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The purpose of the present study was to synthesize research that compares children with and without reading disabilities (RD) on measures of short-term memory (STM) and working memory (WM). Across a broad age, reading, and IQ range, 578 effect sizes (ESs) were computed, yielding a mean ES across studies of -.89 (SD = 1.03). A total of 257 ESs were in the moderate range for STM measures (M = -.61, 95% confidence range of -.65 to -.58), and 320 ESs were in the moderate range for WM measures (M = -.67, 95% confidence range of -.68 to -.64). The results indicated that children with RD were distinctively disadvantaged compared with average readers on (a) STM measures requiring the recall of phonemes and digit sequences and (b) WM measures requiring the simultaneous processing and storage of digits within sentence sequences and final words from unrelated sentences. No significant moderating effects emerged for age, IQ, or reading level on memory ESs. The findings indicated that domain-specific STM and WM differences between ability groups persisted across age, suggesting that a verbal deficit model that fails to efficiently draw resources from both a phonological and executive system underlies RD. [ABSTRACT FROM AUTHOR]

The influence of cognitive growth in working memory (WM) on mathematical problem solution accuracy was examined in elementary school children (N = 353) at risk and not at risk for serious math problem solving difficulties. A battery of tests was administered that assessed problem solving, achievement, and cognitive processing (WM, inhibition, naming speed, phonological coding) in children in 1st, 2nd, and 3rd grade across 3 testing waves. The results were that (a) children identified as at risk for serious math problem solving difficulties in Wave 1 showed less growth rate and lower levels of performance on cognitive measures than did children not at risk; (b) fluid intelligence and 2 components of WM (central executive, visual-spatial sketchpad) in Wave 1 (Year 1) predicted Wave 3 word problem solving solution accuracy; and (c) growth in the central executive and phonological storage component of WM was related to growth in solution accuracy. The results support the notion that growth in WM is an important predictor of children's problem solving beyond the contribution of reading, calculation skills, and individual differences in phonological processing, inhibition, and processing speed. [ABSTRACT FROM AUTHOR]

There are five hot springs named separately SHANGT, ZHONGT, WENT, XIAT and SHENT in Lushan County, Pingdingshan City, Henan Province. The archaeal diversity of the five hot springs was investigated and analyzed. 16S rDNA v4-5 genes of arehaea were sequenced by lllumina Hisiq2500 PE250 technolog). The numbers of sample sequences and OTUs were sorted by using Uparse, Mothur, SILVA, MUSCLE and Qiime software. Finally, the archaeal abundance and diversity in the five hot springs were analyzed. 87 993, 67 326, 44 400, 48 611 and 48 495 effective reads have been obtained from SHANCT, ZHONCT, WENT, XIAT and SHENT respectively, and 520, 280, 678,451 and 437 OTUs have been acquired. The analysis of archaeal classification showed that the arehaea from the five hot springs could be classified into 11 phyla, in which Thaumarchaeota accounted for 95. 25% and was the dominant arehaea. In the genera level, the dominant arehaea of the SHANGT, ZHONGT and WENT was Candidalus-Nilrosocaldus, and unidentified-Thaumarchaeota was the dominant arehaea in XIAT and SHENT. The results showed that the five hot springs in Lushan are rich in microbial resources. The research provided basic data for further research and utilization of the arehaea resources in the five hot springs of Lushan. [ABSTRACT FROM AUTHOR]