Twenty male and 20 female first graders were trained in a paired-associates (PA) learning task to test the hypothesis that instructions to generate interactive mental images of word referents and interactive imagery training administered prior to PA learning facilitate cued recall. Subjects were randomly assigned to one of the following five conditions: (1) separative imagery instructions with prior picture training; (2) interactive imagery instructions with picture training; (3) separative imagery instructions with no prior training; (4) interactive imagery instructions with no prior training; and (5) a control rote repetition group. Results of a 2 (pretraining condition) x 2 (imagery instructions) analysis of variance on number of trials to criterion indicated that instructing first graders to generate interacting images and providing them with interactive pictures prior to PA training facilitated cued recall. It was concluded that imagery instructions facilitate PA recall in first graders only when such instructions are made highly explicit. (Author/RH)