False memory for orthographically versus semantically similar words in adolescents with dyslexia: a fuzzy-trace theory perspective

Michał Obidziński,Marek Nieznański

doi:10.1007/s11881-017-0146-6

Michał Obidziński, Marek Nieznański

Open Access

https://doi.org/10.1007/s11881-017-0146-6

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Abstract

The presented research was conducted in order to investigate the connections between developmental dyslexia and the functioning of verbatim and gist memory traces—assumed in the fuzzy-trace theory. The participants were 71 high school students (33 with dyslexia and 38 without learning difficulties). The modified procedure and multinomial model of Stahl and Klauer (simplified conjoint recognition model) was used to collect and analyze data. Results showed statistically significant differences in four of the model parameters: (a) the probability of verbatim trace recollection upon presentation of orthographically similar stimulus was higher in the control than dyslexia group, (b) the probability of verbatim trace recollection upon presentation of semantically similar stimulus was higher in the control than dyslexia group, (c) the probability of gist trace retrieval upon presentation of semantically similar stimulus was higher in the dyslexia than control group, and (d) the probability of gist trace retrieval upon target stimulus presentation (in the semantic condition) was higher in the control than dyslexia group. The obtained results suggest differences of memory functioning in terms of verbatim and gist trace retrieval between people with and without dyslexia on specific, elementary cognitive processes postulated by the fuzzy-trace theory. These can indicate new approaches in the education of persons with developmental dyslexia, focused on specific impairments and the strengths of their memory functioning.

Highlights

The presented research was conducted in order to investigate the connections between developmental dyslexia and the functioning of verbatim and gist memory traces— assumed in the fuzzy-trace theory
In comparison to other studies on memory functioning in dyslexia which referred to the fuzzy-trace theory (FTT) (e.g., Blau, 2013; Brainerd et al, 2006; Miles et al, 2006; Voss, 2013), the present study shows a model-based examination of differences in memory processes between students with and without dyslexia
The usage of multinomial models allows for an analysis of the basic latent processes that are assumed in the FTT

Summary

Introduction

The presented research was conducted in order to investigate the connections between developmental dyslexia and the functioning of verbatim and gist memory traces— assumed in the fuzzy-trace theory. The obtained results suggest differences of memory functioning in terms of verbatim and gist trace retrieval between people with and without dyslexia on specific, elementary cognitive processes postulated by the fuzzy-trace theory. These can indicate new approaches in the education of persons with developmental dyslexia, focused on specific impairments and the strengths of their memory functioning. The FTT is based on the assumption that the process of encoding of information creates not one, but two parallel and independent memory traces representing the same stimuli These two memory traces are the verbatim trace and the gist trace. Gist trace can be encoded without verbatim encoding (e.g., in the case of the priming effect—gist information affects our cognition without reception of any verbatim data) and vice versa, verbatim trace can be encoded with a lack of gist encoding (e.g., in the case of nonsense syllable learning)

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