Learning disabled children were administered 10-item pairedassociate learning tasks using both auditory and visual presentations. The visual presentation consistently produced a greater number of correct responses than did the auditory. A shift from the visual to auditory presentation of the same material produced an initial interference effect which was not exhibited in a shift from the auditory to visual presentation. Relearning after a twoweek period was faster when the material was presented visually, regardless of original learning modality.
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