VERBAL-LEARNING AND MEMORY IN LANGUAGE IMPAIRED CHILDREN

The present study investigated patterns of verbal learning and memory in Language Impaired (LI) and normal children, using the California Verbal Learning Test-Children's Version. The LI children showed a normal immediate memory span; however, they were impaired in the total number of correct responses that they generated across repeated trials. They reported significantly more perseverations, but not intrusions, relative to the controls. The LI children were not impaired on a delayed free recall task, but they were significantly impaired relative to the controls on semantically cued recall. The implications of these findings for future research and for remediation are discussed.