Read-out Times from Iconic Memory in Normal and Retarded Adolescents

Abstract

The method of limits was used to obtain an estimate of readout times for a sample of 12 normal and 12 retarded subjects matched on chronological age. The procedure required tachistoscopic presentation of a stimulus array (2, 4, or 6 digits) for a variable duration, followed by a post-stimulus cue. The subject's task was to recall the digit indicated by the cue. The results indicated that read-out time (a) increased as the number of digits increased, (b) was longer for retardates relative to normals, and (c) decreased with practice for both intelligence groups. The implications of a read-out deficit in retarded individuals were discussed.