The Dissociation of Repetition Priming and Recognition Memory in Language/Learning-Disabled Children.

Lorsbach, Thomas C.; And Others

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ454871

Record Type: CIJE

Publication Date: 1992

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-0965

EISSN: N/A

Available Date: N/A

The Dissociation of Repetition Priming and Recognition Memory in Language/Learning-Disabled Children.

Lorsbach, Thomas C.; And Others

Journal of Experimental Child Psychology, v54 n2 p121-46 Oct 1992

Fourth graders with language and learning disabilities and nondisabled fourth graders were compared on tasks measuring primed picture-naming and item recognition. In the experiment, both presentation format and retention interval were manipulated. Results are discussed in terms of implications for disabled children's memory difficulties. (LB)

Descriptors: Comparative Analysis, Elementary Education, Elementary School Students, Grade 4, Language Handicaps, Learning Disabilities, Memory, Recall (Psychology), Retention (Psychology), Time Factors (Learning)

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A