Semantic and visual memory codes in learning disabled readers.
Two experiments investigated whether learning disabled readers' impaired recall is due to multiple coding deficiencies. In Experiment 1, learning disabled and skilled readers viewed nonsense pictures without names or with either relevant or irrelevant names with respect to the distinctive characteristics of the picture. Both types of names improved recall of nondisabled readers, while learning disabled readers exhibited better recall for unnamed pictures. No significant difference in recall was found between name training (relevant, irrelevant) conditions within reading groups. In Experiment 2, both reading groups participated in recall training for complex visual forms labeled with unrelated words, hierarchically related words, or without labels. A subsequent reproduction transfer task showed a facilitation in performance in skilled readers due to labeling, with learning disabled readers exhibiting better reproduction for unnamed pictures. Measures of output organization (clustering) indicated that recall is related to the development of superordinate categories. The results suggest that learning disabled children's reading difficulties are due to an inability to activate a semantic representation that interconnects visual and verbal codes.
D000293:Adolescent; D001245:Association Learning; D002648:Child; D004410:Dyslexia / Q000523:psychology*; D005260:Female; D005556:Form Perception; D006801:Humans; D008297:Male; D008568:Memory; D011939:Mental Recall; D010364:Pattern Recognition, Visual; D012660:Semantics; D014706:Verbal Learning