Abstract
BackgroundLearning is a step by step process that relies on successful completion of individual learning activities for accumulation of knowledge. Failure of working memory (auditory and visual memory) can lead to inattentive behavior. The end result is frequently lost learning opportunities and so slow rates of educational progress.ObjectiveThe aim of this study is to adapt and apply the ‘no-glamour memory’ training program to suit the Egyptian learning disabled children to outline a program for training and test its effectiveness.Patients and MethodsThis study was conducted on 20 school-age children complaining of learning difficulty and memory problems who were attending the Unit of Phoniatrics, Department of Otorhinolaryngology, Alexandria Main University Hospitals. All children were assessed using the protocol of assessment of learning difficulties and memory deficits and were reevaluated after a period of 3–6 months of training.ResultsIn the present study, there was significant improvement of the studied group in the different tests such as Stanford Binet Intelligence Scale, childhood attention and adjustment survey, Arabic dyslexia assessment test, and test of memory and learning 2nd ed., after therapy.ConclusionMemory training can have an effect on domain-general cognitive mechanisms; thus, these results benefit multiple areas of cognition and learning.
Highlights
The human memory system is responsible for processing information in the brain making them accessible for later use [1]
The thick line in the middle of the box represents the median, the box represents the interquartile range, and the whiskers represent the minimum and maximum after excluding outliers
The thick line in the middle of the box represents the median, the box represents the interquartile range, and the whiskers represent the minimum and maximum after excluding outliers. (b) Box and whisker graph of test of memory and learning 2nd ed. (TOMAL-2) core battery scores in the studied group before and after therapy
Summary
The human memory system is responsible for processing information in the brain making them accessible for later use [1]. Memory is the process of encoding, storing, consolidating, and recovering information [2]. Performance on working memory (WM) span tasks is a crucial indicator of academic accomplishment [5]. Poor academic accomplishment is one of the key attributes of children with WM deficiencies [6]. Even individuals with normal WM assets have a very confined WM capacity [7]. The WM capacity determines to a great extent the individual’s ability to effective learning. Learning is a step by step process that relies on successful completion of individual learning activities for accumulation of knowledge. The end result is frequently lost learning opportunities and so slow rates of educational progress
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