Journal
LEARNING AND INDIVIDUAL DIFFERENCES
Volume 21, Issue 2, Pages 206-209Publisher
ELSEVIER SCIENCE BV
DOI: 10.1016/j.lindif.2010.12.001
Keywords
Learning difficulties; Text; Recollection; Familiarity
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The present research was aimed at investigating recognition memory and recollective experience for a text in adolescents with and without learning difficulties. Adolescents (age 15 to 19) with learning difficulties were selected based on their performance on a standardized test for text comprehension and on the teachers' evaluations of their school achievement. In a recognition memory paradigm for text, poor learners, compared to a control group, were less able to recognize whether target sentences appeared in a previously heard narrative, thus producing fewer hits and more false alarms. Further, poor learners were less likely to associate Remember judgments to the target sentences, whereas both groups associated a similar level of Familiar responses to the old items. These results show that students with learning difficulties have a less subjectively compelling memory experience related to a complex text. (C) 2010 Elsevier Inc. All rights reserved.
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