An investigation of source memory in learning disabled children

Recognition memory and memory for source information were examined in learning disabled (LD) and nondisabled (NLD) children in two experimental conditions. In the listen-listen condition (external source monitoring), subjects watched a videotape in which two girls completed sentences that were constructed so as to highly constrain a terminal noun. In the think-listen condition (reality monitoring), subjects were asked to imagine themselves completing some sentences and to listen as a girl on the videotape completed other sentences. In each of the two experimental conditions, half of the stimuli were presented once, and half were presented twice. Recognition memory and source memory were tested for each of the terminal nouns. This study observed that, while no differences were found between groups in regard to recognition memory, LD subjects were generally less able to discern the source of their memories than their NLD counterparts. These results confirm the hypothesis of Lorsbach et al. (1991) that, at least with verbal information, LD children possess a generalized deficit in remembering the source of their memories. The results also revealed that recognition and source memory were dissociated by the effects of population and acquisition condition. These dissociations support the proposition that recognition and source memory are based on different mechanisms (Johnson & Raye, 1981). ACKNOWLEDGEMENTS I wish to extend my deepest appreciation to Dr. Thomas C. Lorsbach, chair of the thesis committee, for his invaluable feedback on countless drafts, inexhaustible patience, constant encouragement, and total willingness to share his expertise in the field of learning disabilities research. I feel privileged to have had the opportunity to study under his expert supervision. I also wish to express my sincere appreciation to thesis committee members, Dr. John W. Hill and Dr. Joseph S. Brown, for their rigorous approach, careful reading, objective criticism, and many helpful suggestions. I would like to extend an additional note of appreciation to Dr. Hill, who served as my academic advisor and whose confidence in me became the catalyst for accomplishments far beyond what I dreamed possible. I would also like to thank Dr. Tracy Brown, who read the proposal for this research and whose comments were vitally relevant. I am extremely grateful, as well, to the University Committee on Research at the University of Nebraska at Omaha, for receipt of a grant award that substantially supported the completion of this study. I find myself deeply indebted to the two Omaha-area school districts who participated in the study and to all of the special education administrators, principals, secretaries, teachers, parents, and student subjects who generously and graciously afforded me their full cooperation in data collection. This study could not have progressed beyond the proposal stage without them. I wish to extend special thanks to Kathie Lorsbach, Annie Lorsbach, and Sarah Johannes for their extraordinary work and tireless effort as actresses in the tedious production of the eight videotapes used in the study. The credibility of their combined performances contributed immeasurably to the quality of this research. I cannot resist this opportunity to thank my parents for the lifelong encouragement and support that has brought me to this point, and I wish to dedicate this work to the memory of my late father, whom I know would be very proud. I also would like to publicly thank my husband's parents for nearly two decades of unconditional faith in me. Finally, I wish to formally thank my husband, Lon, who relieved me, as much as possible, of practical matters so that I could delve into the theoretical; and my two young sons, Eric and Bryan, who respected my long hours of writing, tolerated my frequent inattentiveness, and succeeded in inventing the most humorous methods of distracting me when I needed it most. Roseanne Hatt Ewing July 23, 1992 Table of