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Volume 44 (2006)
- Issue 6 Pages 405-
- Issue 5 Pages 267-
- Issue 4 Pages 209-
- Issue 3 Pages 157-
- Issue 2 Pages 91-
- Issue 1 Pages 1-
Volume 44, Issue 2
Displaying 1-6 of 6 articles from this issue
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Kazue KANNO, Yukie IKEDAArticle type: Article
2006 Volume 44 Issue 2 Pages 91-101
Published: July 31, 2006
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present study examined the influence of length of memory items and long-term lexical knowledge on memory for nonwords in individuals with Down syndrome. Individuals with Down syndrome (N=26) were tested on nonword repetitions, in which the participant heard a single unfamiliar phonological item and was instructed to repeat it immediately. Digit span and vocabulary knowledge were also assessed. Participants were divided into 2 groups ("good" and "poor") on the basis of their performance on the nonword repetitions. In both groups, repetition accuracy was greater for nonwords rated high, rather than low, on wordlikeness, and was better for the nonwords with a larger, rather than smaller, number of moras. These findings suggest that memory for nonwords is constrained by the length of the memory items, and is also mediated by long-term lexical knowledge. Accuracy of repetition of nonwords with a larger number of moras was worse in the "poor" group, whereas in the "good" group, repetition performance did not differ across nonwords of 3, 4, and 5 moras. The present results suggest that in the "good" group, long-term lexical knowledge contributed significantly to memory for nonwords, so that the number of moras had little effect on repetition accuracy, and that lexical knowledge is associated with memory for nonwords in individuals with Down syndrome.View full abstractDownload PDF (1152K) -
Toshiharu MATSUMOTOArticle type: Article
2006 Volume 44 Issue 2 Pages 103-113
Published: July 31, 2006
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present study was designed to investigate the process of reading hiragana characters (a phonetic syllabic system used in Japanese) in a Japanese man (20 years old) with developmental dyslexia who had difficulty reading and writing kanji characters (Chinese pictograms). The results were as follows: (1) When reading a word (picture) list, the speed of reading nonwords was significantly slow. (2) When reading a hiragana word list, the effect of repetition was stronger for words than for nonwords. (3) When asked to give the hiragana reading of kanji characters, the response time to relative words was longer than that to non-relative words, when the words were distracter words. Although the man had difficulty reading kanji characters in the present research, he had no problem in reading hiragana in his daily life. Based on the present results, the process of reading hiragana characters was discussed in relation to this individual.View full abstractDownload PDF (1139K) -
Chie OBUCHI, Tsuneo HARASHIMAArticle type: Article
2006 Volume 44 Issue 2 Pages 115-125
Published: July 31, 2006
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSChildren with central auditory processing disorders (CAPD) experience difficulties in listening and learning. The purpose of the present study was to identify the nature of the listening problems exhibited by such children. Children with (N=7; average age, 9 years 1 month) and without (N=32; age, 7-10 years old) slight developmental disorders were evaluated with central auditory tests that involved dichotic listening tests (DLT), time-compressed speech (TCS), and rapid alternating speech perception (RASP). The results were as follows: (1) The children without developmental disorders were found to have significant differences in correct responses in the left ear on the dichotic listening test, but no differences on the other central auditory tests. (2) The listening problems of the children with slight developmental disorders could be classified into 4 types. (3) Of the 7 children with slight developmental disorders, 4 had low scores and large asymmetry on the dichotic listening test. (4) Two others had normal scores on the central auditory tests, indicating that they did not have a central auditory processing disorder. Based on these results, we suggest that an auditory training method for listening skills and environmental improvement should be developed.View full abstractDownload PDF (1064K) -
[in Japanese], [in Japanese]Article type: Article
2006 Volume 44 Issue 2 Pages 127-136
Published: July 31, 2006
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESS -
[in Japanese], [in Japanese]Article type: Article
2006 Volume 44 Issue 2 Pages 137-144
Published: July 31, 2006
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESS -
[in Japanese]Article type: Article
2006 Volume 44 Issue 2 Pages 145-151
Published: July 31, 2006
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSDownload PDF (946K)
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