores, but have specific deficiencies relating to working memory and processing speed, whereas children with ID have a general intellectual impairment. These findings have important diagnostic and clinical implications and should be considered when making diagnostic decisions in borderline cognitive cases.

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The Crucial Role of Working Memory in Intellectual Functioning

Cited by 27 publications

References 100 publications

Are children with developmental dyslexia all the same? A cluster analysis with more than 300 cases

Are children with developmental dyslexia all the same? A cluster analysis with more than 300 cases

Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants

Differences in the intellectual profile of children with intellectual vs. learning disability

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