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Peer reviewedLorsbach, Thomas C.; Worman, Linda J. – Contemporary Educational Psychology, 1990
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)
Descriptors: Association (Psychology), Associative Learning, Children, Cues
