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Strengths and weakn...
Strengths and weaknesses in executive functioning in children with intellectual disability
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- Danielsson, Henrik (författare)
- Linköpings universitet,Institutionen för beteendevetenskap och lärande,Institutet för handikappvetenskap (IHV),Filosofiska fakulteten
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- Henry, Lucy (författare)
- London South Bank University, London, UK
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- Messer, David (författare)
- Open University, London, UK
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- Rönnberg, Jerker (författare)
- Linköpings universitet,Institutionen för beteendevetenskap och lärande,Institutet för handikappvetenskap (IHV),Filosofiska fakulteten
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visa färre...
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(creator_code:org_t)
- Elsevier, 2012
- 2012
- Engelska.
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Ingår i: Research in Developmental Disabilities. - : Elsevier. - 0891-4222 .- 1873-3379. ; 33:2, s. 600-607
- Relaterad länk:
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https://liu.diva-por... (primary) (Raw object)
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https://openaccess.c...
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https://urn.kb.se/re...
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https://doi.org/10.1...
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Abstract
Ämnesord
Stäng
- Children with intellectual disability (ID) were given a comprehensive range of executive functioning measures, which systematically varied in terms of verbal and non-verbal demands. Their performance was compared to the performance of groups matched on mental age (MA) and chronological age (CA), respectively. Twenty-two children were included in each group. Children with ID performed on par with the MA group on switching, verbal executive-loaded working memory and most fluency tasks, but below the MA group on inhibition, planning, and non-verbal executive-loaded working memory. Children with ID performed below CA comparisons on all the executive tasks. We suggest that children with ID have a specific profile of executive functioning, with MA appropriate abilities to generate new exemplars (fluency) and to switch attention between tasks, but difficulties with respect to inhibiting pre-potent responses, planning, and non-verbal executive-loaded working memory The development of different types of executive functioning skills may, to different degrees, be related to mental age and experience.
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