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…

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)

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)

Visual and auditory paired-associate learning tasks were presented to 125 fourth grade children (45 learning disabled, 39 border line learning disabled, and 41 nonlearning disabled). The visual task produced a greater number of correct responses than did the auditory task. There were no differences among groups on either task. Scores on the…

A comparative study of nonverbal MA matched groups of five autistic, five aphasic, five normal and five retarded children (3 to 16 years old) was made on an auditory-visual and a visual-visual paired-associate learning task. (Author)

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…

Twenty learning disabled (LD) students (9-12 years) with normal verbal IQs performed better on elaborated paired associate learning tasks than 20 LD Ss (10-12 years) with lower verbal IQs. (CL)

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)

Tasks involved in paired associate learning (attention, perceptual learning, visual and auditory memory, response learning, and stimulus-response connections) are identified as some of the same skills and strategies involved in learning to read. Two studies on visual memory, the developmental lag hypothesis, and reading ability are examined to…

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.…

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…