Interim testing of studied information, compared with restudying or no treatment, facilitates subsequent learning and retention of new information--"the forward testing effect." Previous research exploring this effect has shown that interim testing of studied information from a given domain enhances subsequent learning and retention of…

The use of an elaborative process by kindergarten children in the performance of verbally presented arithmetic addition problems was investigated. A static rather than dynamic verbally described relation between stimulus sets resulted in more correct responses for two of nine Developmental Level X Prompt Condition groups, supporting the use of…

Fifty two- to three-year olds performed paired-associate or control tasks with response items that were related or unrelated. Children in the related task performed more slowly than children in the unrelated task. Findings suggest that children in the related task experienced interference in the acquisition or retrieval of paired-associate items.…

The effects of imagery instructions on fifth-graders with differing abilities were examined through within-class analysis and analysis in which class effects were allowed to have influence. In the latter analysis there were significant Aptitude X Treatment interactions with subscores derived from paired-associate tasks. Interactions were…

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…

Two methodological issues involved in determining the relationship between learning and general intelligence were examined: (1) the use of learning strategies in a paired-associate task and (2) the importance of time (rather than errors) in the measurement of learning efficiency. (Author/RD)