Rachel E Scherr, Jessica D Linnell, Martin H Smith, Marilyn Briggs, Jacqueline Bergman, Kelley M Brian, Madan Dharmar, Gail Feenstra, Carol Hillhouse, Carl L Keen, Lori M Nguyen, Yvonne Nicholson, Lenna Ontai, Sara E Schaefer, Theresa Spezzano, Francene M Steinberg, Carolyn Sutter, Janel E Wright, Heather M Young, Sheri Zidenberg-Cherr
The Shaping Healthy Choices Program: design and implementation methodologies for a multicomponent, school-based nutrition education intervention
Journal of nutrition education and behavior
presented research conducted order investigate connections developmental dyslexia functioning verbatim gist memory tracesassumed fuzzytrace theory participants 71 high school students 33 dyslexia 38 without learning difficulties modified procedure multinomial model stahl klauer simplified conjoint recognition model used collect analyze data results showed statistically significant differences four model parameters probability verbatim trace recollection upon presentation orthographically similar stimulus higher control dyslexia group b probability verbatim trace recollection upon presentation semantically similar stimulus higher control dyslexia group c probability gist trace retrieval upon presentation semantically similar stimulus higher dyslexia control group probability gist trace retrieval upon target stimulus presentation semantic condition higher control dyslexia group obtained results suggest differences memory functioning terms verbatim gist trace retrieval people without dyslexia specific elementary cognitive processes postulated fuzzytrace theory indicate new approaches education persons developmental dyslexia focused specific impairments strengths memory functioning