A series of three experiments was conducted to verify the hypothesis that age differences in paired-associate learning proficiency across adolescence stem from the development of increasing eleaborative propensity. (Author/JMB)

Twelve- and 18-year-olds learned a list of paired associates; experimental subjects were instructed in mnemonics, while controls simply learned the pairings. When subjects were presented a list of Latin nouns and their translations to learn, spontaneous transfer of the mnemonic strategy occurred only among 18-year-olds. (Author/GDC)

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…

Study replicates and extends the results obtained by Attig and Hasher (1980) in finding null effects for adult age variation and instructional variation on a relative frequency judgment task. Finds nonsignificant covariation for both young and elderly adults between judgment proficiency and paired-associate learning proficiency. (Author)

Presents a study designed to replicate the phenomenon of age-related increases in the efficacy of pictorial media, relative to verbal, for presenting paired-associate items and elaborate prompts to young children. Also evaluated two hypotheses which involved semantic encoding and verbal decoding. (Author/SDH)

Discusses studies investigating children's processing of pictorial information focusing on the "conceptual peg" and response availability hypothesis, the covert verbalization hypothesis, production deficiency hypotheses, the "failure to read" hypothesis and explanations derived from frequency theories. (SB)

Reported an experiment on the effects of taxonomic organization on 7- and 11-year-olds' free and cued recall of two- and four-category lists. Analysis used a stages-of-learning model that simultaneously delivered estimates of the impact of these manipulations on storage and retrieval components of recall. (Author/CB)

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)

The major finding of the present experiment was that children as young a 7 or 8 (second graders) were able to employ an induced visual-imagery strategy to facilitate paired-associate learning. (Authors)

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