Semantic processing and serial learning by EMR adolescents.

In a previous study we found that providing the semantic strategy of stories linking to-be-remembered items facilitated free-recall in original learning and in retention after 2 months (Glidden & Warner, 1983). The present study replicated the previous study but with a serial-recall requirement. A story linking items within blocks of a to-be-recalled list was provided for EMR subjects. In comparison to control subjects, they recalled more in the early trials of original learning, but retention after 8 months was comparable for the two conditions. Future investigators should focus on how to train retarded subjects to generate their own semantic strategies for serial learning.