Reference : Effects of impoverished environmental conditions on working memory performance
Scientific journals : Article
Social & behavioral sciences, psychology : Theoretical & cognitive psychology
http://hdl.handle.net/10993/2252
Effects of impoverished environmental conditions on working memory performance
English
Engel de Abreu, Pascale mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
Puglisi, M. [University of Sao Paulo]
Cruz-Santos, A. [University of Minho]
Befi-Lopes, D. M. [University of Sao Paulo]
Martin, Romain [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
2013
Memory
Taylor & Francis Ltd
Mar 26. [Epub ahead of print]
Yes (verified by ORBilu)
0965-8211
1464-0686
Basingstoke
United Kingdom
[en] Working memory ; Cross-cultural ; Linguistic and scholastic experience ; Poverty
[en] This cross-cultural study investigates the impact of background experience on four verbal and visuo-spatial working memory (WM) tasks. Eighty-four children from low income families were recruited from the following groups: (1) Portuguese immigrant children from Luxembourg impoverished in terms of language experience; (2) Brazilian children deprived in terms of scholastic background; (3) Portuguese children from Portugal with no disadvantage in either scholastic or language background. Children were matched on age, gender, fluid intelligence, and socioeconomic status and completed four simple and complex span tasks of WM and a vocabulary measure. Results indicate that despite large differences in their backgrounds and language abilities, the groups exhibited comparable performance on the visuo-spatial tasks dot matrix and odd-one-out and on the verbal simple span task digit recall. Group differences emerged on the verbal complex span task counting recall with children from Luxembourg and Portugal outperforming children from disadvantaged schools in Brazil. The study suggests that whereas contributions of prior knowledge to digit span, dot matrix, and odd-one-out are likely to be minimal, background experience can affect performance on counting recall. Implications for testing WM capacity in children growing up in poverty are discussed.
Fonds National de la Recherche - FnR
Researchers
http://hdl.handle.net/10993/2252
10.1080/09658211.2013.781186

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