Date of Award

7-1984

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

Special Education and Communication Disorders

First Advisor

Thomas Lorsbach

Second Advisor

Scott Harrington

Third Advisor

Richard Blake

Abstract

Slow rate of information processing has been offered as an explanation for the short-term memory problems of learning and/or reading disabled children (e.g., Spring & Capps, 1974). The present investigation used an item identification task and a memory span task to determine whether, when learning and/or reading disabled and non-disabled children are equated with regard to the speed with which they process information, their measured memory spans are also equal. It was hypothesized that the observed memory span differences would be eliminated by equating the two groups on a measure of processing rate.

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