Garcia Ricardo Basso, Mammarella Irene C, Tripodi Doriana, Cornoldi Cesare
Department of Psychology, Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto, University of São Paulo, Ribeirão Preto, Brazil; Department of General Psychology, University of Padova, Italy.
Br J Dev Psychol. 2014 Mar;32(1):17-33. doi: 10.1111/bjdp.12019. Epub 2013 Aug 22.
This study examined forward and backward recall of locations and colours and the binding of locations and colours, comparing typically developing children - aged between 8 and 10 years - with two different groups of children of the same age with learning disabilities (dyslexia in one group, non-verbal learning disability [NLD] in the other). Results showed that groups with learning disabilities had different visuospatial working memory problems and that children with NLD had particular difficulties in the backward recall of locations. The differences between the groups disappeared, however, when locations and colours were bound together. It was concluded that specific processes may be involved in children in the binding and backward recall of different types of information, as they are not simply the resultant of combining the single processes needed to recall single features.
本研究考察了位置和颜色的正向和逆向回忆以及位置与颜色的绑定，将8至10岁的发育正常儿童与两组同龄的学习障碍儿童（一组为诵读困难，另一组为非言语学习障碍 [NLD]）进行了比较。结果表明，有学习障碍的组存在不同的视觉空间工作记忆问题，且患有NLD的儿童在位置的逆向回忆方面存在特别困难。然而，当位置和颜色绑定在一起时，各组之间的差异消失了。研究得出结论，在不同类型信息的绑定和逆向回忆过程中，儿童可能涉及特定的过程，因为它们并非简单地是回忆单个特征所需的单个过程相结合的结果。
