ERIC Number: ED210835
Record Type: RIE
Publication Date: 1980
Reference Count: 0
Eliminating Differences Between Learning Disabled and Nondisabled Children on a Paired Associate Learning Task. Technical Report # 6.
Bryant, N. Dale; Gettinger, Maribeth
Thirty learning disabled and thirty nondisabled children (mean age 10 years) were compared on a paired associate learning task that simulated the process of sight word learning. Two instructional variables (response competition and stimulus complexity) that have been hypothesized as contributing to overloading in learning disabled children, were manipulated during the teaching of 16 symbol(s)-word associations. Results indicated that: overall, the learning disabled group had lower accuracy and retention scores than the nondisabled group; and the reduction of either response competition of stimulus complexity during instruction significantly improved the accuracy and retention of the disabled children, but did not significantly influence the performance of the nondisabled group. The study demonstrated that the difference in learning and retention of learning disabled and nondisabled children can be virtually eliminated by using instructional modifications that reduce overloading. (Author)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Special Education (ED), Washington, DC.
Authoring Institution: Columbia Univ., New York, NY. Research Inst. for the Study of Learning Disabilities.