A total of 336 second, fourth, and sixth graders were tested to determine whether the older children automatically attached verbal labels to pictures during paired-associate learning. The author questions whether such labeling necessarily facilitates item learning or associative learning. (JMB)

Describes three experiments which investigated memory for items and order in a progressive elaboration paired-associates task. Subjects were kindergarteners, second and fourth graders. Experiments I and II indicated an age effect on order retention which was overcome through instruction in Experiment III. (JMB)

Discusses studies investigating children's processing of pictorial information focusing on the "conceptual peg" and response availability hypothesis, the covert verbalization hypothesis, production deficiency hypotheses, the "failure to read" hypothesis and explanations derived from frequency theories. (SB)

In a combined verbal and motor paired-associate task, children in kindergarten, second grade, and fourth grade learned nonsense names and spatial responses for three random shapes. Results showed evidence for mediation at all three age levels and increased mediational effects with age. (Author/JMB)

Three experiments compared congenitally blind and sighted adults and children on paired-associate, free-recall, and imaging tasks presumed to involve visual imagery in memory. In all three, blind subjects' performances were remarkably similar to the sighted. Results challenge previous explanations of performance such as Paivio's (1971). (Author/RD)

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)

Children's ability to produce and use natural language mediators on a paired-associate recall task requiring self-generated elaboration was analyzed. Elaborations were recorded and classified according to a semantic-syntactic scheme. Comparisons between grades were made to determine the effectiveness of elaboration categories in facilitating…

The effects of imagery on children's learning of verbal materials is reviewed. Paired associate learning is emphasized, with some discussion of recall, recognition, visual discrimination and prose learning. Visual versus verbal images, elaborated versus unelaborated stimuli, induced images, and physical manipulation of learning materials are…

Tested children for recall of paired associates. Traditional measures of recall suggested that older children displayed better retention than younger children. But when data were reevaluated using a technique that statistically controlled for degree of learning, developmental differences in retention disappeared. (BC)

This study investigated developmental differences in the use of the common features abstraction strategy and the exemplar learning strategy for concept acquisition. Subjects were 30 second graders and 30 fifth graders. The concepts to be learned were two categories of artificial animals which differed on five dimensions. Each dimension had three…