Functioning of memory and attention processes in children with intelligence below average
 
More details
Hide details
 
Submission date: 2014-02-18
 
 
Acceptance date: 2014-02-23
 
 
Online publication date: 2014-05-16
 
 
Publication date: 2014-05-15
 
 
Health Psychology Report 2014;2(1):60-66
 
KEYWORDS
TOPICS
ABSTRACT
BACKGROUND
The aim of the research was to assess memorization and recall of logically connected and unconnected material, coded graphically and linguistically, and the ability to focus attention, in a group of children with intelligence below average, compared to children with average intelligence.
PARTICIPANTS AND PROCEDURE
The study group included 27 children with intelligence below average. The control group consisted of 29 individuals. All of them were examined using the authors’ experimental trials and the TUS test (Attention and Perceptiveness Test).
RESULTS
Children with intelligence below average memorized significantly less information contained in the logical material, demonstrated lower ability to memorize the visual material, memorized significantly fewer words in the verbal material learning task, achieved lower results in such indicators of the visual attention process pace as the number of omissions and mistakes, and had a lower pace of perceptual work, compared to children with average intelligence.
CONCLUSIONS
The results confirm that children with intelligence below average have difficulties with memorizing new material, both logically connected and unconnected. The significantly lower capacity of direct memory is independent of modality. The results of the study on the memory process confirm the hypothesis about lower abilities of children with intelligence below average, in terms of concentration, work pace, efficiency and perception.
 
REFERENCES (11)
1.
Blanchard, L.T., Gurka, M.J. & Blackman, J.A. (2006). Emotional, developmental, and behavioral health of American children and their families: a report from the 2003 National Survey of Children’s Health. Pediatrics, 117, 1202-1212.
 
2.
Ciechanowicz, A. & Stańczak, J. (2006). Testy Uwagi i Spostrzegawczości [Attention and Perceptiveness Test]. Warszawa: Pracownia Testów Psychologicznych.
 
3.
Jankowska, A. & Bogdanowicz, M. (2012). Koncepcje, klasyfikacje i charakterystyka uczniów z niższym niż przeciętny poziomem sprawności umysłowej. Dysleksja. Biuletyn Polskiego Towarzystwa Dysleksji, 3, 5-8.
 
4.
Karande, S., Kanchan, S. & Kulkarni, M. (2008). Clinical and Psychoeducational Profile of Children with Borderline Intellectual Functioning. Indian Journal of Pediatrics, 75, 795-800.
 
5.
Kostańska, L. (1994). Poziom intelektualny dziecka a jego funkcjonowanie psycho-społeczne. In: Z. Gaś (ed.). Wspomaganie rozwoju dziecka [Supported child development] (pp. 35-70). Lublin: Pracownia Wydawnicza Fundacji „Masz Szansę”.
 
6.
Kostańska, L. (1995). Procesy intelektualne i poznawcze dzieci o niższym od przeciętnego poziomie inteligencji – próba charakterystyki. In: Z. Gaś (ed.). Psychologia wychowawcza stosowana. Wybrane zagadnienia [Applied educational psychology. Selected issues] (pp. 57-71). Lublin: Wyd. UMCS.
 
7.
Pitala, M. (2007). Zdolni także ci mniej zdolni. Psychologia w szkole, 2, 8-11.
 
8.
Ritzema, A.M. & Shaw, S.R. (2012). Grade Retention and Borderline Intelligence: The Social-Emotional Cost. School Psychology Forum, Research in Practice, 6, 1-14.
 
9.
Shaw, S.R., Grimes, D. & Bulman, J. (2005). Educating slow learners: are charter schools the last, best hope for their educational success? American Journal of Mental Retardation, 5, 463-469.
 
10.
van Bellinghen, M. & de Troch, Ch. (2001). Risperidone in the treatment of behavioral disturbances in children and adolescents with borderline intellectual functioning: a double-blind, placebo-controlled pilot trial. Journal of Child and Adolescent Psychopharmacology, 11, 5-13.
 
11.
Wojnarska, A. (2001). Charakterystyka procesów pamięciowych dzieci z obniżoną sprawnością intelektualną. In: D. Osik, A. Wojnarska (eds.). Wspomaganie rozwoju uczniów ze specjalnymi potrzebami edukacyjnymi [Support for children with special educational needs] (pp. 31-43). Lublin: Wyd. UMCS.
 
Copyright: © Institute of Psychology, University of Gdansk This is an Open Access journal, all articles are distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) License (https://creativecommons.org/licenses/by-nc-sa/4.0/), allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material, provided the original work is properly cited and states its license.
eISSN:2353-5571
ISSN:2353-4184
Journals System - logo
Scroll to top