Ninety-six gifted and non-gifted fourth and fifth grade students were taught either Italian vocabulary or information about North American minerals via free study or mnemonic (memory strategy) instruction. They were then asked to transfer their learning strategy to a novel content area. Results indicated that both gifted and non-gifted students can benefit from mnemonic strategy instruction. Only the gifted students, however, were able to successfully transfer the strategy spontaneously to a new content area. Implications for mnemonic instruction of gifted learners are given.
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