VERBAL ENCODING DEFICIENCY IN LEARNING DISABLED CHILDREN WITH VERBAL MEMORY IMPAIRMENT.
Item
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Title
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VERBAL ENCODING DEFICIENCY IN LEARNING DISABLED CHILDREN WITH VERBAL MEMORY IMPAIRMENT.
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Identifier
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AAI8302507
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identifier
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8302507
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Creator
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FRUMKIN-FEIS, YVETTE JOY.
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Date
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1982
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Clinical
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Abstract
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The verbal encoding ability of learning disabled children with specific verbal memory impairments (LDMI), 8 to 10 years of age, was compared to the verbal encoding ability of learning disabled (LDO) and nondisabled children (NC) without specific verbal memory impairments. In order to examine encoding ability, Wickens' technique for release from proactive interference (PI), a modification of the Peterson-Peterson short-term memory distractor task, was administered with stimuli shifting along phonetic and semantic dimensions. On the phonetic encoding task, the shift occurred in the initial consonant blends of the stimulus words, and on the semantic encoding task, the shift occurred in taxonomic category membership of the stimulus words.;Similar patterns of release from PI was found for the NC and LDO groups on the phonetic and semantic encoding tasks. However, the LDMI group did not show a release pattern following shifts in the phonetic dimensions of the stimulus words, and their pattern of release from PI following shifts in the taxonomic category membership of the stimulus words was significantly less than that of the NC and LDO groups. These results suggest that subjects in the LDMI group were less likely than subjects in the NC and LDO groups to encode and store phonetic and semantic features of the words to be remembered.;Tests were also administered which provided information concerning long-term associative structure and speed of associations. These tests included verbal fluency tasks to letters and category names, a word association task, and a word clustering task. Although it was expected that these tasks would differentiate groups on the basis of encoding ability, instead, these tasks differentiated groups on the basis of academic ability. The NC group, compared to both learning disabled groups, showed evidence of better organization in long-term storage, had greater accessibility to phonetic and semantic category sets, and were quicker to respond with associations. Deficient verbal encoding ability appears to underly less successful verbal memory and reading performance and may be related to the delayed development of mature associative structures.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
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Program
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Basic and Applied Neurocognition
