A study was conducted to test the hypothesis that high-variability rehearsal more effectively facilitates word recall than does low-variability rehearsal. Third-grade and sixth-grade students were asked to memorize a list of 20 common words. A read-aloud rehearsal procedure was used so that rehearsal could be experimentally controlled. One word…

A traditional cued recall task and an item recognition priming paradigm were used to assess the locus of associative memory difficulties in learning-disabled children. Results for 24 learning-disabled and 24 nondisabled sixth graders are discussed within the explicit and implicit memory framework of P. Graf and D. L. Schacter (1985). (TJH)

Twenty male and 20 female first graders were trained in a paired-associates (PA) learning task to test the hypothesis that instructions to generate interactive mental images of word referents and interactive imagery training administered prior to PA learning facilitate cued recall. Subjects were randomly assigned to one of the following five…

Two experiments examine the relationships among metamemory knowledge, the use of associative memory strategies such as elaboration, and cued-recall memory. Results show that metamemory development predicted most of the grade difference in cued recall, suggesting that metamemory development may explain improvements in retrieval strategies as well.…