Effects of presentation mode on veridical and false memory in individuals with intellectual disability.
In the present study the effects of visual, auditory, and audio-visual presentation formats on memory for thematically constructed lists were assessed in individuals with intellectual disability and mental age-matched children. The auditory recognition test included target items, unrelated foils, and two types of semantic lures: critical related foils and related foils. The audio-visual format led to better recognition of old items and lower false-alarm rates for all foil types. Those with intellectual disability had higher false-alarm rates for all foil types and experienced particular difficulty discriminating presented items from those most strongly activated internally during acquisition (i.e., critical foils). Results are consistent with the activation-monitoring framework and fuzzy-trace theory and inform best practices for designing visual supports to maximize performance in educational and work environments.
Department of Psychology, Rider University, Lawrenceville, NJ 08648, USA. mcarlin@rider.edu
Michael
M
Carlin
Michael P
MP
Toglia
Colleen
C
Belmonte
Chiara
C
DiMeglio
D000293:Adolescent; D001245:Association Learning; D001288:Attention; D002648:Child; D004193:Discrimination Learning; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000175:diagnosis / Q000523:psychology*; D008297:Male; D008570:Memory, Short-Term; D010364:Pattern Recognition, Visual; D012660:Semantics; D013067:Speech Perception; D014706:Verbal Learning