In two experiments, learning disabled adolescents read passages that described North American minerals, using materials that incorporated either mnemonic or nonmnemonic illustrations. In Experiment 1, the students were instructed to remember attribute dichotomies (e.g., hard vs. soft minerals), whereas in Experiment 2, the students had to remember specific attribute values (e.g., Hardness Levels 1-10). In both experiments, students learned significantly more when they studied passages with mnemonic pictures. This was true both on immediate performance tests (Experiments 1 and 2) and following a 1-week delay (Experiment 2). Moreover, in Experiment 2, mnemonic instruction facilitated students' ability to make correct inferences about attribute dichotomies-even though such information was never explicitly presented in the lesson. © 1987 American Psychological Association.
CITATION STYLE
Scruggs, T. E., Mastropieri, M. A., McLoone, B. B., Levin, J. R., & Morrison, C. R. (1987). Mnemonic Facilitation of Learning Disabled Students’ Memory for Expository Prose. Journal of Educational Psychology, 79(1), 27–34. https://doi.org/10.1037/0022-0663.79.1.27
Mendeley helps you to discover research relevant for your work.