Descriptor
| Elementary School Students | 4 |
| Paired Associate Learning | 4 |
| Task Performance | 4 |
| Comparative Analysis | 2 |
| Handicapped Children | 2 |
| Mental Retardation | 2 |
| Abstract Reasoning | 1 |
| Academic Achievement | 1 |
| Context Clues | 1 |
| Data Analysis | 1 |
| Learning Theories | 1 |
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Peer reviewedYuille, John C. – Journal of Experimental Child Psychology, 1973
Results of this study offer clear evidence that the verb facilitation effect in children's associative learning is not dependent on the presentation of a consistent verb connective. (Author)
Descriptors: Context Clues, Elementary School Students, Paired Associate Learning, Recall (Psychology)
Peer reviewedFeldman; And Others – Journal of Educational Psychology, 1972
School achievement was positively related to performance on the abstract task and was generally unrelated to performance on the concrete task. (Authors)
Descriptors: Abstract Reasoning, Academic Achievement, Elementary School Students, Paired Associate Learning
Peer reviewedGordon, Donald A.; Baumeister, Alfred A. – Journal of Genetic Psychology, 1972
Pattern of results suggests that retardates were relatively deficient in the spontaneous use of effective rehearsal mechanisms, but could perform as well as normals when instructed to use a specific rehearsal strategy. (Authors)
Descriptors: Comparative Analysis, Data Analysis, Elementary School Students, Handicapped Children
Peer reviewedWilcox, Stephen J.; Baumeister, Alfred A. – Journal of Experimental Child Psychology, 1970
Descriptors: Comparative Analysis, Elementary School Students, Handicapped Children, Learning Theories
