The present study investigated whether and to what extent children with dyslexia utilize visual and phonetic strategies in character learning. A paired associate learning paradigm was used in two experiments to train children's pronunciation-orthography associations of novel words, with a recall task 1 week later for retention. Experiment 1…

Presents the results of two matching-to-sample experiments using color cues in Consonant-Vowel-Consonant stimulus words with kindergarten to third grade subjects. (RB)

The effects of aural and pictorial elaborative prompts were estimated separately for response and associative phase components of children's noun-pair learning. Indices of response learning revealed equivalent effects among prompt conditions whereas measures of associative learning demonstrated substantial performance facilitation as a function of…

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…

These four studies in a series deal with good and poor readers' utilization of selected cues in paired-associate learning. Specific cues considered were color, order of presentation, and verbal mediators. Answers to two basic questions were sought: (1) Do the selected cues have a facilitative effect upon children's paired-associate learning? (2)…

This study assessed the effects of bizarreness, prompt modality, and prompt type for 144 five and eight year-old children on recognition memory of pictorial pairs. Presentation of stimuli was self-paced, allowing for the collection of study time and response latency data, as well as recording number correct. While both bizarre and nonbizarre forms…