Memory development in learning disabled children: evidence from nonverbal tasks.

Abstract

The purpose of the present study was to test the developmental lag hypothesis with learning disabled children on two and three dimensional nonverbal task. Twenty-two learning disabled boys in two age groups of 11 each were tested on a probe memory recall procedure. In contrast to generalization of a developmental lag hypothesis, age-equivalent recall in primacy and recency positions reflected patterns similar to those of normal children. Further, a developmental analysis of nonverbal recall revealed constant age-related differences. Results suggested the developmental memory lag interpretation has been confounded with learning disabled children's generalized verbal deficits.