Objective Study the memory characteristic of top middle-school students and learning-disabled Ones

provide the scientific basis for the education of learning-disabled students.Method Through implicit experiment in PES psychology experiment system of Beijing University to study the memory characteristics of 32 middle-school students（16 top students and 16 learning-disabled ones）between implicit memory and explicit memory.Results The mean value of the priming effect of top middle-school students and learning-disabled ones were 0.29 and 0.34 with no significant difference between them（P>0.05）;the mean value of the maintained amount on recognition of top middle-school students and learning-disabled ones were 30.00 and 25.25 with significant difference between them（P<0.01）.Conclusion There is no major distinction in the implicit memory of top middle-school students and learning-disabled Ones

but there is major distinction in explicit memory

top middle-school students’explicit memory obviously to be better than the learning-disabled Ones Improve the academic performance of learning-disabled students should proceed to explicit memory

both implicit memory.