Original Research Article
Year: 2019 | Month: April | Volume: 9 | Issue: 4 | Pages: 216-232
Examining the Impact of Learning Disability on Development of Working Memory
Dr.(Mrs.) Sushma Pandey1, Niharika Tripathi2
1Professor & Head, Dept. of Psychology, D.D.U. Gorakhpur University, Gorakhpur, India.
2Research Scholar, Dept. of Psychology, D.D.U. Gorakhpur University, Gorakhpur, India.
Corresponding Author: Niharika Tripathi
Present study aimed to examine the effect of socioeconomic status (SES), age and learning disability on the development of working memory. A 3X3X2 factorial design with three level of Socio-Economic Status (High, Middle and Low) X three age groups i.e. (Children, 7-10yrs., Pre-Adolescents, 11-13yrs. and Adolescents 14-16yrs) X two levels of Learning Ability (Learning Disabled and Non-Disabled) was used and a total of 240 students participated in the present study. Raven’s Standard Progressive Matrices (SPM) and Diagnostic Test of Learning Disability (DTLD) were applied to identify the learning disability in participants. Further, a set of three Working Memory Tasks were used to assess three components of working memory i.e. phonological loop, Visuo-Spatial Sketch-Pad and Central Executive. Data analysis was done using Univariate analysis.
Results revealed significant effects of socioeconomic status, age and learning disability on working memory. Specifically, participants with high SES were found superior on working memory and its components as compared to middle and low SES group. Further, adolescents performed far better on working memory and its components in comparison to neo-adolescents and children respectively. However, learning disabled (LD) participants performed very poor on each components of working memory and overall WM than their Non-LD counterparts. Findings are discussed.
Key words: central executive, learning disability, phonological working memory, socioeconomic status, visuo-spatial sketch-pad.