Abstract
For over a decade, we have been interested in the acquisition and maintenance of verbal associations by students with mild disabilities, including learning disabil- ities (LD), mild mental retardation, and behavioral disorders or emotional disturbance. We have felt that failure to make important cognitive "connections" between already known and to-be-learned information was a primary character- istic of students referred to special education. In this reflection piece, we describe how we think both mnemonic strategies and elaborative interrogation address this problem.
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