Children learn noun pairs presented in sentences more readily than noun pairs presented alone; such a sentence effect is not found in college students. Two experiments were performed to evaluate the hypothesis that this discrepancy can be attributed to an interaction between experimental conditions and developmental level. (Editor)

The purpose of the document is to assess facilitating and interfering effects of various strategies in samples of children from elementary and high school grade levels. Participating in the paired-associate study were 160 children, 40 each from first, third, sixth, and eleventh grades. Subjects were required to learn a 36-item aurally presented…

The present experiment was performed in order to investigate learning efficiency within four different ethnic groups: black, white, Chinese-American, and Spanish-American. In all groups, sampling was confined to children from low-socioeconomic-status communities. (Author)

A three-way design was used to assess the effect of imagery instructions in noun-pair learning. The three principal factors were instructions (imagery versus rehearsal versus control), presentation mode (words versus pictures), and grade (1, 3, 6, and 11). Sixty subjects were drawn from each grade and randomly assigned to the six conditions.…

The major emphasis of this study is on the comparative validities of paired-associate learning tests and IQ tests in predicting reading achievement. The study engages in a brief review of earlier research in order to examine the validity of two assumptions--that the construction and/or the use of a tactic that simplifies a learning task is one of…