Eliminating Differences between Learning Disabled and Nondisabled Children on a Paired-Associate Learning Task

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Abstract
Thirty learning disabled (LD) children and thirty nondisabled children were compared on a paired-associate learning task that simulated the process of sight word learning. Two instructional variables that have been hypothesized as contributing to overloading in children were manipulated during the teaching of 16 symbol-word associations. Stimulus complexity was manipulated by showing single or multiple geometric objects as stimuli for word responses. Response competition was manipulated by excluding or including previously learned items in decks of four objects. Results indicate that while the LD group performed lower than the non-LD group, reducing stimulus complexity and response competition differentially facilitated learning by LD children more than non-LD children. The study demonstrated that differences in LD and non-LD children’s paired-associate learning can be eliminated by using the instructional modifications.

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