The relationship between complexity of learning strategy and performance of paired associate learning of 29 verbally gifted students (9-14 years old) was investigated. A comparison of strategies with those reported by nongifted students did not disclose qualitative differences. Gifted subjects did demonstrate great speed in acquiring and retaining…

Methodological and substantive issues concerning the relative efficacy of various kinds of verbal elaborations on the learning and reversal performance of paired noun items by 6- to 7-year-old children were studied. Results indicated that a verbal elaboration methodology could be a viable approach to studying discourse and other language-based…

Suggests that associations learned by rote or with imagery are unlearned at the same rate, but imagery is more effective than rote learning in reducing competition from irrelevant responses. (RB)

Confirms studies which have shown that rehearsal enhances recall if appropriate cues are related to the materials. (RB)

The experimental results reported here indicate that sentences are remembered and recalled in terms of semantic representations of the indicated words or concepts rather than in terms of phonological representations. (FB)

Studies the effect of phonetic compatibility upon verbal learning and concludes that it is a task variable of considerable magnitude. (WY)

Reports that incentives had an incremental effect upon learning, that incentives were equally effective for both retarded and normal readers, and that the performance of the retarded and normal readers did not differ significantly. (Author/WY)