The Development of Working Memory in Children
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The Development of Working Memory in Children


© 2012 | 384 pages | SAGE Publications Ltd
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Using the highly influential working memory framework as a guide, this textbook provides a clear comparison of the memory development of typically developing children with that of atypical children. The emphasis on explaining methodology throughout the book gives students a real understanding about the way experiments are carried out and how to critically evaluate experimental research.

The first half of the book describes the working memory model and goes on to consider working memory development in typically developing children. The second half of the book considers working memory development in several different types of atypical populations who have intellectual disabilities and/or developmental disorders. In addition, the book considers how having a developmental disorder and/or intellectual disabilities may have separate or combined effects on the development of working memory.

The Development of Working Memory in Children is for undergraduate and graduate students taking courses in developmental/child psychology, cognitive development, and developmental disorders.

Introduction
The Working Memory Model
How Is Working-Memory Measured?
Working Memory and Typical Development: Part One
Working Memory and Typical Development: Part Two
Working Memory in Children with Intellectual Disabilities
Working Memory, Dyslexia and Specific Language Impairment
Working Memory in Children with Down's Syndrome and Williams Syndrome
Working Memory in Children with Autistic Spectrum Disorders
Concluding Comments

Sample Materials & Chapters

Chapter One


This book provides an excellent overview of the application of Baddeley's working memory model to the study of working memory development. It is particularly strong on the development of working memory in atypical groups, and has a clarity and practical focus that would make it the perfect introduction to the area for an undergraduate reader
Chris Jarrold
Professor of Cognitive Development, University of Bristol


Working memory is the small amount of information held in mind to complete cognitive tasks, so it is central to an understanding of how people think. Lucy Henry has been a pioneer in the application of the working memory concept in research on the typical and atypical development of intellectual abilities in children. This volume stems from her rare and invaluable combination of theoretical and practical knowledge of working memory processes, which is disseminated here in a clear, organized, and penetrating fashion. Important older research that must not be forgotten is integrated with newer research pointing to innovative directions for education and the behavioural remediation of disabilities. Students at any level and researchers all can benefit from this book, and will enjoy reading it
Nelson Cowan, Ph.D.
Curators' Professor, University of Missouri


...this material is accessible, and it is helpful in underpinning discussion of difficulties in learning experienced by some children. It will be of particular interest to SENCOs and specialist support teachers
SENCO Update



This book draws together a range of theories and models on the working memory. It is an extremely comprehensive and accessible study, which is useful at all stages of education, not just children. The comparison of how working memory develops in children with different learning difficulties and disabilities makes for fascinating reading and helps to provide insight into how poor working memory can impact on learning.

Mrs Linda Crittenden
Learning Support, Mid Kent College of Higher & F.E.
January 22, 2014

Very useful book for anyone working with primary school -aged children

Ms Andrea Hasselbusch
School of Health & Social Care, Bournemouth University
November 25, 2013

A very clear and well-organised book. Baddeley's working memory model is shown and explained clearly. Throughout, the book focuses on typically developing working memory and that of those with atypical development which is very useful, particularly for my MA Dyslexia Research and Practice. A very useful resource.

Mrs Irene Scott
Faculty , Chester University
September 25, 2013

A detailed analysis from a positivist position.

Mr Luke Champion
Education , Manchester Metropolitan University
September 18, 2013

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