List Memory in Young Adults With Language Learning Disability

Sheng, Li; Byrd, Courtney T.; McGregor, Karla K.; Zimmerman, Hannah; Bludau, Kadee

doi:10.1044/2015_jslhr-l-13-0143

Cited by 10 publications

(13 citation statements)

References 41 publications

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“…Verbatim recall reflects the capacity of the phonological loop and the application of the subvocal rehearsal process that refreshes and maintains that phonologically encoded material. Compared to unaffected peers, adults with DLD do not differ on false memory errors, but they recall fewer words verbatim, suggesting a deficit in short-term capacity (Sheng et al, 2015). Deficient rehearsal mechanisms could also be at play, but this is unlikely given that the DLD group demonstrate robust primacy effects, a list-initial advantage attributable to rehearsal (Sheng et al, 2015).…”

Section: Processes Of Encodingmentioning

confidence: 99%

“…Although word learning is typically considered to be a declarative task, the problem does not lie within the declarative system per se. Rather, given the evidence from Isaki et al (2008), Poll et al (2016), and Sheng et al (2015), we hypothesize that working memory capacity is the locus of the problem. There is ample evidence that working memory capacity limits verbal learning in children with DLD as well (see summaries in Archibald & Gathecole, 2006;Lum, Conti-Ramsden, Page, & Ullman, 2012;Montgomery, 2003;Montgomery, Majimairaj, & Finney, 2010).…”

Section: Processes Of Encodingmentioning

confidence: 99%

“…Given a conservative prevalence estimate of 5% (Nippold & Schwarz, 2002), over 12 million adults in the United States are affected by DLD. The current study is one of a series on word learning and memory among young adults with DLD (Becker & McGregor, 2016;Hall, McGregor, & Oleson, 2017;McGregor et al, 2013McGregor et al, , 2017Sheng et al, 2015).…”

Section: Dld In Young Adulthoodmentioning

confidence: 99%

“…Supplemental Materials: https://doi.org/10.23641/ asha.5435200 D eficient learning of verbal information is characteristic of people with developmental language disorders (DLDs; also known as specific language impairment). The deficit is apparent on tasks that involve new configurations of familiar material, such as learning a list of familiar words (Sheng, Byrd, McGregor, Zimmerman, & Bludau, 2015) or recall of narrative passages (Plante, Ramage, & Magloire, 2006); tasks that involve unfamiliar material, such as learning new words (McGregor, Arbisi-Kelm, & Eden, 2017;McGregor et al, 2013); and tasks that involve both familiar and unfamiliar material, such as learning from a classroom lecture (Becker & McGregor, 2016). In this article, we ask whether the word-learning challenges faced by young adults with DLD are the result of deficits that impede the encoding of information or deficits in long-term memory that impede the retention of that newly encoded information.…”

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confidence: 99%

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Encoding Deficits Impede Word Learning and Memory in Adults With Developmental Language Disorders

McGregor

Gordon

Eden

et al. 2017

J Speech Lang Hear Res

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Purpose The aim of this study was to determine whether the word-learning challenges associated with developmental language disorder (DLD) result from encoding or retention deficits. Method In Study 1, 59 postsecondary students with DLD and 60 with normal development (ND) took the California Verbal Learning Test–Second Edition, Adult Version (Delis, Kramer, Kaplan, & Ober, 2000). In Study 2, 23 postsecondary students with DLD and 24 with ND attempted to learn 9 novel words in each of 3 training conditions: uncued test, cued test, and no test (passive study). Retention was measured 1 day and 1 week later. Results By the end of training, students with DLD had encoded fewer familiar words (Study 1) and fewer novel words (Study 2) than their ND peers as evinced by word recall. They also demonstrated poorer encoding as evinced by slower growth in recall from Trials 1 to 2 (Studies 1 and 2), less semantic clustering of recalled words, and poorer recognition (Study 1). The DLD and ND groups were similar in the relative amount of information they could recall after retention periods of 5 and 20 min (Study 1). After a 1-day retention period, the DLD group recalled less information that had been encoded via passive study, but they performed as well as their ND peers when recalling information that had been encoded via tests (Study 2). Compared to passive study, encoding via tests also resulted in more robust lexical engagement after a 1-week retention for DLD and ND groups. Conclusions Encoding, not retention, is the problematic stage of word learning for adults with DLD. Self-testing with feedback lessens the deficit. Supplemental Materials https://doi.org/10.23641/asha.5435200

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Section: Processes Of Encodingmentioning

confidence: 99%

Section: Processes Of Encodingmentioning

confidence: 99%

Section: Dld In Young Adulthoodmentioning

confidence: 99%

mentioning

confidence: 99%

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Encoding Deficits Impede Word Learning and Memory in Adults With Developmental Language Disorders

McGregor

Gordon

Eden

et al. 2017

J Speech Lang Hear Res

Self Cite

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show abstract

“…Additional evidence supports this conclusion. Young adults with LI have difficulty with verbatim recall of familiar word forms immediately after exposure (Sheng, Byrd, McGregor, Zimmerman, & Bludau, 2015). Also, young children with LI require roughly twice the amount of exposure to learn new word forms as well as their unaffected peers (Gray, 2003).…”

Section: Configurationmentioning

confidence: 99%

The encoding of word forms into memory may be challenging for college students with developmental language impairment

McGregor

Arbisi-Kelm

Eden

2016

International Journal of Speech-Language Pathology

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Purpose To describe the word-learning problems characteristic of developmental language impairment (LI). Method College students with LI (n = 39) or normal language development (ND, n = 40) attempted to learn novel word forms. Training for half of the words was meaning-focused; training for the other half was form-focused. Form recognition and stem completion tasks administered immediately after training tapped encoding of the lexical configuration, and a repetition of the stem completion task one week later tapped consolidation. A visual world paradigm tapped lexical engagement. Result At the immediate posttest, the LI group was poorer at recognition and completion of word forms than their ND peers, suggesting a deficit in encoding the lexical configuration. However, the gap between the LI and ND groups in stem completion did not grow over the week, suggesting intact consolidation. Form-focused training yielded better performance than meaning-focused training at immediate- and one-week tests. For both groups, newly trained words slowed the recognition of familiar English words, revealing lexical engagement. Conclusion The encoding of word-form configurations is challenging for some, but not all, college students with LI. Training that encourages a focus on the form may be a useful part of vocabulary intervention for those affected.

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

Obidziński

Nieznański

2017

Ann. of Dyslexia

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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.

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List Memory in Young Adults With Language Learning Disability

Cited by 10 publications

References 41 publications

Encoding Deficits Impede Word Learning and Memory in Adults With Developmental Language Disorders

Encoding Deficits Impede Word Learning and Memory in Adults With Developmental Language Disorders

The encoding of word forms into memory may be challenging for college students with developmental language impairment

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

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