Kindergarten children were administered a paired-associate learning task at the beginning and end of the school-year, under either regular (control) or self-generated visual imagery instructions. Age predicted performance in the imagery but not in the control condition. Results supported the developmental imagery hypothesis. (Author/RD)

Mean ratings for the 487 words, rated on eight semantic differential rating scales and factor scores for fifth-grade children are included, together with emotionality, imagery, and concreteness ratings by college subjects. (Author)