scholarly journals A comparative study of the short-term auditory memory span and sequence of language/learning disabled children and normal children

2000 ◽  
Author(s):  
Kathleen McCausland
Keyword(s):  
Comparative Study ◽  
Language Learning ◽  
Memory Span ◽  
Learning Disabled ◽  
Auditory Memory ◽  
Disabled Children ◽  
Short Term ◽  
Normal Children

Short-Term Auditory Memory, Oral Perception, and Experimental Sound Learning

1969 ◽  
Vol 12 (1) ◽  
pp. 185-192 ◽  
Author(s):  
John L. Locke
Keyword(s):  
Memory Span ◽  
Auditory Memory ◽  
Span Task ◽  
Short Term ◽  
Learning Framework ◽  
Sound Learning ◽  
Oral Perception

Ten children with high scores on an auditory memory span task were significantly better at imitating three non-English phones than 10 children with low auditory memory span scores. An additional 10 children with high scores on an oral stereognosis task were significantly better at imitating two of the three phones than 10 children with low oral stereognosis scores. Auditory memory span and oral stereognosis appear to be important subskills in the learning of new articulations, perhaps explaining their appearance in the literature as “etiologies” of disordered articulation. Although articulation development and the experimental acquisition of non-English phones have certain obvious differences, they seem to share some common processes, suggesting that the sound learning framework may be an efficacious technique for revealing otherwise inaccessible information.

Comparison of the WISC-R Patterns of Children of Average and Exceptional Ability

1983 ◽  
Vol 53 (2) ◽  
pp. 539-544 ◽  
Author(s):  
H. P. J. Schmidt ◽  
D. H. Saklofske
Keyword(s):  
Mentally Retarded ◽  
Learning Disabled ◽  
Group Differences ◽  
Disabled Children ◽  
Normal Children ◽  
Exceptional Groups ◽  
Diagnostic Usefulness ◽  
Verbal Performance

This study investigated the diagnostic usefulness of WISC-R Verbal-Performance IQ discrepancies, subtest scatter, and Bannatyne's subtest recategorizations with educationally normal and exceptional groups of children. The subjects for this study were four groups of 74 learning disabled, 24 mentally retarded, 94 gifted, and 85 educationally normal children. No significant differences in discrepancies in Verbal-Performance IQs occurred among the four groups although learning disabled children more often showed Performance > Verbal discrepancies. No differences were found between the samples in the amount of subtest scatter. Group differences were noted in the patterns of scores on Bannatyne's recategorizations.

A Look at Mainstreaming in Light of Children's Attitudes toward the Handicapped

1978 ◽  
Vol 46 (3) ◽  
pp. 1019-1021 ◽  
Author(s):  
Thomas S. Parish ◽  
Robert L. Ohlsen ◽  
Joycelyn G. Parish
Keyword(s):  
Emotionally Disturbed ◽  
Learning Disabled ◽  
Personal Attribute ◽  
Disabled Children ◽  
Grade School ◽  
School Students ◽  
Normal Children ◽  
Handicapped Children ◽  
Physically Handicapped ◽  
Best Fit

Mainstreaming is a legislative reality, yet there is still a question as to whether non-handicapped students are prepared for it. In the present study 131 grade school students were each asked to select from the Personal Attribute Inventory for Children 15 adjectives which best fit three groups of handicapped children as well as normal children. The groups were described in a hierarchical fashion: “normal children” were rated most favorably, then “physically handicapped children,” “learning disabled children,” and “emotionally disturbed children.”

Learning disabled children's conversational competence: responses to inadequate messages

1980 ◽  
Vol 1 (4) ◽  
pp. 387-403 ◽  
Author(s):  
Mavis Donahue ◽  
Ruth Pearl ◽  
Tanis Bryan
Keyword(s):  
Learning Disabled ◽  
Referential Communication ◽  
Social Knowledge ◽  
Disabled Children ◽  
Normal Children ◽  
Response Latencies ◽  
Communication Task ◽  
Conversational Competence

ABSTRACTThis study examined learning disabled children's understanding of conversational rules for initiating the repair of a communicative breakdown. Learning disabled and normal children in grades 1 through 8 played the listener role in a referential communication task requiring them to select referents based on messages varying in informational adequacy. Learning disabled children were less likely to request clarification of inadequate messages and, consequently, made fewer correct referent choices than normal children. Only young learning disabled girls were less able than their normal age-mates to appraise message adequacy. Analyses of response latencies and request type also suggest that the failure to request clarification cannot be attributed solely to linguistic deficits. Results are discussed in terms of the relative contributions of syntactic-semantic ability and social knowledge to conversational competence.

Non temporal determinants of bilingual memory capacity: The role of long-term representations and fluency

1998 ◽  
Vol 1 (2) ◽  
pp. 117-130 ◽  
Author(s):  
DINO CHINCOTTA ◽  
GEOFFREY UNDERWOOD
Keyword(s):  
Short Term Memory ◽  
Memory Span ◽  
Memory Capacity ◽  
Auditory Memory ◽  
Language Fluency ◽  
Short Term ◽  
Term Memory ◽  
Language Dominance ◽  
Lexical Representations ◽  
Subvocal Rehearsal

Two experiments examine the view that the variation in bilingual short-term memory capacity is determined by differential rates of subvocal rehearsal between the languages. Auditory memory span and articulation time were measured for three bilingual groups who spoke Finnish at home and Swedish at school (FS), and either Finnish (FF) or Swedish (SS) in both the home and the school. The results of Experiment 1 indicate that memory span for words varied in a lawful manner as a function of both articulation time and language dominance for SS and FF. For FS, however, an equivalent memory span between the languages was noted despite a shorter articulation time in Finnish than Swedish. Experiment 2 found that for items with no pre-existing lexical representations (nonwords), articulation time was a more reliable predictor of memory span than language dominance for all three groups. The finding that within-language memory span was greater for short items than long items shows that, ceteris paribus, bilingual short-term memory capacity is sensitive to the effects of word length in both the dominant and non-dominant language. Taken together, these findings moderate the view that bilingual short-term memory capacity is mediated exclusively by subvocal rehearsal and indicate an influential contribution from factors related to language fluency and the strength of lexico-semantic representations.

Laterality Preference Patterns of Learning Disabled Children

1978 ◽  
Vol 47 (3) ◽  
pp. 869-870 ◽  
Author(s):  
Neil H. Schwartz ◽  
Raymond S. Dean
Keyword(s):  
Discriminant Analysis ◽  
Group Membership ◽  
Learning Disabled ◽  
Stepwise Discriminant Analysis ◽  
Disabled Children ◽  
Normal Children ◽  
Orthogonal Contrasts ◽  
Preference Patterns

This study concerned the prediction of group membership of 40 learning disabled and 40 normal children on the basis of preference for laterality of the children and of their parents. A stepwise discriminant analysis showed maternal and paternal lateral preferences could correctly identify approximately 85% of the cases. Orthogonal contrasts showed that, although children themselves did not differ in the degree of laterality, parents of learning disabled children were significantly more bilateral in their preference patterns than normals.

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