This article describes a study to determine the effect of presentation mode and letter similarity on visual discrimination learning and to determine what effect the differential initial learning conditions have on subsequent paired associate learning. (PD)

Ninety fourth-graders were assessed as either high or low test anxious and randomly assigned to one of three treatments. After treatment, students were tested on a paired associate learning task and a second anxiety measure. Results are discussed. (Author/MT)

On the basis of this study, a tentative hypothesis may be formed: Teacher sex per se is not a major variable in the higher incidence of reading disability among boys. (Author)

Differences between learning disabled and nonlearning disabled children's paired-associate learning can be eliminated by using instructional modifications. Procedures that reduce the "overloading" of the learning disabled students' cognitive processes have positive effects on associative learning. (CJ)