False memory for orthographically versus semantically similar words in adolescents with dyslexia: a fuzzy-trace theory perspective

Abstract

The presented research was conducted in order to investigate the connections between developmental dyslexia and the functioning of verbatim and gist memory traces—assumed in the fuzzy-trace theory. The participants were 71 high school students (33 with dyslexia and 38 without learning difficulties). The modified procedure and multinomial model of Stahl and Klauer (simplified conjoint recognition model) was used to collect and analyze data. Results showed statistically significant differences in four of the model parameters: (a) the probability of verbatim trace recollection upon presentation of orthographically similar stimulus was higher in the control than dyslexia group, (b) the probability of verbatim trace recollection upon presentation of semantically similar stimulus was higher in the control than dyslexia group, (c) the probability of gist trace retrieval upon presentation of semantically similar stimulus was higher in the dyslexia than control group, and (d) the probability of gist trace retrieval upon target stimulus presentation (in the semantic condition) was higher in the control than dyslexia group. The obtained results suggest differences of memory functioning in terms of verbatim and gist trace retrieval between people with and without dyslexia on specific, elementary cognitive processes postulated by the fuzzy-trace theory. These can indicate new approaches in the education of persons with developmental dyslexia, focused on specific impairments and the strengths of their memory functioning.

Response frequencies in the conjoint recognition memory task as predictors of developmental dyslexia diagnosis: A decision‐trees approach

“…The next step involves the prediction of the number of ‘related’ answers when the presented stimuli are ‘related’ in the orthographic condition. This variable is related to the recollection rejection parameter of the conjoint recognition model, which was significantly lower for the dyslexia group in the studies of Obidziński and Nieznański (2017) with the use of multinomial modelling analyses. The worse functioning of the recollection rejection process means a greater probability of false recognition of related stimulus as the target.…”

“…Findings of the author's previous study (Obidziński & Nieznański, 2017) suggest a specific pattern of gist and verbatim memory processes in participants with developmental dyslexia. In this experiment, participants studied a list of words, and during recognition memory test they were presented with three types of probes: targets, related distractors or unrelated distractors.…”

“…As mentioned earlier, the study procedure followed the modified simplified conjoint recognition model procedure (Obidziński & Nieznański, 2017)—an extension of the simplified conjoint recognition model by Stahl and Klauer (2008, 2009). The study consists of two separate experimental conditions both of which consist of typical memory experiment phases.…”

“…However, there are also studies concerning other memory systems and processes. For instance, there are studies on implicit learning (Nigro, Jiménez‐Fernández, Simpson, & Defior, 2016; Vicari et al, 2005), prospective memory (Khan, 2014; Smith‐Spark, Zięcik, & Sterling, 2016) and verbatim and gist memory (the fuzzy‐trace theory (FTT) approach: Blau, 2013; Miles, Thierry, Roberts, & Schiffeldrin, 2006; Obidziński & Nieznański, 2017). This study concerns the last of these less‐covered topics.…”

“…To achieve this goal, the author analyzed data from his previous study (Obidziński & Nieznański, 2017) with the use of decision trees modelling , a method of mathematical data analysis using artificial intelligence algorithms that also allows to evaluate the goodness of predictions that are based on given variables. A broader description of decision trees algorithms is provided in the fourth paragraph of Section 2.4.…”