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Working Memory Differences Between Children Living in Rural and Urban Poverty.

Tine M - J Cogn Dev (2014)

Bottom Line: Verbal and visuospatial working memory tasks were administered to sixth-grade students living in low-income rural, low-income urban, high-income rural, and high-income urban developmental contexts.Low-income urban children exhibited symmetrical verbal and visuospatial working memory deficits compared with their high-income urban counterparts.These results suggest that different types of poverty are associated with different working memory abilities.

View Article: PubMed Central - PubMed

Affiliation: Dartmouth College.

ABSTRACT

This study was designed to investigate if the working memory profiles of children living in rural poverty are distinct from the working memory profiles of children living in urban poverty. Verbal and visuospatial working memory tasks were administered to sixth-grade students living in low-income rural, low-income urban, high-income rural, and high-income urban developmental contexts. Both low-income rural and low-income urban children showed working memory deficits compared with their high-income counterparts, but their deficits were distinct. Low-income urban children exhibited symmetrical verbal and visuospatial working memory deficits compared with their high-income urban counterparts. Meanwhile, low-income rural children exhibited asymmetrical deficits when compared with their high-income rural counterparts, with more extreme visuospatial working memory deficits than verbal working memory deficits. These results suggest that different types of poverty are associated with different working memory abilities.

No MeSH data available.


Related in: MedlinePlus

Mean verbal and visuospatial working memory percentile scores as a function of developmental context.
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Related In: Results  -  Collection


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Figure 0001: Mean verbal and visuospatial working memory percentile scores as a function of developmental context.

Mentions: To determine if verbal and visuospatial working memory skills varied as a function of developmental context, a 2 (working memory: verbal, visuospatial) × 4 (developmental context) mixed-design ANOVA was run with working memory percentile score as a within-subjects variable and developmental context as a between-subjects variable. All effects met the equality of error variances as tested by Levene's procedure and equality of covariance matrices as tested by Box's M test. Main effects of working memory, F(1, 182) = 25.24, p < .001, , and developmental context, F(1, 182) = 79.05, p < .001, , can be best understood in the context of the significant interaction between these two variables, F(1, 182) = 29.37, p < .001, ; (see Figure 1).FIGURE 1


Working Memory Differences Between Children Living in Rural and Urban Poverty.

Tine M - J Cogn Dev (2014)

Mean verbal and visuospatial working memory percentile scores as a function of developmental context.
© Copyright Policy - open-access
Related In: Results  -  Collection

Show All Figures
getmorefigures.php?uid=PMC4263265&req=5

Figure 0001: Mean verbal and visuospatial working memory percentile scores as a function of developmental context.
Mentions: To determine if verbal and visuospatial working memory skills varied as a function of developmental context, a 2 (working memory: verbal, visuospatial) × 4 (developmental context) mixed-design ANOVA was run with working memory percentile score as a within-subjects variable and developmental context as a between-subjects variable. All effects met the equality of error variances as tested by Levene's procedure and equality of covariance matrices as tested by Box's M test. Main effects of working memory, F(1, 182) = 25.24, p < .001, , and developmental context, F(1, 182) = 79.05, p < .001, , can be best understood in the context of the significant interaction between these two variables, F(1, 182) = 29.37, p < .001, ; (see Figure 1).FIGURE 1

Bottom Line: Verbal and visuospatial working memory tasks were administered to sixth-grade students living in low-income rural, low-income urban, high-income rural, and high-income urban developmental contexts.Low-income urban children exhibited symmetrical verbal and visuospatial working memory deficits compared with their high-income urban counterparts.These results suggest that different types of poverty are associated with different working memory abilities.

View Article: PubMed Central - PubMed

Affiliation: Dartmouth College.

ABSTRACT

This study was designed to investigate if the working memory profiles of children living in rural poverty are distinct from the working memory profiles of children living in urban poverty. Verbal and visuospatial working memory tasks were administered to sixth-grade students living in low-income rural, low-income urban, high-income rural, and high-income urban developmental contexts. Both low-income rural and low-income urban children showed working memory deficits compared with their high-income counterparts, but their deficits were distinct. Low-income urban children exhibited symmetrical verbal and visuospatial working memory deficits compared with their high-income urban counterparts. Meanwhile, low-income rural children exhibited asymmetrical deficits when compared with their high-income rural counterparts, with more extreme visuospatial working memory deficits than verbal working memory deficits. These results suggest that different types of poverty are associated with different working memory abilities.

No MeSH data available.


Related in: MedlinePlus