Short-Term Memory Encoding and Memory Search in the Word Recognition of Learning-Disabled Children

Abstract

Two aspects of the information processing involved in word recognition—encoding and memory search—were investigated in learning-disabled children. A short-term memory recognition paradigm was employed which allowed for the separation of reaction time into separate processing stages. Subjects were 16 learning-disabled children with particular deficiencies in word recognition and 16 control children equated for age, grade and intelligence. Input modalities of both stimulus array words to be encoded and stored in short-term memory, and target words for recognition were manipulated, resulting in three experimental conditions: (1) Visual/Visual, (2) Auditory/Auditory and (3) Auditory/Visual. Three hypotheses were tested each involving inferences about internal operations based en reaction time. While LD subjects did not differ from control subjects at the encoding stage of word recognition, LD subjects required significantly more processing time for memory search.

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