Whole words and decoding for short-term learning: comparisons on a "talking-computer" system

Article Abstract:

First- and second-grade children classified as low- and average-ability readers were tested on short-term memory and learning using whole words cut up into syllables and phonemes. Thirty-six words were used divided into four groups of whole words and presented in syllabic units, in subsyllabic units and in single grapheme-phoneme units. Results showed that the least learning occured with words presented in single grapheme-phoneme units since it was difficult to combine them into words.

Evaluation, Reading, Reading research, Syllabication

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The dissociation of repetition priming and recognition memory in language/learning-disabled children

Article Abstract:

Language/learning disabled (L/LD) and non-disabled (NLD) children were investigated on explicit and implicit tests of memory through tasks of primed picture-naming and item recognition. The presentation format (either pictures or words) and retention intervals of one day or more were the dependent variables. Results showed that L/LD children displayed impaired episodic memory while procedural memory is unaffected.

Language disorders in children, Childhood language disorders

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Indexing individual objects in infant working memory

Article Abstract:

A commentary is presented on the research into infant cognitive process carried out by Amy Needham in 'Journal of Experimental Child Psychology' 78, 3-24 (2001). The ability of infants to individuate objects is discussed.

Individuation (Psychology), Individuation, Identification (Psychology), Perception in infants, Infant perception

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