Abstract
The present study examined both the theoretical and practical applications of the Lateral Eye Movements (LEM) in an educational setting. Normal fifth and sixth grade students were tested on their ability to recall and recognize word pairs before and after exposure either to a verbal rehearsal or to an imagery strategy. There was an interaction between the type of strategy taught and the predominant direction of LEM. Right movers showed a significant improvement using a verbal rehearsal strategy but no change using an imagery strategy. Left movers showed a significant improvement with an imagery strategy, but a significant decrease with a verbal rehearsal strategy. These results both verify the validity of LEM as an individual difference variable and provide an initial decision mechanism for choices involving educational strategies.
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