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Thursday stream 3 Session 14.00 - 15.40 Length 25 minutes
James H. Smith-Spark, Angela Fawcett, Rod Nicolson and John Fisk.
Department of Psychology, University of Manchester, Manchester, UK. Department of Psychology, University of Sheffield, Sheffield, UK. Department of Psychology, Liverpool John Moores University, Liverpool, UK. JAMIE.SMITH-SPARK@fs4.psy.man.ac.uk
Abstract
There is a large corpus of research on memory impairments in dyslexia. However, almost all of this has been collected in laboratory settings, with the participants carrying out largely artificial tasks that bear little relation to the demands of everyday life. This paper will investigate how dyslexia can impact on day-to-day living, outside the laboratory and carrying out everyday tasks. Two self-report questionnaires and a two-week diary study were used to gauge the frequency with which ongoing cognition was punctuated by error. The results of the Cognitive Failures Questionnaire and CFQ-for-others (Broadbent et al., 1982) indicate that adult dyslexics rate themselves significantly more prone to cognitive failure (in the form of problems in language, allocation of attention, absentmindedness, and memory) than a control group of non-dyslexic adults. Similar general trends were uncovered in the diary study, with a general propensity to forgetfulness best characterising differences between the two groups. The data argue for the continuing effects of dyslexia on cognition in adulthood and serve to emphasise that dyslexic impairments are not limited to "artificial" laboratory tasks and academic contexts but, instead, pervade everyday life.
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