Date of Award
Master of Arts (MA)
Special Education and Communication Disorders
John W. Hill
This study examined the relation between performance on direct and indirect measures of memory for pictures and words in children with learning disabilities. Recognition memory provided the direct measure and the magnitude of naming facilitation provided the indirect measure. Fourth grade learning disabled and nonlearning disabled children were asked to study a mixed list of pictures and words. A naming/recognition task was administered immediately following the study phase, as well as the following day. In addition, source memory was measured immediately following each recognition decision. For each item recognized as "old", subjects were required to render a decision about the source of that particular memory: "Did you hear the name of the picture?” or "Did you see the picture?" The results of this study found that learning disabled children were deficient on the recognition memory test, but produced greater repetition priming than nonlearning disabled children. Second, recognition memory declined over 24 hours, whereas repetition priming remained stable. Third, a within-subjects analysis indicated repetition priming was independent of recognition accuracy. Fourth, modality of presentation produced parallel effects on repetition priming and recognition memory. Fifth, source memory of learning disabled and nonlearning disabled children did not differ.
Sodoro, Janette L., "Direct and Indirect Testing of Memory in Children with Learning Disabilities" (1992). Student Work. 296.