COGNITIVE FOUNDATIONS OF LEARNING: INVESTIGATING THE LINK BETWEEN WORKING MEMORY AND ACADEMIC ACHIEVEMENT IN CHILDREN WITH MILD INTELLECTUAL DISABILITY

Authors

Dr. Prerna Sharma Rtd Prof. & Principal of Regional Institute of Education, Mysore, Karnataka, India

Keywords:

Cognitive foundations, working memory, academic achievement

Abstract

This study delves into the cognitive underpinnings of learning by investigating the relationship between working memory and academic achievement in children with mild intellectual disability (MID). Working memory, a crucial cognitive process for learning, is examined as a potential predictor of academic performance in this specific population. Through a comprehensive research design that combines standardized assessments, cognitive tests, and academic evaluations, the study uncovers the intricate connections between working memory capacity and various academic domains. The findings provide insights into the role of working memory in the educational context of children with MID, shedding light on potential strategies to enhance their learning experiences and academic outcomes.

References

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Published

2019-12-06

How to Cite

Dr. Prerna Sharma. (2019). COGNITIVE FOUNDATIONS OF LEARNING: INVESTIGATING THE LINK BETWEEN WORKING MEMORY AND ACADEMIC ACHIEVEMENT IN CHILDREN WITH MILD INTELLECTUAL DISABILITY. Ethiopian International Journal of Multidisciplinary Research, 6(12), 01–04. Retrieved from https://eijmr.org/index.php/eijmr/article/view/111