Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Information processing in reading-disabled and nondisabled children.

R H Bauer, J Emhert

    Journal of Experimental Child Psychology
    |April 1, 1984
    PubMed
    Summary
    This summary is machine-generated.

    Related Concept Videos

    You might also read

    Related Articles

    Articles linked to this work by shared authors, journal, and citation graph.

    Sort by
    Same author

    Allocation of study time and recall by learning disabled and nondisabled children of different ages.

    Journal of experimental child psychology·1991
    Same author

    The effect of increased incentive on free recall by learning-disabled and nondisabled children.

    The Journal of general psychology·1990
    Same author

    Toward a megatheory of learning disabilities.

    Journal of learning disabilities·1988
    Same author

    Application of a neuroelectric model to electrocutaneous sensory sensitivity: parameter variation study.

    IEEE transactions on bio-medical engineering·1987
    Same author

    Functional interactions between inferotemporal and prefrontal cortex in a cognitive task.

    Brain research·1985
    Same author

    Differential effects of d-amphetamine and scopolamine on the ontogeny of rearing.

    Pharmacology, biochemistry, and behavior·1984

    Reading-disabled children show weaker elaborative encoding than their peers, impacting early word recall. However, their ability to recognize words remains intact, suggesting specific deficits in deeper processing for reading skills.

    Area of Science:

    • Cognitive Psychology
    • Developmental Psychology
    • Educational Psychology

    Background:

    • Reading disabilities affect children's academic performance and cognitive processing.
    • Understanding memory encoding differences is crucial for targeted interventions.

    Purpose of the Study:

    • To investigate memory encoding strategies in reading-disabled versus nondisabled children.
    • To compare primacy and recency effects in word recall between the two groups.

    Main Methods:

    • Children aged 13-14, both reading-disabled and nondisabled, participated.
    • Word lists were presented at varying rates (1, 2, 4 seconds per word).
    • Immediate free recall was assessed after each list presentation.

    Main Results:

    Related Experiment Videos

    • Reading-disabled children exhibited a weaker primacy effect (recall of early words) compared to nondisabled children.
    • Slower presentation rates enhanced the primacy effect for both groups.
    • Recency effects (recall of later words) were similar across both groups, indicating adequate stimulus encoding.

    Conclusions:

    • Reading-disabled children may use less effective elaborative encoding strategies.
    • Deficits in elaborative encoding, not basic stimulus encoding or recognition, appear central to reading disabilities.
    • Findings suggest potential targets for improving reading comprehension and memory in affected children.