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