INS NYC 2024 Program

Poster	Poster Session 10 Program Schedule 02/17/2024 09:00 am - 10:15 am Room: Majestic Complex (Posters 61-120) Poster Session 10: Neurodevelopmental \| Congenital Conditions Final Abstract #75 Comparing Visual Memory Performance on the WMS®-IV Between Adults with Specific Learning Disorders in Reading and Mathematics Sophia Perez, Nova Southeastern University, Fort Lauderdale, United States Christina Nuñez, Nova Southeastern University, Fort Lauderdale, United States Alexis Rosen, Nova Southeastern University, Fort Lauderdale, United States Charles Golden, Nova Southeastern University, Fort Lauderdale, United States Category: Learning Disabilities/Academic Skills Keyword 1: learning disabilities Keyword 2: visuospatial functions Objective: To compare performance across different domains on the Wechsler Memory Scale^® Fourth Edition (WMS^®-IV) between adults diagnosed with a Specific Learning Disorder (SLD) in reading and a SLD in mathematics. Participants and Methods: Participants were selected from a deidentified clinical adult database and were classified as having either a diagnosis of SLD in reading (N=33, M_age=29.68, SD_age=11.08, M_education=13.95, SD_education=2.26, white=57.4%, female=56.4%) or a SLD in mathematics (N=28, M_age=29.19, SD_age=11.33, M_education=13.67, SD_education=1.73, white=58.5%, female=71.3%). All participants were administered the WMS^®-IV. There were no significant group differences on demographic characteristics including age, gender, education, or race. ANOVAs were used to assess index scores. Results: There was a statistically significant difference in performance on the Visual Memory index F(1,60)= 4.554, p= .037, η² = .072. No other index scores on the WMS^®-IV were significant. Within the Visual Memory index score, the SLD in mathematics group scored lower (M_score=98.54, SD_score=9.57) compared to the SLD in reading group (M_score=104.15, SD_score=10.78). Conclusions: Although the mean scores of both groups’ visual memory performance fall within the average range, the performance for the SLD in mathematics group was slightly lower. The subtests involved in the WMS^®-IV Visual Memory index heavily rely on the individual’s recall of shapes, designs, and their specific locations on the page. These findings may suggest the importance of visual spatial and organization skills in mathematics. Previous research has demonstrated that visual spatial abilities can facilitate the mental representation and manipulation of numerical information. Limitations of the study include lack of information regarding the severity of participants’ SLD diagnosis, academic history, and comorbid diagnoses. Future studies should examine the role of visual spatial abilities and organization among individuals with SLDs. Future research should also examine the impact of visual spatial abilities in reading and spatial organization of mathematical operations. Additional research in this area may also give rise to clinical implications in strengthening visual spatial weaknesses during childhood to limit progression in adulthood.

Poster

02/17/2024
09:00 am - 10:15 am
Room: Majestic Complex (Posters 61-120)

Poster Session 10: Neurodevelopmental | Congenital Conditions

Final Abstract #75

Comparing Visual Memory Performance on the WMS®-IV Between Adults with Specific Learning Disorders in Reading and Mathematics

Sophia Perez, Nova Southeastern University, Fort Lauderdale, United States
Christina Nuñez, Nova Southeastern University, Fort Lauderdale, United States
Alexis Rosen, Nova Southeastern University, Fort Lauderdale, United States
Charles Golden, Nova Southeastern University, Fort Lauderdale, United States

Category: Learning Disabilities/Academic Skills

Keyword 1: learning disabilities
Keyword 2: visuospatial functions

Objective:

To compare performance across different domains on the Wechsler Memory Scale^® Fourth Edition (WMS^®-IV) between adults diagnosed with a Specific Learning Disorder (SLD) in reading and a SLD in mathematics.

Participants and Methods:

Participants were selected from a deidentified clinical adult database and were classified as having either a diagnosis of SLD in reading (N=33, M_age=29.68, SD_age=11.08, M_education=13.95, SD_education=2.26, white=57.4%, female=56.4%) or a SLD in mathematics (N=28, M_age=29.19, SD_age=11.33, M_education=13.67, SD_education=1.73, white=58.5%, female=71.3%). All participants were administered the WMS^®-IV. There were no significant group differences on demographic characteristics including age, gender, education, or race. ANOVAs were used to assess index scores.

Results:

There was a statistically significant difference in performance on the Visual Memory index F(1,60)= 4.554, p= .037, η² = .072. No other index scores on the WMS^®-IV were significant. Within the Visual Memory index score, the SLD in mathematics group scored lower (M_score=98.54, SD_score=9.57) compared to the SLD in reading group (M_score=104.15, SD_score=10.78).

Conclusions:

Although the mean scores of both groups’ visual memory performance fall within the average range, the performance for the SLD in mathematics group was slightly lower. The subtests involved in the WMS^®-IV Visual Memory index heavily rely on the individual’s recall of shapes, designs, and their specific locations on the page. These findings may suggest the importance of visual spatial and organization skills in mathematics. Previous research has demonstrated that visual spatial abilities can facilitate the mental representation and manipulation of numerical information. Limitations of the study include lack of information regarding the severity of participants’ SLD diagnosis, academic history, and comorbid diagnoses. Future studies should examine the role of visual spatial abilities and organization among individuals with SLDs. Future research should also examine the impact of visual spatial abilities in reading and spatial organization of mathematical operations. Additional research in this area may also give rise to clinical implications in strengthening visual spatial weaknesses during childhood to limit progression in adulthood.