The acquisition and retention of paired associates by good, average, and poor readers.

Linking memory and language: Evidence for a serial-order learning impairment in dyslexia

“…The finding that dyslexia appears to be associated with a fundamental serial-order learning deficit, more than a retention deficit, converges with recently reported data showing comparable overnight retention by dyslexic children in the context of the Serial Reaction Time (SRT) task (Hedenius, 2013). A learning, rather than a retention, deficit in dyslexia has also been shown in paired-associate word learning (e.g., Otto, 1961;Messbauer & deJong, 2003).…”

“…The observation that lexicalization of Hebb sequences was reliable for the control group, but not so for the group with dyslexia, suggests that problems with serial-order learning may be seen as a symptom of dyslexia that leads to impaired lexical representations (we acknowledge again, though, the lack of a reliable interaction here and, therefore, the need to strengthen this statistical claim in future work). This account converges with the reported difficulties of pseudoword learning in dyslexic children (e.g., Otto, 1961;Messbauer & deJong, 2003) and adults (Di Betta & Romani, 2006). Poor lexical quality, in turn, affects reading and spelling performance (see Perfetti, 2007).…”

Ability of Poor Readers to Discriminate Paired Associates under Differing Conditions of Confirmation

“…The latter seems most likely for two reasons.First, the subject had been able to correctly enunciate the trigram and to pick it out when the exp e r i m e nter said it. Second, observations made in both of t h e writer's studies of paired associates learning ( t h e present study and the study reported by Otto, 1961aOtto, , 1961b indicate that poor readers a r e not reluctant to make seemingly unlikely assocations that appear to be based upon varying kinds of mispronunciations.…”

Eliminating Differences between Learning Disabled and Nondisabled Children on a Paired-Associate Learning Task

“…Overloading occurs when the amount of information to be processed within a given time span exceeds the individual's capacity. Clinical reports and theoretical frameworks often use the concept of overloading to express the processing difficulties of learning disabled (LD) children (Bryant 1965;Haring & Bateman, 1977;Johnson & Myklebust, 1967;Otto, 1961). The literature on the subject of overloading suggests that the extent to which it occurs depends on both the processing difficulties of the child as well as the processing demands of the learning task.…”

“…Strauss and Lehtinen (1967) suggest that handicapped children are particularly bound to stimuli, and, therefore, require limited visual stimuli in order to learn. Experts recommend that, whenever possible, the complexity of stimuli to be learned should be minimized (Johnson & Myklebust, 1967;Otto, 1961).…”