Ciências & Cognição
versión On-line ISSN 1806-5821
LIMA, Susana C et al. Down Syndrome: exploratory study of memory in the context of education. Ciênc. cogn. [online]. 2009, vol.14, n.2, pp. 35-46. ISSN 1806-5821.
Individuals with Down syndrome (DS) are increasingly more included in mainstream schools but, little research has investigated whether the kind of school attended influences memory development. The present study compared nine individuals with DS attending a special school (group SS) and nine individuals in mainstream schooling (group MS). Subject analysis obtained data for Digit Span, Verbal Free Recall and Verbal Recognition tests (short-term memory tests) as well as the WISK-III subtest. The individuals in group MSs achieved significantly higher scores for the digit span test (p = 0,001) and WISK-III subtest, however for both the free recall test and the recognition test, no difference was found. This being said, both groups demonstrated different behaviors concerning the word recognition test. Overall, the reaction time (TR) between auditory stimulus and subject response in group MS demonstrated an average of 2.041ms, while group SS reached an average of 4.306ms.This difference was found to be significant in some phases of the test. This study indicates that the kind of school attended may influence memory developing in individuals with Down syndrome and clearly points to necessity of further investigating this link
Palabras llave : Down syndrome; short-term memory; special education.