List memory in young adults with language learning disability

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

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

Purpose: The purpose of this study was to characterize the verbal memory limitations of young adults with language learning disability (LLD). Method: Sixteen young adults with LLD and 34 ageand education-matched controls with typical language participated in a Deese–Roediger–McDermott (DRM; Deese, 1959; Roediger & McDermott, 1995) list recall experiment. Participants listened to 12-item word lists that converged on a nonpresented critical item (e.g., rain) semantically (umbrella, drench, weather, hail), phonologically (train, main, ran, wren), or dually in a hybrid list (umbrella, train, drench, main) and recalled words in no particular order. Group comparisons were made on veridical recall (i.e., words that were presented) and false recall of nonpresented critical items. Recall performance was analyzed by list type and list position to examine potential differences in the quality of memorial processes. Results: The LLD group produced fewer veridical recalls than the controls. Both groups demonstrated list type and list position effects in veridical recall. False recall of the critical items was comparable in the 2 groups and varied by list type in predictable ways. Conclusion: Young adults with LLD have verbal memory limitations characterized by quantitatively low levels of accurate recall. Qualitative patterns of recall are similar to those of unaffected peers. Therefore, the memory problem is characterized by limited capacity; memorial processes appear to be intact.

Original languageEnglish (US)
Pages (from-to)336-344
Number of pages9
JournalJournal of Speech, Language, and Hearing Research
Volume58
Issue number2
DOIs
StatePublished - Apr 1 2015

Fingerprint

Learning Disorders
learning disability
young adult
Young Adult
Language
language
memorial
Group
Songbirds
Rain
Weather
Language-learning Disabilities
Young Adults
Education
experiment
performance
education
Memorial
Verbal Memory
False Recall

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language
  • Speech and Hearing

Cite this

List memory in young adults with language learning disability. / Sheng, Li; Byrd, Courtney T.; McGregor, Karla; Zimmerman, Hannah; Bludau, Kadee.

In: Journal of Speech, Language, and Hearing Research, Vol. 58, No. 2, 01.04.2015, p. 336-344.

Research output: Contribution to journalArticle

Sheng, Li ; Byrd, Courtney T. ; McGregor, Karla ; Zimmerman, Hannah ; Bludau, Kadee. / List memory in young adults with language learning disability. In: Journal of Speech, Language, and Hearing Research. 2015 ; Vol. 58, No. 2. pp. 336-344.
@article{cd8f002e8c554f119e8019bbce729cbe,
title = "List memory in young adults with language learning disability",
abstract = "Purpose: The purpose of this study was to characterize the verbal memory limitations of young adults with language learning disability (LLD). Method: Sixteen young adults with LLD and 34 ageand education-matched controls with typical language participated in a Deese–Roediger–McDermott (DRM; Deese, 1959; Roediger & McDermott, 1995) list recall experiment. Participants listened to 12-item word lists that converged on a nonpresented critical item (e.g., rain) semantically (umbrella, drench, weather, hail), phonologically (train, main, ran, wren), or dually in a hybrid list (umbrella, train, drench, main) and recalled words in no particular order. Group comparisons were made on veridical recall (i.e., words that were presented) and false recall of nonpresented critical items. Recall performance was analyzed by list type and list position to examine potential differences in the quality of memorial processes. Results: The LLD group produced fewer veridical recalls than the controls. Both groups demonstrated list type and list position effects in veridical recall. False recall of the critical items was comparable in the 2 groups and varied by list type in predictable ways. Conclusion: Young adults with LLD have verbal memory limitations characterized by quantitatively low levels of accurate recall. Qualitative patterns of recall are similar to those of unaffected peers. Therefore, the memory problem is characterized by limited capacity; memorial processes appear to be intact.",
author = "Li Sheng and Byrd, {Courtney T.} and Karla McGregor and Hannah Zimmerman and Kadee Bludau",
year = "2015",
month = "4",
day = "1",
doi = "10.1044/2015_JSLHR-L-13-0143",
language = "English (US)",
volume = "58",
pages = "336--344",
journal = "Journal of Speech, Language, and Hearing Research",
issn = "1092-4388",
publisher = "American Speech-Language-Hearing Association (ASHA)",
number = "2",

}

TY - JOUR

T1 - List memory in young adults with language learning disability

AU - Sheng, Li

AU - Byrd, Courtney T.

AU - McGregor, Karla

AU - Zimmerman, Hannah

AU - Bludau, Kadee

PY - 2015/4/1

Y1 - 2015/4/1

N2 - Purpose: The purpose of this study was to characterize the verbal memory limitations of young adults with language learning disability (LLD). Method: Sixteen young adults with LLD and 34 ageand education-matched controls with typical language participated in a Deese–Roediger–McDermott (DRM; Deese, 1959; Roediger & McDermott, 1995) list recall experiment. Participants listened to 12-item word lists that converged on a nonpresented critical item (e.g., rain) semantically (umbrella, drench, weather, hail), phonologically (train, main, ran, wren), or dually in a hybrid list (umbrella, train, drench, main) and recalled words in no particular order. Group comparisons were made on veridical recall (i.e., words that were presented) and false recall of nonpresented critical items. Recall performance was analyzed by list type and list position to examine potential differences in the quality of memorial processes. Results: The LLD group produced fewer veridical recalls than the controls. Both groups demonstrated list type and list position effects in veridical recall. False recall of the critical items was comparable in the 2 groups and varied by list type in predictable ways. Conclusion: Young adults with LLD have verbal memory limitations characterized by quantitatively low levels of accurate recall. Qualitative patterns of recall are similar to those of unaffected peers. Therefore, the memory problem is characterized by limited capacity; memorial processes appear to be intact.

AB - Purpose: The purpose of this study was to characterize the verbal memory limitations of young adults with language learning disability (LLD). Method: Sixteen young adults with LLD and 34 ageand education-matched controls with typical language participated in a Deese–Roediger–McDermott (DRM; Deese, 1959; Roediger & McDermott, 1995) list recall experiment. Participants listened to 12-item word lists that converged on a nonpresented critical item (e.g., rain) semantically (umbrella, drench, weather, hail), phonologically (train, main, ran, wren), or dually in a hybrid list (umbrella, train, drench, main) and recalled words in no particular order. Group comparisons were made on veridical recall (i.e., words that were presented) and false recall of nonpresented critical items. Recall performance was analyzed by list type and list position to examine potential differences in the quality of memorial processes. Results: The LLD group produced fewer veridical recalls than the controls. Both groups demonstrated list type and list position effects in veridical recall. False recall of the critical items was comparable in the 2 groups and varied by list type in predictable ways. Conclusion: Young adults with LLD have verbal memory limitations characterized by quantitatively low levels of accurate recall. Qualitative patterns of recall are similar to those of unaffected peers. Therefore, the memory problem is characterized by limited capacity; memorial processes appear to be intact.

UR - http://www.scopus.com/inward/record.url?scp=84927642815&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84927642815&partnerID=8YFLogxK

U2 - 10.1044/2015_JSLHR-L-13-0143

DO - 10.1044/2015_JSLHR-L-13-0143

M3 - Article

VL - 58

SP - 336

EP - 344

JO - Journal of Speech, Language, and Hearing Research

JF - Journal of Speech, Language, and Hearing Research

SN - 1092-4388

IS - 2

ER -