The relationship between working memory and fluid reasoning in children with dyslexia: mediating role of executive functions

Document Type : Original Article

Authors

• Ali Agahi ¹
• Hossein Shareh ²
• Hassan Toozandehjani ³

¹ PhD in Psychology, Islamic Azad University, Neyshabur Branch, Neyshabur, Iran.

² PhD in Clinical Psychology, Professor, Department of Educational Sciences, Faculty of Letters and Humanities, Hakim Sabzevari University, Sabzevar, Iran.

³ PhD in Clinical Psychology, Associate Professor, Islamic Azad University, Neyshabur Branch, Neyshabur, Iran.

10.22067/tpccp.2022.73586.1205

Abstract

Purpose: This study aimed to identify the mediating role of executive functions in the relationship between working memory and fluid reasoning in children with dyslexia.

Method: This descriptive-correlational study was a type of structural equation modeling. The statistical population comprised all third grade elementary‎ students with dyslexia in Mashhad. Of the target population, 205 people (130 boys and 75 girls) diagnosed with dyslexia were selected by convenience sampling method from the centers for learning disabilities in Mashhad in the academic year2017-2018. For data collection, Stanford-Binet Intelligence Scale (5th Edition), Wisconsin Card Sorting Test and Stroop Color and Word Test ‎were applied.

Findings: The findings of this research demonstrated that working memory has a significant relationship with fluid reasoning (p= 0.04). 28.1% of the changes in the variable of fluid reasoning are made under the influence of executive functions and working memory. executive functions do not play a mediating role in the relationship between working memory and fluid reasoning, and improving working memory leads to the reinforcement of fluid reasoning in children with dyslexia.

Keywords

• Executive Functions
• Fluid reasoning
• Dyslexia
• Working Memory

Main Subjects

• Clinical psychology

---

References

Agahi , A., & Asadi, F. (2017). Interpretation of Tehran-Stanford-Binet Intelligence ‎Scale. Fara Angizesh Publications.

American Psychiatric Association, D. (2013). Diagnostic and statistical manual of mental disorders: DSM-5 (Vol. 5). American psychiatric association Washington, DC.

Aminlou, M., Kamkari, K., & Shikrzadeh, S. (2013). Concurrent validity of the new version of Tehran-Stanford-Binet intelligence test and Wechsler Intelligence Scale-Second Edition for children with learning disabilitie. Exceptional Education, 13(7), 50-60.

Barbosa, T., Rodrigues, C. C., Mello, C. B. d., Silva, M. C. d. S. e., & Bueno, O. F. A. (2019). Executive functions in children with dyslexia. Arquivos de Neuro-psiquiatria, 77(4), 254-259. https://doi.org/10.1590/0004-282X20190033

Berg, E. A. (1948). A simple objective technique for measuring flexibility in thinking. The Journal of general psychology, 39(1), 15-22.

Bizama, M., Saldaño, D., & Rodríguez, C. (2019). Fluid intelligence, working memory, reading fluency and comprehension in chilean school children Universidad de Almería (Spain).

Butterfuss, R., & Kendeou, P. (2018). The role of executive functions in reading comprehension. Educational Psychology Review, 30, 801-826. https://doi.org/10.1007/s10648-017-9422-6

Corso, H. V., Cromley, J. G., Sperb, T., & Salles, J. F. (2016). Modeling the relationship among reading comprehension, intelligence, socioeconomic status, and neuropsychological functions: The mediating role of executive functions. Psychology & Neuroscience, 9(1), 32. https://doi.org/10.1037/pne0000036

García-Madruga, J. A., Gómez-Veiga, I., & Vila, J. Ó. (2016). Executive functions and the improvement of thinking abilities: The intervention in reading comprehension. Frontiers in psychology, 7, 58.

Geyvi, H., Naderi, M., & Dehghani, F. (2014). Investigating the effectiveness of cognitive rehabilitation in executive performance reconstruction in patients with obsessive-compulsive disorder. Clinical Psychology Studies, 16(4), 101-128.

Harrison, T. L., Shipstead, Z., & Engle, R. W. (2015). Why is working memory capacity related to matrix reasoning tasks? Memory & cognition, 43, 389-396. https://doi.org/10.3758/s13421-014-0473-3

Jastrzębski, J., Ociepka, M., & Chuderski, A. (2020). Fluid reasoning is equivalent to relation processing. Intelligence, 82, 101489. https://doi.org/10.1016/j.intell.2020.101489

Johann, V., Könen, T., & Karbach, J. (2020). The unique contribution of working memory, inhibition, cognitive flexibility, and intelligence to reading comprehension and reading speed. Child Neuropsychology, 26(3), 324-344. https://doi.org/10.1080/09297049.2019.1649381

Kamkari, K. (2011). The new version of Tehran-Stanford-Binet intelligence test. Tehran: Madares-e Karamad Publication.

Kim, S., & Park, E. H. (2018). Relationship of working memory, processing speed, and fluid reasoning in psychiatric patients. Psychiatry investigation, 15(12), 1154. https://doi.org/10.30773/pi.2018.10.10.2

Lezak, M. D. (2004). Neuropsychological assessment. Oxford University Press, USA.

Mano, Q. R., Jastrowski Mano, K. E., Guerin, J. M., Gibler, R. C., Becker, S. P., Denton, C. A., Epstein, J. N., & Tamm, L. (2019). Fluid reasoning and reading difficulties among children with ADHD. Applied Neuropsychology: Child, 8(4), 307-318. https://doi:10.1080/21622965.2018.1466706.

Mella, N., Fagot, D., Lecerf, T., & de Ribaupierre, A. (2015). Working memory and intraindividual variability in processing speed: A lifespan developmental and individual-differences study. Memory & cognition, 43, 340-356. https://doi.org/10.3758/s13421-014-0491-1

Mokhtari, M., Yaryari, F., Hassanabadi, H., & Abdollahi, M. (2014). Mental flexibility and memory in students with high functioning autism, educable down syndrome and normal students. Journal of Exceptional Children, 14(1), 5-18.

Musazadeh Moghaddam, H., Arjmandnia, A., & Afrooz GhA, G.-B. B. (2019). Prospective Memory Based Cogni-tive Rehabilitation: Active Attention and Memory in Children With Hyperactivity Disorder. Archives of Rehabilitation, 20(2), 174-189. https://doi:10.32598/rj.20.2.174

Nęcka, E., & Lulewicz, A. (2016). Capacity, control, or both–which aspects of working memory contribute to children’s general fluid intelligence? Polish Psychological Bulletin, 47(1), 21-28. https://doi.org/10.1515/ppb-2016-0003

Orzechowski, J., Śmieja, M., Lewczuk, K., & Nęcka, E. (2020). Working memory updating of emotional stimuli predicts emotional intelligence in females. Scientific Reports, 10(1), 20875. https://doi.org/10.1038/s41598-020-77944-9

Partanen, P., Jansson, B., & Sundin, Ö. (2020). Fluid reasoning, working memory and planning ability in assessment of risk for mathematical difficulties. Educational Psychology in Practice, 36(3), 229-240. https://doi.org/10.1080/02667363.2020.1736518

Rey-Mermet, A., Gade, M., Souza, A. S., Von Bastian, C. C., & Oberauer, K. (2019). Is executive control related to working memory capacity and fluid intelligence? Journal of Experimental Psychology: General, 148(8), 1335.

Slattery, E. J., Ryan, P., Fortune, D. G., & McAvinue, L. P. (2021). Contributions of working memory and sustained attention to children’s reading achievement: A commonality analysis approach. Cognitive Development, 58, 101028. https://doi.org/10.1016/j.cogdev.2021.101028

Wang, S., & Gathercole, S. E. (2013). Working memory deficits in children with reading difficulties: Memory span and dual task coordination. Journal of experimental child psychology, 115(1), 188-197.