title: A developmental study of learning disabilities and memory.
abstract: Seven-, ten-, and thirteen-year-old learning-disabled (LD) and non-learning-disabled (NORM) children were presented specially structured lists of 38 words each and tested for free recall. Each list contained only four semantically related words. Two of the four related words were presented contiguously (serial positions 9 and 10) and the other two words were spaced (serial positions 20 and 30). All children recalled disproportionately more adjacent words (item 9 or 10) than any other words. Spaced words (items 20 and 30) were less likely to be recalled by the younger children than by the older children and by the LDs than by the NORMs. These findings provided support for the distinction between automatic and purposive semantic processing. NORMs' recall was governed by purposive semantic processing to a greater extent than was LDs' recall. However, no group or age differences were observed in automatic semantic processing.
mesh_terms: D000293:Adolescent; D001288:Attention; D002648:Child; D002657:Child Development; D004410:Dyslexia / Q000523:psychology; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology*; D008568:Memory; D011939:Mental Recall; D010153:Paired-Associate Learning; D011930:Reaction Time; D012660:Semantics