Abstract
Normal and reading disability children were tested for memory of item and order information in a sequential memory task with auditory and visual stimuli. There were three auditory visual digit pairs on each trial, with a 1-sec delay between successive pairs. Either one auditory-visual pair (pair condition) or two digits from one modality (modality condition) were tested. More errors were made in the pair than in the modality condition on a measure of item information but not on a measure of order information. Reading disability children made more errors than normal children, but there were no Reading Group by Condition interactions. These results suggest that: (a) the reading groups differed on general information-processing capabilities, but (b) both reading groups have the same degree of difficulty with organization of temporal-modality information.
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This paper is based on a Master’s thesis submitted to the Department of Psychology, University of Cincinnati, by the first author. The authors wish to thank Joel S. Warm, who sponsors this paper and takes full editorial responsibility for it. The cooperation of the principals, teachers, and students of Struble, Pleasant Run, and Monfort Heights elementary schools is gratefully acknowledged. This project was supported by Grant Nos. 912 and 918, awarded by the Bureau of Community Health Services, Health Services Administration and by Public Health Service, Grant No. 59-25297/5-02, awarded by Region V, Social and Rehabilitation Service, DHEW.
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Davis, M.S., Bray, N.W. Bisensory memory in normal and reading disability children. Bull. Psychon. Soc. 6, 572–574 (1975). https://doi.org/10.3758/BF03337569
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DOI: https://doi.org/10.3758/BF03337569