Instructions were given to first and sixth graders to use an imagery-retrieval strategy in recalling 18 paired associates. (SS)

Children 6- to ll-years-old heard concrete sentences which they were asked to learn. Half the children received imagery instruction. Greater short-term memory and verbal competence predicted better sentence learning in the imagery condition, but not in the control condition. (Author/NH)

Imagery and sentence versions of the key word method of vocabulary learning were contrasted with three nonkey word verbal-contextual alternatives using strict, intermediate, and lenient scoring criteria. Definition learning in the key word conditions, imagery more so than verbal, was superior to learning in all nonkey word conditions, especially…

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…

Examined effects of short-term memory, age, and reading ability on the instructional effectiveness of imagery during reading of sentences among fourth and sixth graders, half of whom were instructed to construct images representing sentence meanings. Half were uninstructed. Imagery instructions had a positive effect on learning efficiency among…

The research literature on children's production of elaborations in associative learning tasks is reviewed, especially with respect to the questions of when children can produce elaborations under instruction, when they transfer elaborative strategy usage from one situation to another, and when they produce elaborative strategies spontaneously.…