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Full-Text Articles in Education
An Investigation Of Source Memory In Learning Disabled Children, Roseanne Hatt Ewing
An Investigation Of Source Memory In Learning Disabled Children, Roseanne Hatt Ewing
Student Work
Recognition memory and memory for source information were examined in learning disabled (LD) and nondisabled (NLD) children in two experimental conditions. In the listen-listen condition (external source monitoring), subjects watched a videotape in which two girls completed sentences that were constructed so as to highly constrain a terminal noun. In the think-listen condition (reality monitoring), subjects were asked to imagine themselves completing some sentences and to listen as a girl on the videotape completed other sentences. In each of the two experimental conditions, half of the stimuli were presented once, and half were presented twice. Recognition memory and source memory …
Stability Of Wisc-R Scores Between Triennial Evaluations Of Learning Disabled Students, Norman J. Wozny
Stability Of Wisc-R Scores Between Triennial Evaluations Of Learning Disabled Students, Norman J. Wozny
Student Work
Recent studies of intelligence test score stability among learning disabled children have reported adequate stability when correlational and analysis of variance (ANOVA) techniques were used. However, less than adequate score stability has been found when individual scores were examined. The present study explores the test-retest stability of the Wechsler Intelligence Scale for Children (WISC-R) using three statistical methods: Pearson product-moment correlation, analysis of variance, and an examination of individual scores. Regression to the mean is also examined. While reasonably high levels of stability are concluded by the Pearson product-moment correlations, significant drops in Verbal and Full Scale IQ scores between …
Direct And Indirect Testing Of Memory In Children With Learning Disabilities, Janette L. Sodoro
Direct And Indirect Testing Of Memory In Children With Learning Disabilities, Janette L. Sodoro
Student Work
This study examined the relation between performance on direct and indirect measures of memory for pictures and words in children with learning disabilities. Recognition memory provided the direct measure and the magnitude of naming facilitation provided the indirect measure. Fourth grade learning disabled and nonlearning disabled children were asked to study a mixed list of pictures and words. A naming/recognition task was administered immediately following the study phase, as well as the following day. In addition, source memory was measured immediately following each recognition decision. For each item recognized as "old", subjects were required to render a decision about the …