Kirchner D M, Klatzky R L
J Speech Hear Res. 1985 Dec;28(4):556-65. doi: 10.1044/jshr.2804.556.
Twelve language-disordered (mean age 10:7) and 12 normal children (mean age 10:10) received a series of free-recall lists composed of pictorial items. They were instructed to rehearse aloud after each item. From the rehearsal periods and recalls 12 variables were calculated. They represented retention of item and order information, semantic organization, effects of primacy and recency in input order, repetition, and intrusion errors. These variables were submitted to factor and discriminant analyses and linear regression; the intrusion errors were also classified. The analyses suggest that rehearsal and recall reflect three components: capacity for item and order information, semantic organization, and susceptibility to non-list intrusion. The predominant differences between groups were in capacity and intrusions. The memory deficits of the language-disordered subjects are described as diminished verbal capacity, a description that has implications for the relationship between language and memory and the specific nature of the disorder.
12名语言障碍儿童（平均年龄10岁7个月）和12名正常儿童（平均年龄10岁10个月）接受了一系列由图片项目组成的自由回忆列表。他们被要求在每个项目后大声复述。从复述阶段和回忆中计算出12个变量。它们代表了项目和顺序信息的保持、语义组织、输入顺序中首因和近因的影响、重复以及侵入错误。这些变量被进行了因子分析、判别分析和线性回归；侵入错误也进行了分类。分析表明，复述和回忆反映了三个成分：项目和顺序信息的能力、语义组织以及对非列表侵入的易感性。两组之间的主要差异在于能力和侵入方面。语言障碍受试者的记忆缺陷被描述为言语能力下降，这一描述对语言与记忆之间的关系以及该障碍的具体性质具有启示意义。
