Do Language-Learning Disabled Children (L/LDs) Have Impaired Memories? In Search of Underlying Processes

Abstract

The role of memory deficits in learning disabilities was examined. Learning disabilities were prescreened for specific types of memory deficits-visual (V), auditory (A), both visual and auditory (B) and neither (C). It was found that the specific types of memory impairments were associated with diminished semantic processing. Apparently, a memory deficit was confined to meaningful aspects of items (such as their category membership), and not to nonsemantic or perceptual characteristics (such as their color). Nonsemantic processing was not affected by the presence of a memory impairment in any group except (B). These findings are discussed in the context of current conceptualizations of learning disabilities. It is argued that a shift in emphasis is necessary from standardized test results to the processes which underpin performance on such tests.

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