scholarly journals Short-term memory in learning disabled and nondisabled children

1977 ◽  
Vol 10 (2) ◽  
pp. 128-130 ◽  
Author(s):  
Richard H. Bauer
Keyword(s):  
Short Term Memory ◽  
Learning Disabled ◽  
Short Term ◽  
Term Memory

The Effects of Directed Study on the Spelling Performance of Two Subgroups of Learning Disabled Students

1983 ◽  
Vol 6 (3) ◽  
pp. 252-257 ◽  
Author(s):  
Kelli Foster ◽  
Joseph K. Torgesen
Keyword(s):  
Short Term Memory ◽  
Memory Performance ◽  
Learning Disabled ◽  
Control Group ◽  
Short Term ◽  
Educational Support ◽  
Term Memory ◽  
Spelling Performance ◽  
Spelling Test ◽  
Group A

This study investigated the response of two different subgroups of learning disabled children to variations in study conditions as they prepared for a spelling test. The study conditions were: (a) free study, in which the children studied lists of words in any manner they chose; and (b) directed study, in which all children were required to engage in the same number of repetitive spellings of the word lists. The three groups of eight subjects each included a normal control group, a group of LD children with severe short-term memory problems, and a group of LD children with normal short-term memory performance. The directed study condition was found to have a significant effect on the spelling performance only of the LD children without short-term memory deficits. While the results illustrate that some LD children's spelling performance may be improved by simply altering the way they approach tasks, the findings also suggest that other LD children may need a different kind of educational support.

Effects of White Noise on Short-Term Memory of Learning Disabled Boys

1974 ◽  
Vol 39 (2) ◽  
pp. 903-906 ◽  
Author(s):  
Thomas R. Fenton ◽  
Gordon R. Alley ◽  
Kenneth Smith
Keyword(s):  
Learning Disabilities ◽  
White Noise ◽  
Short Term Memory ◽  
Memory Task ◽  
Learning Disabled ◽  
Noise Levels ◽  
Short Term ◽  
Term Memory ◽  
Normally Achieving

5 levels of white noise (22 to 72 dB) introduced during the performance of a short-term memory task (repeating 4-digit numbers) did not differentiate scores of 10 normally achieving 9- to 11-yr.-old boys from 10 boys with learning disabilities. For all boys together increasing noise levels decreased performance of younger children relative to that of older Ss.

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