Lived Experiences of Everyday Memory in Adults with Dyslexia: A Thematic Analysis
Dyslexia-related difficulties with memory are well documented under laboratory conditions and via self-report questionnaires. However, the voice of the individual with dyslexia regarding the lived experience of memory across different memory systems and different daily settings is currently lacking....
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-10-01
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| Series: | Behavioral Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2076-328X/13/10/840 |
| _version_ | 1827721671658700800 |
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| author | James Hugo Smith-Spark Elisa G. Lewis |
| author_facet | James Hugo Smith-Spark Elisa G. Lewis |
| author_sort | James Hugo Smith-Spark |
| collection | DOAJ |
| description | Dyslexia-related difficulties with memory are well documented under laboratory conditions and via self-report questionnaires. However, the voice of the individual with dyslexia regarding the lived experience of memory across different memory systems and different daily settings is currently lacking. To address this gap in the literature, semi-structured in-depth interviews were conducted with 12 adult female university students with dyslexia. Questions probed different memory systems and experiences across different settings, with interviewees also being asked about their use of technology to support their memory. Two overarching themes were identified in the subsequent thematic analysis. The theme of fallibility of memory had two sub-themes of (i) a lack of trust and confidence in memory and (ii) factors contributing to memory failure. The second theme, facilitators of memory, also consisted of two sub-themes, relating to (i) a preference for traditional tools to support memory and (ii) the use of digital tools to support memory: benefits and limitations. The current study gives insights into the rich and complex extended and distributed cognitive systems of adults with dyslexia. The implications of the findings for dyslexia theory, support in educational and work settings as well as assistive technology development are considered. |
| first_indexed | 2024-03-10T21:26:18Z |
| format | Article |
| id | doaj.art-496b852852cd4245b88fcb69b6b8cea7 |
| institution | Directory Open Access Journal |
| issn | 2076-328X |
| language | English |
| last_indexed | 2024-03-10T21:26:18Z |
| publishDate | 2023-10-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj.art-496b852852cd4245b88fcb69b6b8cea72023-11-19T15:40:28ZengMDPI AGBehavioral Sciences2076-328X2023-10-01131084010.3390/bs13100840Lived Experiences of Everyday Memory in Adults with Dyslexia: A Thematic AnalysisJames Hugo Smith-Spark0Elisa G. Lewis1Division of Psychology, School of Applied Sciences, London South Bank University, 103 Borough Road, London SE1 0AA, UKDivision of Psychology, School of Applied Sciences, London South Bank University, 103 Borough Road, London SE1 0AA, UKDyslexia-related difficulties with memory are well documented under laboratory conditions and via self-report questionnaires. However, the voice of the individual with dyslexia regarding the lived experience of memory across different memory systems and different daily settings is currently lacking. To address this gap in the literature, semi-structured in-depth interviews were conducted with 12 adult female university students with dyslexia. Questions probed different memory systems and experiences across different settings, with interviewees also being asked about their use of technology to support their memory. Two overarching themes were identified in the subsequent thematic analysis. The theme of fallibility of memory had two sub-themes of (i) a lack of trust and confidence in memory and (ii) factors contributing to memory failure. The second theme, facilitators of memory, also consisted of two sub-themes, relating to (i) a preference for traditional tools to support memory and (ii) the use of digital tools to support memory: benefits and limitations. The current study gives insights into the rich and complex extended and distributed cognitive systems of adults with dyslexia. The implications of the findings for dyslexia theory, support in educational and work settings as well as assistive technology development are considered.https://www.mdpi.com/2076-328X/13/10/840developmental dyslexiaadult cognitionmemoryshort-term memoryworking memorylong-term memory |
| spellingShingle | James Hugo Smith-Spark Elisa G. Lewis Lived Experiences of Everyday Memory in Adults with Dyslexia: A Thematic Analysis Behavioral Sciences developmental dyslexia adult cognition memory short-term memory working memory long-term memory |
| title | Lived Experiences of Everyday Memory in Adults with Dyslexia: A Thematic Analysis |
| title_full | Lived Experiences of Everyday Memory in Adults with Dyslexia: A Thematic Analysis |
| title_fullStr | Lived Experiences of Everyday Memory in Adults with Dyslexia: A Thematic Analysis |
| title_full_unstemmed | Lived Experiences of Everyday Memory in Adults with Dyslexia: A Thematic Analysis |
| title_short | Lived Experiences of Everyday Memory in Adults with Dyslexia: A Thematic Analysis |
| title_sort | lived experiences of everyday memory in adults with dyslexia a thematic analysis |
| topic | developmental dyslexia adult cognition memory short-term memory working memory long-term memory |
| url | https://www.mdpi.com/2076-328X/13/10/840 |
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