Functioning of memory and attention processes in children with intelligence below average

Borkowska, Aneta Rita; Ozimek, Anna · 2014 · Crossref

DOI: 10.5114/hpr.2014.42785

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Summary

This study investigates the functioning of memory and attention processes in children with intelligence below average (IQ 70–85), often referred to as having borderline intellectual functioning. The research was motivated by the prevalence of learning difficulties in this population and the lack of specific studies characterizing their cognitive processes beyond reasoning. The authors aimed to determine if these children exhibit specific deficits in memorizing logically connected and unconnected material, as well as in attention and perception, compared to peers with average intelligence. The study involved two groups of children aged 10–11 years: a study group of 27 children with below-average intelligence (mean IQ 78) and a control group of 29 children with average intelligence (mean IQ 102.7). Participants were assessed using experimental memory tasks and the TUS (Attention and Perceptiveness Test). Memory was evaluated through four tasks: the ‘Story’ test (logical verbal memory), the ‘Interrogation’ test (logical visual memory), the ‘Animal’ test (visual short-term mechanical memory), and the ‘Words’ test (verbal mechanical memory). Attention was assessed by having children cross out specific numbers from a sequence, measuring perception pace, errors, and omissions. Statistical analyses included Student’s t-test and Mann-Whitney U tests. The results demonstrated significant deficits in the study group across all measured domains. In logical memory tasks, children with below-average intelligence provided significantly fewer correct answers for both verbal (Story test) and visual (Interrogation test) material, though they performed slightly better on visual tasks. In visual short-term memory (Animal test), the study group recalled significantly fewer items than the control group, indicating a decreased ability to memorize visual material, although the capacity remained within typical human limits. For verbal mechanical memory (Words test), while the time and number of trials required to learn the list did not differ significantly, the study group memorized significantly fewer words overall. Attention assessments revealed that the study group had a significantly slower perception work pace, along with significantly higher numbers of errors and omissions, indicating clear attention deficits. The authors conclude that children with intelligence below average have significantly lower capacities for direct memory and attention, independent of sensory modality. These findings suggest that educational support for these children should focus on improving their understanding of logical content and utilizing graphical materials, which are easier to memorize than verbal ones. The study highlights the need for individualized educational programs and cognitive rehabilitation to prevent negative psychosocial consequences associated with educational failures.

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• cognitive capacity variation