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Evidence of a Phonological Similarity Effect After Rehearsal Training in Adolescents With Intellectual Disability

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A phonological similarity effect (PSE) in adolescents with an intellectual disability (ID) has previously been shown with auditory stimuli, but studies using visual stimuli are scarce. In the case of visually presented items, PSE requires verbal recoding before it appears. Using visual items, we trained 15 participants with ID to use rehearsal strategies. Another group of 13 participants took part in nonstrategic training. In both groups, PSE was tested before and after training. Participants in the strategy-training group, who showed no PSE at pretest, began to show such an effect during the training stage and maintained it until posttest as was observed through microgenetic analysis. Participants with ID showing no PSE with visual material can thus be trained to show this effect through extensive use of cumulative rehearsal. Such training would lead them to recode items verbally, which in turn would make phonological similarities more salient and lead to a PSE.
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Keywords: CUMULATIVE REHEARSAL; INTELLECTUAL DISABILITY; PHONOLOGICAL SIMILARITY EFFECT; STRATEGY TRAINING; VERBAL RECODING

Document Type: Research Article

Publication date: 2017-06-01

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  • Research on the mechanisms of human cognition is leading to a deeper understanding of how the processes of thinking, problem solving, attention, perception, and memory affect learning and have led to effective strategies to enhance learning in educational settings ranging from pre-K to adult education environments. The Journal of Cognitive Education and Psychology (JCEP) presents in-depth articles on theory and empirical research as well as current practice and effectiveness of cognitive assessment, cognitive rehabilitation, cognitive education, and psychology around the world. Readers include those in education, cognitive psychology, special education, adult education, educational psychology, school psychology, speech and language, and public policy.
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