In this pilot study, the effect of experimenter cuing on recall and organization of response was analyzed and compared between subjects identified as learning disabled with an isolated memory impairment (LDMI), learning disabled without an isolated memory impairment (LDO), and normal controls (N). Six subjects were selected for each group after extensive examination on a prescreening battery. All subjects were tested under free recall and constrained recall conditions. Subject-generated and group-generated word pools were used for compiling word lists as a control for item familiarity and cultural bias in word frequency norms. Results show a substantial increase in performance for the cued recall task above the free recall task for all groups. Although no interaction effects were demonstrated, the LDMI group seemed to benefit the most under the organization imposed (cued) condition. Suggestions for further research and implications for diagnostic and ameliorative proscriptive techniques were discussed. (Author)