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The Importance of Sequencing as an Aspect of Short-Term Memory in Good and Poor Spellers.
Peer reviewed Peer reviewed
McLeod, John; Greenough, Pauline – Journal of Learning Disabilities, 1980
Memory tasks administered individually to grade 1 and grade 4 good (N=20) and poor (N=29) spellers were scored for both gross and ordered sequential recall. Good spellers had higher threshold scores in gross memory rather than specifically superior sequential memory. (Author)
Descriptors: Exceptional Child Research, Intermediate Grades, Learning Disabilities, Memory
Training and Transfer of Clustering and Cumulative Rehearsal Strategies in Retarded Individuals
Peer reviewed Peer reviewed
Reichhart, Gregory J.; And Others – American Journal of Mental Deficiency, 1975
Descriptors: Adolescents, Cognitive Style, Exceptional Child Research, Memory
Visual Sequential Memory in Reading Disability
Peer reviewed Peer reviewed
Guthrie, John T.; Goldberg, Herman K. – Journal of Learning Disabilities, 1972
Descriptors: Exceptional Child Research, Learning Disabilities, Memory, Reading Ability
Utilization of Position Cues by Retarded Children in Serial Learning
Peer reviewed Peer reviewed
Maisto, Albert A.; Bacharach, Verne R. – American Journal of Mental Deficiency, 1975
Descriptors: Adolescents, Exceptional Child Research, Learning, Learning Processes
Relationships between Written Spelling, Motor Functioning and Sequencing Skills
Bannatyne, Alex D.; Wichiarajote, Penny – J Learn Disab, 1969
Descriptors: Auditory Perception, Exceptional Child Research, Kinesthetic Perception, Memory
The Development of Auditory Sequential Memory in Young Black and White Children.
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Hurley, Oliver L.; And Others – 1976
The question of whether Black children "peak" earlier than White children in auditory sequential memory (ASM) was investigated in 122 Black children and 120 White children in grades k-3 in two racially mixed schools in a large southern community. Each S was given the ASM subtest of the Illinois Test of Psycholinguistic Abilities. Results…
Descriptors: Auditory Perception, Blacks, Disadvantaged Youth, Exceptional Child Research
Teaching Potentially Educationally Handicapped Children to Classify and Remember
Peer reviewed Peer reviewed
Riegel, R. Hunt; And Others – Exceptional Children, 1973
Twenty-eight learning disabled children, 6 1/2 years of age, who lacked skills and maturity for first grade placement, were tested randomly, assigned to groups, and trained either in a sequence of activities to improve grouping and memory strategies (experimentals) or in a specialized program of art experiences (controls). (MC)
Descriptors: Associative Learning, Classification, Cognitive Development, Exceptional Child Research
Categorization of Material Following Transfer From Serial to Free Recall Lists with EMRs
Peer reviewed Peer reviewed
Sitton, Sarah C. – Mental Retardation, 1975
Descriptors: Classification, Cognitive Development, Exceptional Child Research, Memory
Auditory Recall of Conceptually, Phonetically, and Linguistically Similar Words by Normal and Learning-Disabled Children.
Peer reviewed Peer reviewed
Swanson, Lee – Journal of Special Education, 1979
The effect of auditory free recall on four lists of monosyllabic word ensembles was studied in 10 learning-disabled and 10 nondisabled first grade boys. (Author/PHR)
Descriptors: Aural Learning, Conceptual Schemes, Cues, Exceptional Child Research