Use of active sorting and retrieval strategies as a facilitator of recall, clustering, and sorting by EMR and nonretarded children.

The ability of 60 EMR and 60 nonretarded children to acquire and retain a sorting and retrieval strategy designed to be facilitative of recall and clustering was examined. All subjects were given a baseline task and, based on their performance, were assigned to one of three groups: experimental, practice, and control. The experimental group received a multi-session training procedure that consisted of instructing the subjects to arrange the stimuli in conceptual arrays, to name individual stimuli and the superordinates to which the stimuli belong, and to count the number of stimuli in each superordinate. The practice group was presented with the same stimuli but received no training. The control group received only the baseline and criterion measures. Analyses of data showed superior performance by the experimental group on measures of short- and long-term recall, clustering, and sorting.