2022-02-112022-02-1119762698228https://hdl.handle.net/10657/8790Black and white fifth graders from low and middle income families were given 2-minute study periods in which to memorize 24 pictures. Performance measures were the degree of manual clustering of the pictures during the study period (study period organization), clustering during recall, mean number of items correctly recalled on each trial, and clustering on a free sort task. Results indicated no significant racial or social class differences on any of these measures; however, subjects who demonstrated study period organization (organizers) performed significantly better on all response measures than did subjects showing no study period organization (non-organizers). Teacher ratings of classroom performance were found to be significantly positively correlated with study period organization, clustering during recall, and clustering on the free sort task. Teacher ratings predicted recall for organizers but not for non-organizers. The results were discussed in terms of what they indicated about fifth graders' awareness of the demands of such a task.application/pdfenThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. §107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.Thesisreformatted digital