Twelve- and 18-year-olds learned a list of paired associates; experimental subjects were instructed in mnemonics, while controls simply learned the pairings. When subjects were presented a list of Latin nouns and their translations to learn, spontaneous transfer of the mnemonic strategy occurred only among 18-year-olds. (Author/GDC)

The major finding of the present experiment was that children as young a 7 or 8 (second graders) were able to employ an induced visual-imagery strategy to facilitate paired-associate learning. (Authors)

The effects of neutral, separate, and interactive imagery instructions on the learning performance of first and fifth graders were compared for both single-item and paired-associate tasks. Results revealed that both younger and older children using images did show facilitation, compared with those not using images. (Author/GK)

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)

Purpose of the study was to investigate those stable characteristics of children which allow some to learn more efficiently under some conditions and others to learn more efficiently under other conditions. (Author)

In these studies, authors sought to examine the role of mode of presentation in a verbal learning task, within the context of age-grade differences in two social groups. (Authors/CB)