Project MEMO
Project MEMO
In addition to task-specific skills in school, memory strategies contribute both to the acquisition and storage of knowledge and to the solution of a broad range of tasks in the school context. The Project MEMO focuses on the the development of verbal memory strategies in children with with reading, writing, and arithmetic problems. MEMO aims to answer the question of whether problems in school areas, such as reading and writing and arithmetics, coincide with impairments in basic verbal strategic capabilities, or whether the former and the latter are independent of each other. We are addionally interested in whether the development of memory strategies in children with an impairment in reading, writing or arithmetics is comparable to the development of memory strategies in children without any impairment, or whether differences are discernible.
Background
Verbal memory strategies (e.g. rehearsal) can in general be described as mentally effortful, goal-directed cognitive processes that are adopted to enhance memory performance and are used when information is supposed to be taken in. A multitude of studies has shown that there is progressive development of the competent use of strategies from kindergarten age to primary school age and beyond. Concerning rehearsal, it is assumed that it is based on the functions of the working memory. A functioning working memory enables children to acquire new knowledge and to learn sophisticated skills. Vice versa, deficiencies of the working memory can lead to impaired acquisition of skills (as for example the use of memory strategies) and knowledge.
Some studies highlighted the close relationship between a reduced capacity to learn and to memorize, and the use of memory strategies, respectively (e.g. Dallago & Moely, 1980; Swanson, 1983). Accordingly, children with learning impairments seem to be less efficient in the use of such strategies. Often these children seem to have difficulty in finding a systematic approach to a task and in producing appropriate strategies at all.
Research questions
The Project MEMO pursues three important questions:
- How does the development of verbal rehearsal strategies in children with reading, writing, and arithmetic impairments compare with that of children without such deficiencies?
- Does the development of verbal rehearsal strategies progress at the same pace in children with and without cognitive impairments, or are there delays in the course of development?
- Does the development of rehearsal strategies coincide with development in the capability and/ or capacity of the working memory in children with and without cognitive impairments?
Research design
Based on preliminary studies in which the antecedent skills of arithmetics and reading were assessed, 100 children falling into five groups were selected: children with a reading/ writing disability; children with a math disability; children with a combined reading/ writing disability and a control group of children without any impairment. In our longitudinal study, those children selected in the screening process, are tested in intervals of four to six months. They are both presented with memory tasks in which their spontaneous rehearsal behavior can be observed and with tasks concerning the functioning of their working memory (as the potential basic engine of development). The learning behavior of the children is videotaped. This allows a detailed analysis of the use of strategies and their change.
Scientific coordinator
Prof. Dr. Marcus Hasselhorn
Dr. Martin Lehmann
