+ Site Statistics
+ Search Articles
+ PDF Full Text Service
How our service works
Request PDF Full Text
+ Follow Us
Follow on Facebook
Follow on Twitter
Follow on LinkedIn
+ Subscribe to Site Feeds
Most Shared
PDF Full Text
+ Translate
+ Recently Requested

Free recall of concrete and abstract words in poor and normal readers



Free recall of concrete and abstract words in poor and normal readers



Journal of Experimental Child Psychology 39(2): 363-380



Poor and normal readers in 2nd and 6th grade were compared on free recall of concrete and abstract words. On the basis of the assumption that memory for abstract words relies more heavily upon linguistic coding ability than does memory for concrete words, it was expected that poor readers would have much greater difficulty on recall of abstract words than would normal readers, but would more closely approximate the normal readers on recall of concrete words. The hypothesis was confirmed at the 2nd-grade level but not at the 6th-grade level, wherein the magnitude of group differences on concerete words was comarable to that on abstract words. Post hoc analyses of intrusion errors suggested that the linguistic coding hypothesis may be a viable explanation of reader group differences on memory tasks only at lower age levels.

Please choose payment method:






(PDF emailed within 0-6 h: $19.90)

Accession: 005485712

Download citation: RISBibTeXText

PMID: 3989469

DOI: 10.1016/0022-0965(85)90046-3


Related references

Concrete words are easier to recall than abstract words: Evidence for a semantic contribution to short-term serial recall. Journal of Experimental Psychology Learning Memory & Cognition 25(5): 1256-1271, 1999

Context availability and the recall of abstract and concrete words. Memory & Cognition 20(1): 96-104, 1992

Immediate visual recall in poor and normal readers as a function of orthographic-linguistic familiarity. Cortex; A Journal Devoted to the Study of the Nervous System and Behavior 9(4): 370-386, 1973

Effects of verbal study strategies on the free recall and recognition of concrete and abstract nouns. Psychological Reports 40(1): 147-156, 1977

Effects of rehearsal activity and level of word processing on learning disabled and normal readers' free recall. Journal of General Psychology 108(1st Half): 61-72, 1983

Recall of English function words and inflections by skilled and average deaf readers. American Annals of the Deaf 138(3): 288-296, 1993

Free recall in boys of normal and poor reading levels as a function of task manipulations. Journal of Experimental Child Psychology 30(1): 62-78, 1980

IQ vs phonological recoding skill in explaining differences between poor readers and normal readers in word recognition: Evidence from a naming task. Reading and Writing 12(1-2): 129-142, 2000

Matching of normally oriented and mirrored words by good and poor readers. Perceptual and Motor Skills 45(3 Pt 2): 1163-1168, 1977

Individual differences in story comprehension and recall of poor readers. British Journal of Educational Psychology 65: 393-407, 1995

Naming speed and serial recall in poor and adequate readers. Contemporary Educational Psychology 8(2): 141-145, 1983

Relationship between reading/writing skills and cognitive abilities among Japanese primary-school children: normal readers versus poor readers (dyslexics). Reading and Writing 22(7): 755-789, 2009

The acquisition of concrete, abstract, and emotion words in a second language. International Journal of Bilingualism 16(4): 446-452, 2012

Comprehension of concrete and abstract words in autistic children. Journal of Autism & Developmental Disorders 20(1): 61-74, 1990

Lateral specialization for recognition of words and faces in good and poor readers. Neuropsychologia 13(4): 489-497, 1975