Comparison of Verbal Performance of Normal and Learning Disabled Children as a Function of Input Organization

Parker, Therese B.; Freston, Cyrus W.; Drew, Clifford J.

doi:10.1177/002221947500800614

Cited by 21 publications

(8 citation statements)

References 13 publications

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“…The present findings conflict with those of Parker, Freston, and Drew (1975) and Freston and Drew (1974) who suggested that L/LD children as a whole do not utilize paradigmatic organization. To attempt to reconcile discrepancies, two possibilities are suggested: (1) L/LD children can use external paradigmatic organization visually, but not auditorially, or (2) the L/LD subjects in these previous studies were prevented from utilizing paradigmatic organization because of auditory perceptual or processing deficits.…”

Section: Resultscontrasting

confidence: 99%

“…To test this possibility, the design of the two available studies (Parker, Freston, & Drew 1975, Freston & Drew 1974) on the subject was modified. The major modifications involved switching from the auditory to visual pathway and ruling out visual perceptual problems.…”

Section: Present Researchmentioning

confidence: 99%

“…Employing the same type of short-term memory task, Parker, Freston, and Drew (1975), and Freston and Drew (1974), in their seminal research, have investigated the use of paradigmatic organization by language/learning disabled (L/LD) children. Since these subjects did not reauditorize significantly more words from the organized than from the unorganized lists, the presence of an impaired ability in this population to process input was assumed.…”

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confidence: 99%

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The Effects of Paradigmatic Organization on Verbal Recall

Suiter¹,

Potter

1978

J Learn Disabil

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Initial tests of the possible processing problems of LD children compare their functioning with that of normal learners. The suggestion that LD children do not group items by categories to facilitate memory has been made. While past studies with auditory stimuli found such a deficit, visual materials that could be related conceptually were more easily remembered by LD children. Whether such potential conceptual deficits characterize at least some LD children remains to be seen. - G.M.S.

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Section: Resultscontrasting

confidence: 99%

Section: Present Researchmentioning

confidence: 99%

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confidence: 99%

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The Effects of Paradigmatic Organization on Verbal Recall

Suiter¹,

Potter

1978

J Learn Disabil

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“…Studies concerned with the recall of conceptually organized word lists indicate that conceptual organization facilitates recall for good readers but not for poor readers (Parker, Freston, & Drew, 1975) and that good readers are more likely than poor readers to sort items into conceptual clusters during an orienting task prior to recall (Torgesen, Murphy, & Ivey, 1979).…”

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confidence: 99%

Mnemonic Benefits of Digit—List Organization: Test of the Developmental Lag Hypothesis of Reading Retardation

Feldt

Witte

1988

The Journal of Genetic Psychology

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“…It has been suggested that rehearsal may be deficient in learning disabled children (Bauer 1977a, b, Tarver et al 1976). Since information rehearsed in short-term memory is thought to be transferred to a more permanent memory store (Atkinson & Shiffrin 1968) and learning disabled children may rehearse less effectively, a rehearsal deficit may also be responsible for slower acquisition in these children (Bauer 1977a, Parker, Cyrus, Freston, & Drew 1975.…”

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Recall After a Short Delay and Acquisition in Learning Disabled and Nondisabled Children

Bauer

1979

J Learn Disabil

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In Experiment 1, serial recall of supraspan digit sequences after a short delay and acquisition of a repeated digit sequence were compared in learning disabled and nondisabled children. The results showed that short-term recall and acquisition rate were lower in learning disabled than in nondisabled children, and short-term recall and acquisition rate were positively correlated. In Experiment 2, serial recall of supraspan color sequences and acquisition of this type of information were compared in learning disabled and nondisabled children. Short-term recall and acquisition rate were positively correlated. In Experiment 3, the sequence length presented to each child exceeded the number that each child could recall perfectly after a short delay. Results of this experiment showed that acquisition in learning disabled and nondisabled children was more similar than when all children acquired the same amount of information. The present findings are consistent with previous suggestions that those processes such as attention and memory that are responsible for low recall in learning disabled children are also responsible for slow acquisition in these children. A lthough a discrepancy between intelligenceand learning is one major criteria for identifying learning disabled children, the basis for their slow learning is not completely understood. Recent findings suggest that deficient mnemonic processes (e.g., rehearsal) may be responsible for poor recall in these children. For example, recall of subspan information (three items) decreases more rapidly in learning disabled than nondisabled children (Bauer 1977a, b). In immediate free recall of supraspan lists (6 to 12 items), learning disabled children recall a smaller number of the first few items of each list than nondisabled children, and in delayed free recall, they recall a smaller number of the first and last few items presented (Bauer 1977, Tarver, Hallahan, & Kauffman 1976). Evidence from a variety of sources suggests that rehearsal is required for adequate recall in the memory tasks in which recall in learning disabled children is 30

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Comparison of Verbal Performance of Normal and Learning Disabled Children as a Function of Input Organization

Cited by 21 publications

References 13 publications

The Effects of Paradigmatic Organization on Verbal Recall

The Effects of Paradigmatic Organization on Verbal Recall

Mnemonic Benefits of Digit—List Organization: Test of the Developmental Lag Hypothesis of Reading Retardation

Recall After a Short Delay and Acquisition in Learning Disabled and Nondisabled Children

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