Visual and Aural Short-Term Memory Capacity Deficits in Mathematics Disabled Students¹

Abstract

One group of mathematics proficient and two groups of mathematics disabled sixth graders were examined for short-term memory capacity differences in the recall of serial lists of digits or nonrhyming consonants presented either visually or aurally. A Mathematical Group by Input Modality analysis of covariance, with intelligence as the covariate, revealed that the mathematics proficient students performed significantly better than either of the mathematics disabled groups in ordered recall of items presented in either modality, with more information recalled when presented aurally. The mathematics disabled students recalled more information with the visual presentation. The results were related to the inefficient use of memory encoding strategies during information processing by students in each of the mathematics disabled groups.