Performing action phrases (subject-performed tasks, SPTs) leads to better memory than verbal learning instructions (verbal tasks, VTs). In Experiments 1-3, the list-method directed forgetting design produced equivalent directed forgetting impairment for VTs and SPTs; however, directed forgetting enhancement emerged only for VTs, but not SPTs.…

Profiles of verbal learning and memory performance were compared for typically developing children and for four developmental disorders characterized by different patterns of language functioning: specific language impairment, early focal brain damage, Williams Syndrome, and Down Syndrome. A list-learning task was used that allowed a detailed…