Recall Abilities in Children with Learning Disability as a Function of Modality of Stimulus Presentation

Abstract

Recallrefers to the subsequent re-accessing of events or information from the past, which have been previously encoded and stored in the brain. Recall can be tested practically by exposing the participants to the stimulus and asking them to recall the stimulus either in the same of presentation or in any order. The process of recall is sensitive to many variables. The modality of stimulus presentation is a major variable affecting the performance. The present study was carried out with the motive of testing if the recall abilities would vary as a function of stimulus modality in typically developing children and children diagnosed with learning disability (LD). Ten children diagnosed with LD and 20 age-matched typically developing (TD) children were considered as participants. The mean age of children with LD was 9.3 years. The recall was assessed through visual and auditory modalities. In both TD children as well as children with LD, a recall was better for auditory modality as compared to the visual modality. However, a statistically significant difference was seen only for children with LD depicting the capacity limitation of visual information for this population.

Keywords: Modality, capacity limitation, attention, constraint, learning disability (LD)

Cite this Article

Abhishek BP, Sanjay S, Nikhilesh, et al. Recall Abilities in Children with Learning Disability as a Function of Modality of Stimulus Presentation. Research & Reviews: Journal of Medical Science and Technology. 2019; 8(1): 13–17p.