Studies involving 30 learning-disabled elementary students support the contention that reading comprehension difficulties among learning-disabled children are partly due to inefficient memorization strategies, and demonstrate the efficacy of practical, cost-effective mnemonic training procedures which significantly increase reading comprehension…

Describes a semantic priming task using both words and pictures as primes and targets in an investigation of the order of access to certain kinds of stored information. Results suggest that naming represents a shallower level of processing than categorization for both words and pictures. (EKN)

Ausubel asserts that his work is impugned in various ways in Anderson, Spiro, and Anderson. This paper argues that a more careful reading of the original paper obviates most of Ausubel's concerns. (Author/GK)

The effectiveness of strategy training programs that differed in the degree of subject self management required on the verbal abstraction performance of 80 educable mentally retarded children and adolescents was compared. In terms of acquisition, all three training conditions, irrespective of the degree of self management required, were superior…

The study compared the effectiveness of pictorial and verbal information in printed instructional materials for deaf college age Ss. (Author)

Verbal analogy solution is more flexible than is suggested by either the standard process theory or Sternberg's theory. It was determined that subjects initially examine terms A and B; if this strategy is not successful, they examine the relationship between A and C. (Author/CP)

Anderson, Spiro, and Anderson (EJ 189 658) assert that the author's assimilation theory of meaningful learning and retention is "hopelessly vague." Documented examination of these assertions indicates that they are unspecified, unsubstantiated, undocumented, and based on indisputable misrepresentation of published material and on logical…

Based on the theory that the human left brain hemisphere processes verbal-sequential data and that the right hemisphere processes visual-spatial data, this article presents a teaching strategy for stimulating both hemispheres. It also describes the study that contributed to this strategy. (DS)

Provides further evidence of the psychological importance of semantic roles for verbal learning and broadens the realm of earlier work with semantic roles by using connected prose rather than individual sentences. (HOD)

The hypothesis that free recall involves the generation of candidate items followed by a decision process was tested in a situation which compared a standard recall test with a test that involved the overt generation and recognition of candidate items. (SW)

Twenty-three impulsive, high-active first graders were trained to verbally mediate responses on a multiple choice task. (Author/CL)

Reports on research on the effect of various encoding and retrieval conditions on sentence recall. (AM)