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Publication - Professor Christopher Jarrold

    Using a process dissociation approach to assess verbal short-term memory for item and order information in a sample of individuals with a self-reported diagnosis of dyslexia

    Citation

    Wang, X, Xuan, Y & Jarrold, CR, 2016, ‘Using a process dissociation approach to assess verbal short-term memory for item and order information in a sample of individuals with a self-reported diagnosis of dyslexia’. Frontiers in Psychology, vol 7.

    Abstract

    Previous studies have examined whether difficulties in short-term memory for verbal information, that might be associated with dyslexia, are driven by problems in retaining either information about to-be-remembered items or the order in which these items were presented. However, such studies have not used process-pure measures of short-term memory for item or order
    information. In this work we adapt a process dissociation procedure to properly distinguish the contributions of item and order processes to verbal short-term memory in a group of 28 adults with a self-reported diagnosis of dyslexia and a comparison sample of 29 adults without a dyslexia diagnosis. In contrast to previous work that has suggested that individuals with dyslexia experience item deficits resulting from inefficient phonological representation and language-independent order memory deficits, the results showed no evidence of specific problems in short-term retention of either item or order information among the
    individuals with a self-reported diagnosis of dyslexia, despite this group showing expected difficulties on separate measures of word and non-word reading. However, there was some suggestive evidence of a link between order memory for verbal material and individual differences in non-word reading, consistent with other claims for a role of order memory in phonologically mediated
    reading. The data from the current study therefore provide empirical evidence to question the extent to which item and order short-term memory are necessarily impaired in dyslexia.

    Full details in the University publications repository