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Two experiments examined effects of including an information about a disability in a person description on memory about that person’s traits. In Experiment 1, this information impaired correct recognition of traits of a person that had been described in correspondence to gender stereotypes. In Experiment 2, it induced false memories in accordance with stereotypes about people with disabilities. Participants’ false alarms for traits belonging to the dimension of warmth increased, whereas false alarms for traits belonging to the dimension of competence decreased. Thus, activating stereotypes through a disability prime influenced what could be recognized correctly or falsely was assumed to be recognized about a person.
Retrieval-based learning has been investigated in various populations. The present study examined retrieval-based learning in a sample of students at a special-needs school with educational tracks for learning and mental development. In addition, a comparison group of students at a regular school was examined. Learning conditions were manipulated within participants. In a first session, participants either received restudy cycles only, or they received alternating test and restudy cycles. A second session then comprised the opposite form of practice. In both sessions, a final test assessed memory after a short distractor phase. This procedure was the same in two experiments but with different kinds of item material. For both kinds (images and image-word pairs), a testing effect occurred, that is higher recall of tested items. These results show that lower cognitive ability or lack of experience with regularly being tested in school do not prevent students from benefiting from retrieval-based learning.
Reading research shows that phonological decoding skills and intelligence work mostly independent from each other. However, there is a variety of results on the relationship between reading skills and IQ measures. Studies in this field mainly focus on students with reading disabilities (RD) or students with intellectual disabilities (ID) and less on pupils with Special Educational Needs in Learning (SEN-L). We performed a secondary data analysis to evaluate differences in reading skills and fluid intelligence between students with (N = 144) and without (N = 157) SEN-L and the relationship between SEN-L, reading skills, and fluid intelligence. Participants completed a standardized screening of reading skills (SLS 2-9) and a German culture fair intelligence test (CFT 20-R). Students with SEN-L had lower scores in both tests. Correlations between both scores were smaller within the two groups than in the total sample. Implications of the findings are discussed.