Multiply handicapped mentally retarded and learning disabled preschool children participated in a series of learning tasks designed to clarify task-related effects of modeling-based mental imagery training experiences. Facilitative effectives of modeling occurred for all learning tasks, were most apparent for associative learning and with learning…

Tests two theoretical accounts of imagery on paired-associate learning. These two theories, differentiation theory and mediation theory, have been proposed to account for the finding that stimilus imagery/concreteness is an important variable in paired-associate learning. (Author/RK)

This study seeks to determine the extent to which elementary school children utilize the approaches which were taught them in their word-analysis (Decoding) program. (Author)

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)

Research supported by grant from National Institute of Health. (DS)

Purpose of this experiment was to investigate the relationship between stimulus recognition and various learning conditions which were designed to affect both stimulus encoding and associative learning in a paired-associate task. (Authors)

Results are discussed in terms of possible perceptual and mnemonic devices used for recall. (Authors)

Article describes two processes in free recall: a retrieval process and a recognition process. Experiments confirmed the predicted dissociation of recognition and retrieval. (Author/ML)

Explores the differential impact of negatively rated and positively rated trigram paired-associate materials on underachievers and overachievers in high school. (AE)