Facilitative effect of mnemonic strategies on multiple-associate learning in EMR children

The efficacy of mnemonic strategy training for multiple-associate learning was examined. Following pretraining measures of multiple-associate learning and general memory skills, 33 young EMR children were randomly assigned to one of three conditions: imagery, rote repetition, or control. Each group participated in a story and game program for 5 hours over a 2-week period, which, depending on condition, involved intensive training in the use of either imagery or rote repetition or no direct mnemonic training. Posttraining measures of children who received mnemonic training showed marked improvement, with imagery being superior (p less than .01) to rote repetition.