The ability of nursery school and first-grade children to learn and transfer a mediational strategy utilizing prepositional relationships between paired-associate objects was investigated under several strategy training conditions. (Author/JMB)

In experiment 1, 48 first-grade children were presented one of four elaboration strategies or labeling instructions during a single study trial and then recalled 16 paired associates. In experiment 2, 32 first-grade children were trained over a four-day period in the use of an interrogative elaboration strategy or received labeling instructions.…

Compared six experimental conditions to determine whether specific formats of interrogatives would be instrumental in inducing the generation of effective verbal mediators for 30 nonretarded and 60 educable mentally retarded children. (Author/JMB)

In an attempt to examine the generalizability of the Kendler S-R mediational model of reversal-shift behavior, 60 third-grade children were classified as either verbal mediators or nonmediators on the basis of their performance on an optional-shift discrimination problem. The children's performances were then evaluated on three tasks. (Author/CS)

Investigated whether there exists a stage of development at which "imagery-inducing motor activity" ceases to be facilitative relative to the effectiveness of alternative kinds of associative-learning strategies. (Author/SDH)

The role of motor activity in children's formation of dynamic mental imagery was investigated in 2 experiments using a paired-associate recognition task. (Authors)

This study investigated the effects of methylphenidate (Ritalin) on hyperactive children's performance on a paired-associate learning task under 3 presentation rates. (Author/JMB)

Syntactical mediation refers to the phenomenson in which the grammatical structure of language can be employed in the structure of verbal mediators. (Authors/MB)