Ford C E, Pelham W E, Ross A O
J Abnorm Child Psychol. 1984 Mar;12(1):127-41. doi: 10.1007/BF00913465.
The performance of poor and normal sixth-grade readers was compared on an auditory short-term memory task in two studies. In the first study, the effects of distraction, list length, and speed of stimulus presentation were investigated to test the hypothesis that the performance of the poor readers is affected by deficits in selective attention. Group differences in performance, however, were obtained for both distraction and no-distraction conditions. The second experiment examined the hypothesis that group differences may reflect differences in the use of rehearsal. In the second experiment, half the reading-disabled children and half the controls were provided with rehearsal training prior to completing the same short-term memory task a second time. Rehearsal training resulted in improved performance relative to children who were not trained; however, there was no rehearsal training X reading group interaction. The poor readers continued to show deficits in performance relative to the performance of control children. The results of these two studies suggest that deficits observed for poor readers on short-term memory tasks may reflect processing difficulties in some area that precedes rehearsal and affects performance under both distraction and no-distraction conditions.
在两项研究中，对六年级阅读能力差的学生和正常学生在一项听觉短期记忆任务中的表现进行了比较。在第一项研究中，研究了干扰、列表长度和刺激呈现速度的影响，以检验阅读能力差的学生的表现受选择性注意力缺陷影响这一假设。然而，在有干扰和无干扰条件下均获得了表现上的组间差异。第二项实验检验了组间差异可能反映复述使用差异这一假设。在第二项实验中，一半阅读障碍儿童和一半对照组儿童在第二次完成相同的短期记忆任务之前接受了复述训练。相对于未接受训练的儿童，复述训练使表现得到改善；然而，不存在复述训练×阅读组的交互作用。阅读能力差的学生相对于对照组儿童的表现仍存在缺陷。这两项研究的结果表明，阅读能力差的学生在短期记忆任务中观察到的缺陷可能反映了在复述之前的某个领域存在加工困难，并且在有干扰和无干扰条件下都会影响表现。
