Representations of Unattended Stimuli in Learning Disabled Children: Concrete or Abstract

Abstract

Studies of repetition priming show that learning disabled (LD) children use more concrete representations of information than non-learning disabled (NLD) children (Brown, Lorsbach, & Carey, 1993; Cermak, 1983). The present study examined whether changes in surface form and spatial location in a negative priming paradigm affect inhibitory processes of LD and NLD children differently