creators_name: Henry, Lucy creators_name: MacLean, Morag type: journalp datestamp: 2008-02-04 18:01:57 lastmod: 2011-03-11 08:57:03 metadata_visibility: show title: Relationships between working memory, expressive vocabulary and arithmetical reasoning in children with and without intellectual disabilities. ispublished: pub subjects: dev-psy full_text_status: public abstract: This experiment examined the relationships between working memory and two measures of achievement, namely expressive vocabulary and arithmetical reasoning, in children with and without intellectual disabilities (ID). For 11-12-year-old children with intellectual disabilities, memory measures tapping the central executive were the most important predictors of both expressive vocabulary and arithmetical reasoning, with phonological memory making a small additional contribution to expressive vocabulary. For mainstream 11-12-year-old children, phonological memory was the best predictor of expressive vocabulary, whereas, arithmetical reasoning ability was predicted by visual memory and to a lesser extent phonological memory. The third group of children, 7-8-year-old mainstream children, had been matched on mental age with the intellectual disability group. For these children the most important predictor of expressive vocabulary was phonological memory, with a small additional contribution from visual memory. Arithmetical reasoning was best predicted by memory measures tapping the central executive with an additional contribution from phonological memory. 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