In two experiments, learning disabled (LD) students were taught attributes of North American minerals via mnemonic instruction, free study, or a visual-spatial display condition similar to that proposed by Engelmann and Carnine (1982). In the first experiement, 36 junior high school-age LD students were taught specific attribute values (hardness = 1, 2, 3, etc.; color = pink, green, etc.; use = radios, acid, jewelry, etc.). In the second experiment, 36 elementary-age students were taught dichotomous attribute classifications (hard vs. soft; pale vs. dark; home vs. industrial use). In both experiments, students learned significantly more information in the mnemonic condition, and students in the visual-spatial condition did not statistically exceed free-study students in total amount learned. (Author)