Modelling Learning and Memory in Drosophila to Understand Intellectual Disabilities
نویسندگان
چکیده
منابع مشابه
Editorial: Improving Working Memory in Learning and Intellectual Disabilities
Working memory (WM) has been defined as a system for temporarily retaining and manipulating information while performing a variety of cognitive tasks (Baddeley, 1986). To date, the crucial role of WM in activities of everyday life (including reading, writing, arithmetic, learning, languageprocessing, orientation, imagination) has been demonstrated in an impressive body of research. Several stud...
متن کاملWorking memory and educational achievement in children with intellectual disabilities.
BACKGROUND There is little previous research examining whether measures of working memory are related to educational achievement in children with intellectual disabilities (ID). METHODS A battery of working memory and achievement measures was administered to 11- to 12-year-old children with ID; younger typically developing children of comparable mental age were also assessed. RESULTS The wo...
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why some learners are willing to communicate in english, concurrently others are not, has been an intensive investigation in l2 education. willingness to communicate (wtc) proposed as initiating to communicate while given a choice has recently played a crucial role in l2 learning. it was hypothesized that wtc would be associated with language learning orientations (llos) as well as social suppo...
Educational Neuroscience as a Tool to Understand Learning and Learning Disabilities in Mathematics
Becoming numerate is considered as one of the fundamental skills needed in the modern technology-driven society. The latest OECD (2013) report states that âĂIJThe way we live and work has changed profoundly âĂŞ and so has the set of skills we need to participate fully in and benefit from our hyper-connected societies and increasingly knowledge-based economies.âĂIJ The societies invest a lot on ...
متن کاملShort-term memory coding in children with intellectual disabilities.
To examine visual and verbal coding strategies, I asked children with intellectual disabilities and peers matched for MA and CA to perform picture memory span tasks with phonologically similar, visually similar, long, or nonsimilar named items. The CA group showed effects consistent with advanced verbal memory coding (phonological similarity and word length effects). Neither the intellectual di...
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ژورنال
عنوان ژورنال: Neuroscience
سال: 2020
ISSN: 0306-4522
DOI: 10.1016/j.neuroscience.2020.07.034