The Children's Associative Responding Test: Its Relation to Individual Tests of Recall, Comprehension, and Concept Formation

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Abstract
The Children's Associative Responding Test (CART) was administered to 139 fifth graders. 20 identified by the CART as nonassociative responders generally outperformed 20 associative responders on individual tests of recall, comprehension, and concept formation. Marked differences between the two groups in correlations among the tasks and between the tasks and grade average indicated that associative responders use the same approach to school work as to serial recall, while nonassociative responders approach school work as they do comprehension and concept formation tasks.