Ceci S J, Lea S E, Ringstrom M D
J Exp Psychol Hum Learn. 1980 Nov;6(6):785-97.
In Experiment 1, normal 10-yr.-olds and 10-yr.-olds diagnosed as learning disabled (LD) were presented with items in visual and auditory modalities for free and cued recall. The LD children had deficits in auditory and/or visual memory. Recall by LD children was worse than for nonimpaired peers only on tasks in the impaired modality, and on cued recall the deficit was confined to recall given a semantic category cue: Recall given perceptual cues was unimpaired. In Experiment 2, presentation-time tasks were used to create a bias toward either perceptual or semantic encoding. The semantic-encoding task removed the modality-specific deficit between LD children and controls. We conclude that deficits in semantically cued recall for children with only one impaired modality had their origins at presentation time. The most parsimonious explanation of these results involves separate pathways linking the auditory and visual modalities to the semantic system.
在实验1中，研究人员让正常的10岁儿童和被诊断为学习障碍（LD）的10岁儿童通过视觉和听觉方式呈现项目，进行自由回忆和线索回忆。学习障碍儿童在听觉和/或视觉记忆方面存在缺陷。只有在受损方式的任务中，学习障碍儿童的回忆才比未受损的同龄人差，并且在线索回忆中，缺陷仅限于给出语义类别线索时的回忆：给出感知线索时的回忆未受损。在实验2中，使用呈现时间任务来制造偏向感知编码或语义编码的倾向。语义编码任务消除了学习障碍儿童与对照组之间特定于方式的缺陷。我们得出结论，只有一种方式受损的儿童在语义线索回忆方面的缺陷源于呈现时间。对这些结果最简洁的解释涉及将听觉和视觉方式与语义系统联系起来的不同通路。
