Asbjørnsen Arve E, Obrzut John E, Oyler James D
Bergen Cognition and Learning Group, Faculty of Psychology, University of Bergen, Bergen, Norway.
Scand J Psychol. 2014 Apr;55(2):115-22. doi: 10.1111/sjop.12108. Epub 2014 Mar 6.
The present study reports the results of a cross-cultural analysis of the role of phonetic and semantic cues in verbal learning and memory. A newly developed memory test procedure, the Bergen-Tucson Verbal Learning Test (BTVLT), expands earlier test procedures as phonetic cues are applied in addition to semantic cues in a cued recall procedure. Samples of reading disabled and typically developed adolescents from the US and from Norway were recruited as voluntary participants. The results indicate that the stimulus materials chosen for the memory test are working well in both American and in Norwegian samples, yielding acquisition results comparable to similar list learning procedures, and also yielding high internal consistency across learning trials. The procedure also reliably differentiates between reading disabled samples in both languages, and also yields cross-cultural differences that seem to reflect differences in transparency and differences in the orthography of the included languages. The BTVLT with its focus on phonetic coding is a promising supplement to established tests of verbal memory for assessment of reading and language impaired individuals.
本研究报告了对语音和语义线索在言语学习与记忆中作用的跨文化分析结果。一种新开发的记忆测试程序，即卑尔根 - 图森言语学习测试（BTVLT），扩展了早期的测试程序，因为在提示回忆程序中除了语义线索外还应用了语音线索。招募了来自美国和挪威的阅读障碍青少年样本以及发育正常的青少年作为自愿参与者。结果表明，为记忆测试选择的刺激材料在美国和挪威样本中都运行良好，产生的习得结果与类似的列表学习程序相当，并且在学习试验中也具有较高的内部一致性。该程序还能可靠地区分两种语言中的阅读障碍样本，并且还产生了跨文化差异，这些差异似乎反映了所涉及语言的透明度差异和正字法差异。专注于语音编码的BTVLT是对已有的言语记忆测试的一个有前景的补充，可用于评估阅读和语言受损个体。
