Generating information, compared to reading, improves learning and enhances long-term retention of the learned content. This so-called generation effect has been demonstrated repeatedly for recall and recognition of single words. However, before adopting generating as a learning strategy in educational contexts, conditions moderating the effect…

We examined whether 2 types of interpolated tasks (i.e., retrieval-practice via free recall or guessing a missing critical item) improved final recognition for related and unrelated word lists relative to restudying or completing a filler task. Both retrieval-practice and guessing tasks improved correct recognition relative to restudy and filler…

Recent research suggests that visual-verbal paired associate learning (PAL) may tap a crossmodal associative learning mechanism that plays a distinct role in reading development. However, evidence from children with dyslexia indicates that deficits in visual-verbal PAL are strongly linked to the verbal demands of the task. The primary aim of this…

Purpose: The purpose of the current study was to explore nonlinguistic learning ability in individuals with aphasia, examining the impact of stimulus typicality and feedback on success with learning. Method: Eighteen individuals with aphasia and 8 nonaphasic controls participated in this study. All participants completed 4 computerized,…

Paired associates learning is impaired in both schizophrenia and amnestic mild cognitive impairment (aMCI), which may reflect hippocampal pathology. In addition, schizophrenia is characterized by the dysfunction of the retino-geniculo-striatal magnocellular (M) visual pathway. The purpose of this study was to investigate the interaction between…

Behavioral evidence concerning memory in forms of high-functioning autism (HFA) and in moderately low-functioning autism (M-LFA) is reviewed and compared. Findings on M-LFA are sparse. However, it is provisionally concluded that memory profiles in HFA and M-LFA (relative to ability-matched controls) are similar but that declarative memory…

The present study compared the impact of different categories of graphics used within a complex learning task. One hundred eighty five native English speaking undergraduates participated in a task that required learning 18 Chinese radicals and their English equivalent translations. A post-test only control group design compared performance…

This study examined the extent and nature of lexical tone deficit in Chinese developmental dyslexia. Twenty Cantonese-speaking Chinese dyslexic children (mean age 8 ; 11) were compared to twenty average readers of the same age (CA control group, mean age 8 ; 11), and another twenty younger average readers of the same word reading level (RL control…

Two studies examined the relationship between phonological sensitivity and 5-year-olds' acquisition of new words that systematically differed in the familiarity of their sound structures. Found that phonological sensitivity was related to pair-associated learning of phonologically unfamiliar, but not familiar, words. Following phonological…

Objective: Prior research suggests that individuals with ADHD overestimate their performance across domains despite performing more poorly in these domains. The authors introduce measures of accuracy from the larger realm of judgment and decision making--namely, relative accuracy and calibration--to the study of self-evaluative judgment accuracy…

Describes a study of undergraduates that explored the technique of progressive disclosure of information as a type of interactive illustration using paired associates. Noninteractive stimuli versus progressive stimuli are compared, and progression as a technique that provides a visual link to help create a semantic link and facilitate memory is…

Examined young children's abilities to recall pairs of categorically related and unrelated items. Forty children participated in the Recall of Item Pairs Task. Results show that young children use gender role categories to organize and facilitate aspects of their recall. (GR)

Investigated verbal and nonverbal paired associate learning among 8- to 11-year-old Dutch dyslexic children and chronological-age and reading-age controls. Found that dyslexic children had difficulty with verbal learning of words and nonwords. Phonological and general learning errors were distributed similarly for the reading groups. Found no…

Given the frequency with which the "system of least prompts" is used, it is important to identify procedures to enhance the effectiveness and efficiency of the system. This study compared effects of a traditional least to most procedure (TLM) and a revised least to most procedure (RLM) on skill acquisition in individuals with moderate and severe…

Discussion of the use of computer drills in education focuses on a study designed to compare the effect of a progressive state drill with the effect of having high school students implement their own strategies using flashcards. The use of sequential analysis is explained, and student attitudes are examined. (26 references) (Author/LRW)