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False memory for orthographically versus semantically similar words in adolescents with dyslexia: a fuzzy-trace theory perspective

The presented research was conducted in order to investigate the connections between developmental dyslexia and the functioning of verbatim and gist memory traces—assumed in the fuzzy-trace theory. The participants were 71 high school students (33 with dyslexia and 38 without learning difficulties)....

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Autores principales: Obidziński, Michał, Nieznański, Marek
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2017
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5715042/
https://www.ncbi.nlm.nih.gov/pubmed/29134480
http://dx.doi.org/10.1007/s11881-017-0146-6
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author Obidziński, Michał
Nieznański, Marek
author_facet Obidziński, Michał
Nieznański, Marek
author_sort Obidziński, Michał
collection PubMed
description The presented research was conducted in order to investigate the connections between developmental dyslexia and the functioning of verbatim and gist memory traces—assumed in the fuzzy-trace theory. The participants were 71 high school students (33 with dyslexia and 38 without learning difficulties). The modified procedure and multinomial model of Stahl and Klauer (simplified conjoint recognition model) was used to collect and analyze data. Results showed statistically significant differences in four of the model parameters: (a) the probability of verbatim trace recollection upon presentation of orthographically similar stimulus was higher in the control than dyslexia group, (b) the probability of verbatim trace recollection upon presentation of semantically similar stimulus was higher in the control than dyslexia group, (c) the probability of gist trace retrieval upon presentation of semantically similar stimulus was higher in the dyslexia than control group, and (d) the probability of gist trace retrieval upon target stimulus presentation (in the semantic condition) was higher in the control than dyslexia group. The obtained results suggest differences of memory functioning in terms of verbatim and gist trace retrieval between people with and without dyslexia on specific, elementary cognitive processes postulated by the fuzzy-trace theory. These can indicate new approaches in the education of persons with developmental dyslexia, focused on specific impairments and the strengths of their memory functioning.
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spelling pubmed-57150422017-12-11 False memory for orthographically versus semantically similar words in adolescents with dyslexia: a fuzzy-trace theory perspective Obidziński, Michał Nieznański, Marek Ann Dyslexia Article The presented research was conducted in order to investigate the connections between developmental dyslexia and the functioning of verbatim and gist memory traces—assumed in the fuzzy-trace theory. The participants were 71 high school students (33 with dyslexia and 38 without learning difficulties). The modified procedure and multinomial model of Stahl and Klauer (simplified conjoint recognition model) was used to collect and analyze data. Results showed statistically significant differences in four of the model parameters: (a) the probability of verbatim trace recollection upon presentation of orthographically similar stimulus was higher in the control than dyslexia group, (b) the probability of verbatim trace recollection upon presentation of semantically similar stimulus was higher in the control than dyslexia group, (c) the probability of gist trace retrieval upon presentation of semantically similar stimulus was higher in the dyslexia than control group, and (d) the probability of gist trace retrieval upon target stimulus presentation (in the semantic condition) was higher in the control than dyslexia group. The obtained results suggest differences of memory functioning in terms of verbatim and gist trace retrieval between people with and without dyslexia on specific, elementary cognitive processes postulated by the fuzzy-trace theory. These can indicate new approaches in the education of persons with developmental dyslexia, focused on specific impairments and the strengths of their memory functioning. Springer US 2017-11-13 2017 /pmc/articles/PMC5715042/ /pubmed/29134480 http://dx.doi.org/10.1007/s11881-017-0146-6 Text en © The Author(s) 2017 Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
spellingShingle Article
Obidziński, Michał
Nieznański, Marek
False memory for orthographically versus semantically similar words in adolescents with dyslexia: a fuzzy-trace theory perspective
title False memory for orthographically versus semantically similar words in adolescents with dyslexia: a fuzzy-trace theory perspective
title_full False memory for orthographically versus semantically similar words in adolescents with dyslexia: a fuzzy-trace theory perspective
title_fullStr False memory for orthographically versus semantically similar words in adolescents with dyslexia: a fuzzy-trace theory perspective
title_full_unstemmed False memory for orthographically versus semantically similar words in adolescents with dyslexia: a fuzzy-trace theory perspective
title_short False memory for orthographically versus semantically similar words in adolescents with dyslexia: a fuzzy-trace theory perspective
title_sort false memory for orthographically versus semantically similar words in adolescents with dyslexia: a fuzzy-trace theory perspective
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5715042/
https://www.ncbi.nlm.nih.gov/pubmed/29134480
http://dx.doi.org/10.1007/s11881-017-0146-6
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