The efficacy of mnemonic strategy training for multiple-associate learning was examined with 33 educable mentally retarded children in four primary special classes. (Author/SBH)

Elaboration and overt rehearsal are compared as instructional paradigms for memory retention. Superior long-term retention was produced in the elaboration condition when the initial acquisition effects were statistically removed. Short-term data suggest acquisition was complexly affected by experimental condition, I.Q., and task. Elaboration…

False recognition responses of high and low SES kindergarten subjects to associatively and acoustically related words were measured. Acoustic attribute dominance for all subjects, and relatively greater acoustic attribute dominance for low SES subjects was predicted. Results indicated that subjects encoded on both attribute dimensions, with low…

Investigated whether the pseudoword repetition difference between poor and normal readers in the Netherlands could be explained by differences in memory for verbal materials or in familiarity with the composition of verbal materials. Concludes that the pseudoword repetition of poor readers is already operative in early, perceptual states of…

This study investigated the ability of second-grade children to employ initial and final consonant substitution as a technique in word identification. An instrument of 44 one-syllable simulated words and a measurement to ascertain consonant phoneme knowledge were used to study 90 second-grade pupils, approximately equal in general characteristics.…