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)

Extends the investigation of memory assessment to a situation in which memory performance on paired associate tasks varied with the use of different memory strategies. Subjects were 72 first, third, and fifth graders. (Author/MP)

Elementary school and college students acquired a paired-associate list under the study-test procedure to a one errorless trail criterion. In addition, as each pair was presented the individual indicated whether she/he had that pair correct on the immediately preceding trail (post-diction responses). (Author/SB)

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)

To test the comparative efficacy of a visual imagery associative learning strategy in younger and older children, second and sixth grade children were presented a list of paired associates (concrete nouns) either at a faster or slower rate, under either an instruction to generate an interactive image for the pairs or a no strategy, control…

Imagery instructions facilitated the performance of sixth-, but not third-graders. (Authors)

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)

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

Assesses the relative importance of synonymity and antonymity for memory encoding of words for second and sixth graders. Also, the variable of association strength is investigated for both groups through the presentation of false-recognition stimuli. (DP)

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)

Presents a study of paired-associative learning involving a total of 80 preschool and second grade children. Four familiarization categories of pretraining were utilized; results are discussed in terms of the effects of pretraining conditions and age on paired-associative learning and their consistency with some developmental hypotheses and phase…

In this study, the self-reported strategies of fifth, seventh, and ninth grade subjects used to learn a list of paired associates were correlated with actual learning performance to test the hypothesis that proficient learners are elaborators. (Author/SB)