This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Lehman, E. B. Articles by Brady, K. McC. Search for Related Content PubMed PubMed Citation Articles by Lehman, E. B. Articles by Brady, K. McC. Social Bookmarking                         What's this?

Presentation Modality and Taxonomic Category as Encoding Dimensions for Good and Poor Readers

Elyse J. B. Lehman is a developmental psychologist in the Department of Psychology at George Mason University. Her primary research interests are in the development of attention and memory processes in children.

Kathleen McC. Brady, BA

Kathleen Brady is a doctoral candidate in developmental psychology at George Washington University. She is interested in memory processes in learning disabled children. Requests for reprints should be addressed to Dr. Lehman at the Department of Psychology. George Mason University, 4400 University Drive. Fairfax, VA 22030.

The asymmetrical release from proactive inhibition found in poor readers on the modality dimension (auditory to visual: no release; visual to auditory: slight release) by Farnham-Diggory and Gregg (1975) was not obtained when two critical control groups were included. On a Wickens' release from proactive inhibition task, both good and poor readers in grades 4,5, and 6 showed a build-up of inhibition across the first group of trials and a release on the last trial with a shift in modality of presentation when the comparison was between a shift and a no-shift group on the last trial, as suggested by Wickens (1972), and with a shift in taxonomic category. There were also no differences between groups on a recognition of presentation modality task. Both good and poor readers, therefore, store information indicating whether a word was heard or seen and information concerning a word's category membership.

Journal of Learning Disabilities, Vol. 15, No. 2, 103-105 (1982)
DOI: 10.1177/002221948201500210


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?