Ten normal and ten learning disabled children were asked to provide strategies for hypothetical memory tasks depicted in vignettes. They were also asked to evaluate those strategies subsequent to learning of the vignette outcomes. The groups did not differ significantly in the particular strategies they selected for given memory problems (p > .05). The groups did differ in how they evaluated the effectiveness of the strategies they selected. When vignettes concluded negatively, LD subjects, unlike normal subjects, tended to judge the strategies as ineffective, despite evidence that the strategies were not at fault (p < .05).
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