Short-term and working memory differences in language/learning disabled and normal adults

Emi Isaki; Elena Plante

doi:10.1016/S0021-9924(96)00111-6

Short-term and working memory differences in language/learning disabled and normal adults

Emi Isaki, Elena Plante

Communication Sciences and Disorders

Research output: Contribution to journal › Article › peer-review

18 Scopus citations

Abstract

Fifteen adults who reported a childhood history of speech-language and/or learning disability (L/LD) were tested on two verbal memory tasks. Their performance on sentence repetition and reading span measures was compared with that of a matched control group who reported no childhood history of L/LD. Results indicated statistically significant group performance differences on both short-term and working memory tasks. This suggests that verbal memory difficulties may be a longterm component of L/LD.

Original language	English (US)
Pages (from-to)	427-437
Number of pages	11
Journal	Journal of Communication Disorders
Volume	30
Issue number	6
DOIs	https://doi.org/10.1016/S0021-9924(96)00111-6
State	Published - Nov 1997

Keywords

Language/learning disabled
Memory

ASJC Scopus subject areas

Experimental and Cognitive Psychology
Linguistics and Language
Cognitive Neuroscience
LPN and LVN
Speech and Hearing

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10.1016/S0021-9924(96)00111-6

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title = "Short-term and working memory differences in language/learning disabled and normal adults",

abstract = "Fifteen adults who reported a childhood history of speech-language and/or learning disability (L/LD) were tested on two verbal memory tasks. Their performance on sentence repetition and reading span measures was compared with that of a matched control group who reported no childhood history of L/LD. Results indicated statistically significant group performance differences on both short-term and working memory tasks. This suggests that verbal memory difficulties may be a longterm component of L/LD.",

keywords = "Language/learning disabled, Memory",

author = "Emi Isaki and Elena Plante",

note = "Funding Information: This work was supported by the National Institute on Deafness and Other Communication Disorders (NIDCD) Grant DCK080007, National Multipurpose Research and Training Grant DC0149 from NIDCD and through support from the Tucson Scottish Rite Charitable Foundation. The authors gratefully acknowledge the assistance of Kristen Glaspey and Jill Story in data collection and for their comments on earlier drafts of the manuscript. We also wish to thank Lyn Turkstra for her helpful suggestions concerning earlier drafts of the manuscript. Copyright: Copyright 2007 Elsevier B.V., All rights reserved.",

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doi = "10.1016/S0021-9924(96)00111-6",

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AU - Isaki, Emi

AU - Plante, Elena

N1 - Funding Information: This work was supported by the National Institute on Deafness and Other Communication Disorders (NIDCD) Grant DCK080007, National Multipurpose Research and Training Grant DC0149 from NIDCD and through support from the Tucson Scottish Rite Charitable Foundation. The authors gratefully acknowledge the assistance of Kristen Glaspey and Jill Story in data collection and for their comments on earlier drafts of the manuscript. We also wish to thank Lyn Turkstra for her helpful suggestions concerning earlier drafts of the manuscript. Copyright: Copyright 2007 Elsevier B.V., All rights reserved.

PY - 1997/11

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N2 - Fifteen adults who reported a childhood history of speech-language and/or learning disability (L/LD) were tested on two verbal memory tasks. Their performance on sentence repetition and reading span measures was compared with that of a matched control group who reported no childhood history of L/LD. Results indicated statistically significant group performance differences on both short-term and working memory tasks. This suggests that verbal memory difficulties may be a longterm component of L/LD.

AB - Fifteen adults who reported a childhood history of speech-language and/or learning disability (L/LD) were tested on two verbal memory tasks. Their performance on sentence repetition and reading span measures was compared with that of a matched control group who reported no childhood history of L/LD. Results indicated statistically significant group performance differences on both short-term and working memory tasks. This suggests that verbal memory difficulties may be a longterm component of L/LD.

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KW - Memory

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ER -

Short-term and working memory differences in language/learning disabled and normal adults

Abstract

Keywords

ASJC Scopus subject areas

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