ERIC Number: ED244480
Record Type: RIE
Publication Date: 1984-Apr
Reference Count: 0
The Development of Encoding Processes in Learning Disabled Children.
Lorsbach, Thomas C.; Gray, Jeffrey W.
The current experiment compared the development of encoding preferences in learning disabled children and non-disabled children. Both learning disabled (LD) and non-learning disabled (non-LD) boys from grades 2 and 6 were given a false recognition task. To measure the relative dominance of attributes encoded by the two groups at the two ages, study and test items were manipulated to form visual, acoustic, and semantic distractors. For both second grade and sixth grade LD subjects, visual distractors produced significantly greater numbers of false recognitions than acoustic or semantic distractors. This pattern of encoding preference was also observed with non-LD second graders. However, sixth grade non-LD subjects displayed a shift in encoding preference and were significantly more distracted by semantic than by acoustic or visual items. The results suggest that LD students do not spontaneously use the effortful semantic processing strategy of elaborative rehearsal. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Nebraska Univ., Omaha.
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of the American Educational Research Association (68th, New Orleans, LA, April 23-27, 1984).