Wood K M, Richman L C, Eliason M J
University of Iowa, Iowa City.
Brain Lang. 1989 Feb;36(2):181-92. doi: 10.1016/0093-934x(89)90060-6.
This study examined immediate memory processes in specific reading disability subtypes. Three subgroups (n = 15 in each subgroup) of reading disabled children were examined: (a) perceptual-motor disorder, (b) verbal disorder-general, and (c) verbal disorder-specific (memory). The three groups were matched for age and full scale IQ. All children received a memory-for-colors task (Color Span Test) designed to evaluate intra- and intermodal serial memory functioning. Comparison of memory profiles for the three reading disability subtypes revealed that patterns varied depending on mode of stimulus presentation or response. Although all three groups performed considerably below normative levels on each of the four subtests of the Color Span Test, all subjects performed significantly better on verbally presented items than on visually presented items. The findings were interpreted to suggest that these reading disabled children may not consistently utilize verbal strategies for coding or retrieval of information when stimuli are visually presented.
本研究考察了特定阅读障碍亚型中的即时记忆过程。对三组阅读障碍儿童（每组n = 15）进行了考察：（a）感知运动障碍型，（b）一般性言语障碍型，以及（c）特定言语障碍型（记忆型）。这三组在年龄和全量表智商上进行了匹配。所有儿童都接受了一项颜色记忆任务（颜色广度测试），该任务旨在评估模态内和跨模态的系列记忆功能。对三种阅读障碍亚型的记忆概况进行比较后发现，模式因刺激呈现方式或反应方式而异。尽管在颜色广度测试的四个子测试中，所有三组的表现都明显低于正常水平，但所有受试者在言语呈现的项目上的表现都明显优于视觉呈现的项目。这些结果被解释为表明，当刺激以视觉方式呈现时，这些阅读障碍儿童可能不会始终如一地运用言语策略来编码或检索信息。
