Academic Journal
Immediate memory of list items and their order in children with or without dyslexia: Constancies and differences across elementary school grades.
| Τίτλος: | Immediate memory of list items and their order in children with or without dyslexia: Constancies and differences across elementary school grades. |
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| Συγγραφείς: | Cowan N; Department of Psychological Sciences, University of Missouri, Columbia, MO, USA. Electronic address: cowann@missouri.edu., Alt M; Department of Speech, Language, and Hearing Sciences, University of Arizona, Tucson, AZ, USA., Levy R; Department of Psychology, Arizona State University, Tempe, AZ, USA., Romeo S; College of Health Solutions, Arizona State University, Tempe, AZ, USA., Gray S; College of Health Solutions, Arizona State University, Tempe, AZ, USA. |
| Πηγή: | Research in developmental disabilities [Res Dev Disabil] 2026 Oct; Vol. 177, pp. 105384. Date of Electronic Publication: 2026 Sep 19. |
| Τύπος έκδοσης: | Journal Article |
| Γλώσσα: | English |
| Στοιχεία περιοδικού: | Publisher: Pergamon Press Country of Publication: United States NLM ID: 8709782 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1873-3379 (Electronic) Linking ISSN: 08914222 NLM ISO Abbreviation: Res Dev Disabil Subsets: MEDLINE |
| Imprint Name(s): | Original Publication: New York : Pergamon Press, c1987- |
| Ιατρικοί όροι (MeSH): | Dyslexia*/psychology , Dyslexia*/physiopathology , Language Development Disorders*/psychology , Language Development Disorders*/physiopathology , Memory, Short-Term* , Mental Recall* , Serial Learning*, Humans ; Child ; Female ; Male |
| Περίληψη: | Children with dyslexia, with or without concomitant developmental language disorder (DLD), have difficulty retaining the order of items presented in lists for immediate recall. The evidence to date, however, has not been systematic in the comparison of measures designed to isolate item and serial position information for both verbal and nonverbal tasks in children across age groups. We report on such a study in an immediate memory test battery including standard and running span measures for series of digits, locations, and shapes. We examined 677 English-speaking, United States children in Grades 1-4, categorized through standardized tests (rather than clinical diagnosis): 470 with typical development, 165 with dyslexia only, and 42 with both dyslexia and developmental language disorder (dyslexia + DLD). Too few children had DLD only to allow statistical analysis. Along with a measure of the number of items recalled regardless of serial position, we examined the reduction in memory when serial position errors were considered, in both ratio and difference measures. In one test, children with dyslexia alone showed smaller gaps in performance than those with typical development in older age groups, whereas one performance gap in children with dyslexia + DLD instead appeared larger in older age groups. In an interesting dissociation, group differences for standard digit span emerged only in measures of item retention, whereas group differences for other measures were largest for serial position information. Assessment of performance should be designed to consider the potential importance of verbal item capacity and of verbal and nonverbal serial position information. (Copyright © 2026 Elsevier Ltd. All rights reserved.) |
| Competing Interests: | Declaration of Competing Interest The authors declare the following financial interests/personal relationships which may be considered as potential competing interests: Shelley Gray reports financial support was provided by National Institute on Deafness and Other Communication Disorders Grant R01 DC010784 Awarded to Shelley Gray. We are exploring ways in which we can make our working memory test battery more accessible to the public and to a wide range of researchers. To do so, we are exploring solutions with the Tech office at the University of Arizona (where Mary Alt works), but no decisions have been reach yet. The solution may involve funds to refine the battery on our own and make it more accessible on the web, but it is also possible that we would decide to make it available to a non-profit or profit-bearing company, which possibly could result in payments to the authors and the university in the future. If there are other authors, they declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper. |
| Grant Information: | R01 DC010784 United States DC NIDCD NIH HHS |
| Contributed Indexing: | Keywords: Developmental language disorder; Dyslexia; Immediate memory; Language impairment; Serial position memory; Verbal stimuli; Visual stimuli |
| Entry Date(s): | Date Created: 20260919 Date Completed: 20261005 Latest Revision: 20261005 |
| Update Code: | 20261006 |
| DOI: | 10.1016/j.ridd.2026.105384 |
| PMID: | 42762666 |
| Βάση Δεδομένων: | MEDLINE |
| ISSN: | 1873-3379 |
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| DOI: | 10.1016/j.ridd.2026.105384 |