Memória de trabalho visual-verbal nos transtornos do neurodesenvolvimento: uma revisão sistemática da literatura

Abstract

The working memory binding is extensively studied in groups of adults and children in typical development, but there is little systematization of evidence about the nature of this representation in neurodevelopmental disorders. The aim was to investigate the functioning of working memory binding for the integration of visual and verbal information in children diagnosed with neurodevelopmental disorders. A systematic review was conducted, without meta-analysis, of experimental studies that investigated how atypical developmental children store and retrieve multimodality information in working memory. Through the PRISMA method of theoretical revision, the bases Web of Science and Google Scholar were consulted, being identified studies in English and Portuguese, published between 2014 and 2019, using descriptors “working memory, binding, developmental psychology, experimental psychology, neurosciences”. The analysis of the 13 studies indicated significant differences in working memory binding performance in clinical versus non-clinical groups; effect of increasing age on memory performance and direct relation of working memory with school abilities, with emphasis on language acquisition. It is discussed the contributions of these evidences to the improvement of theoretical models about memory for the multimodality binding, as well as the role of these evidences in the structure of evaluation and intervention practices in neurodevelopmental disorders.