Face-name association in learning-disabled adults: The use of a visual associative strategy

Abstract

This paper reports on a study of face-name association using a visual mnemonic associative strategy. Thirty learning-disabled adults were randomly assigned to two groups of fifteen. The experimental group, which was taught face-name associations using a visual mnemonic strategy, recalled names significantly more frequently than the control group, which was given no instruction on the use of memory strategies (P < 0.001). The implication of these findings in relation to their practical values to trainers and teachers of learning-disabled individuals is discussed.