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The Effects of the Paired Associates Strategy (PAS) on the Recall of Factual Information by Postsecondary Students with Learning Disabilities
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Patwa, Shamim S.; Chafouleas, Sandra M.; Madaus, Joseph W. – School Psychology Review, 2005
Despite the success of independence-oriented interventions such as strategy instruction (SI) in secondary populations, very little research has examined the effectiveness of SI at the postsecondary level. Thus, we sought to determine if one form of SI, the Paired Associates Strategy (PAS), improved the recall of factual information by…
Descriptors: Learning Disabilities, Paired Associate Learning, Postsecondary Education, Student Attitudes
The Efficacy of a Mnemonic Technique for Learning Disabled and Nondisabled Adolescents.
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Elliott, Judith L.; Gentile, J. Ronald – Journal of Learning Disabilities, 1986
A peg-word mnemonic technique increased the memorability of paired associates for 15 (LD) and 15 non LD junior high students. Differential longer term retention slightly favored the nondisabled. (CL)
Descriptors: Junior High Schools, Learning Disabilities, Mnemonics, Paired Associate Learning
The Effects of Instruction in a Paired Associates Strategy on the Information Mastery Performance of Students with Learning Disabilities.
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Bulgren, Janis A.; And Others – Learning Disabilities Research and Practice, 1995
Twelve high school students with learning disabilities were instructed in a strategy to identify and remember pairs or small groups of information. Results showed student improvement in test performance and creation of study cards. Students had distinct preferences among mnemonic devices and adapted strategies based on previous experience. (DB)
Descriptors: High Schools, Instructional Effectiveness, Learning Disabilities, Learning Strategies
Eliminating Differences Between Learning Disabled and Nondisabled Children on a Paired Associate Learning Task. Technical Report # 6.
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Bryant, N. Dale; Gettinger, Maribeth – 1980
Thirty learning disabled and thirty nondisabled children (mean age 10 years) were compared on a paired associate learning task that simulated the process of sight word learning. Two instructional variables (response competition and stimulus complexity) that have been hypothesized as contributing to overloading in learning disabled children, were…
Descriptors: Elementary Education, Learning Disabilities, Learning Processes, Paired Associate Learning
Eliminating Differences between Learning Disabled and Nondisabled Children on a Paired-Associate Learning Task.
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Bryant, N. Dale; Gettinger, Maribeth – Journal of Educational Research, 1981
Differences between learning disabled and nonlearning disabled children's paired-associate learning can be eliminated by using instructional modifications. Procedures that reduce the "overloading" of the learning disabled students' cognitive processes have positive effects on associative learning. (CJ)
Descriptors: Cognitive Processes, Conceptual Tempo, Elementary Education, Learning Disabilities
How Good Is the Evidence for a Production Deficiency among Learning Disabled Students?
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Shepherd, Margaret Jo; And Others – Journal of Educational Psychology, 1985
Two investigations of spontaneous use of mnemonic strategies by learning disabled and nonlearning disabled children and adolescents are reported. Despite differences, recall and strategy use were not useful predictors of classification as learning disabled or nonlearning disabled and were only weak to moderate correlates of academic achievement.…
Descriptors: Academic Achievement, Academic Aptitude, Elementary Secondary Education, Learning Disabilities
Imagery Generation by Learning Disabled and Average-Achieving 11- to 13-Year-Olds.
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Ferro, Susan C.; Pressley, Michael G. – Learning Disability Quarterly, 1991
Fifty-five males with learning disabilities and 55 average-achieving males in grades 6-7 studied paired associates of varying difficulty levels, through image construction or pairing rehearsal. Regardless of item type or presentation rate, both groups of students benefited from imagery instructions, with great similarity in between-condition…
Descriptors: Academic Achievement, Difficulty Level, Imagery, Instructional Effectiveness