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Two subtypes of learning-disabled (LD) children, with primary deficiencies in Reading (RD) and mechanical Arithmetic (AD) were compared to a group of age-matched normals on several memory tasks. Memory tasks were classified according to type and modality of material input, method of response, phonetic properties and visual features of the material encoded, and stage of memory process required. Results showed a double dissociation between the RD and AD groups: RD children evidenced mild difficulty with verbal memory tasks while AD children exhibited difficulty with nonverbal memory tasks. This latter result was particularly robust, suggesting marked difficulties in nonverbal and novel mnestic encoding for AD children. In addition, differences were found between groups with respect to the phonetic characteristics of stimuli and response format of memory task consistent with previous research on these LD subtypes. Modality and visual feature variables were not found to effect the performances of the groups in a predictable fashion. The various inter-task differences were discussed in the larger context of neuropsychological functions and academic strengths and weaknesses of the RD and AD groups. Specific remedial recommendations were offered to take best advantage of respective mnestic strengths in each group.Dept. of Psychology. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis1988 .B735. Source: Dissertation Abstracts International, Volume: 49-04, Section: B, page: 1380. Thesis (Ph.D.)--University of Windsor (Canada), 1988.
Brandys, Clare F., "Memory functions in reading and arithmetic-disabled children." (1988). Electronic Theses and Dissertations. 2700.