Reports three experiments which examined whether three- and four-year-olds learn simple letter-numeral pair associations incrementally or in an all-or-none manner. Results were consistent with the hypothesis that these items were learned in an all-or-none manner. (JMB)

The question of whether or not a certain mathematical model is applicable to the paired-associate data of preschool children as well as adults was examined in five experiments. (Author/MP)

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)

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 logical extension of results may be valuable in adding to our understanding of the variety of phenomena involving mediational processes, such as transposition, reversal and nonreversal shifts, imagery, concept formation, word meaning, and the effectiveness of verbal stimuli in discrimination and generalization. (Authors)