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Typescript. / Digitized by Kansas Correctional Industries

Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2002. / Vita. Includes bibliographical references (leaves 84-93).

No description available.

There is agreement in the learning disability (LD) literature that reading problems in children can be attributed to difficulties in coding linguistic information. One explanation for this is that students with LD have impaired verbal memory ability. However, the specific mechanisms underlying these memory impairments are not well understood, especially in adolescents. The purpose of the current study was to compare the memory performance of adolescent students with specific reading disabilities (RD) to normal adolescent readers on a newly developed verbal learning test. The Bergen-Tucson Verbal Learning Test (BTVLT), English version, modeled after the California Verbal Learning Test (CVLT), is a multiple trial test designed to measure memory acquisition, retention, retrieval, and forgetting rates, as well as the ability to organize and retrieve the information from memory according to the phonological (surface) and semantic (lexical) features of words. Twenty subjects with RD and 20 control subjects with a mean age of 15.2 years, matched for age, gender, and ethnicity, participated in the study. Results indicated that the RD group learned significantly fewer list items and did so at a slower rate than the controls. Although the RD group was equally able to retain information once learned, they did demonstrate inefficient elaborative rehearsal strategies. The RD group also recalled fewer words in both the semantic and phonetic cued recall conditions, but the effect size was significantly greater in the phonetic cued recall condition. Taken together, the data suggest that students with RD have less efficient rehearsal and encoding mechanisms but normal retention. Retrieval also appears normal except under conditions that require information to be recalled based on phonetic codes.

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 95-97).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1967. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Retroactive inhibition (Ri) is the decrement in retention attributable to interpolated learning. The most common type of RI study is one in which a particular variable is manipulated in the acquisition phase of the experiment, and the loss of v/ords from an initially learned list is examined as a function of the manipulation. The literature on RI has been reviewed a number of times in the last several decades (i.e., Swen son, 1041; Slamecka and Ceraso, 19G0; and Keppel, 1963). Slamecka and Ceraso make use of the following classification for independent variables which have been investigated: 1) degree of acquisition; 2) similarity of materials; 3)cxtrinsic factors; and 4)temporal effects