Attempts to identify specific components of a complex associative task, foreign language vocabulary learning, that might be particularly sensitive to developmental differences in imagery generation ability. Subjects were 95 second grade children enrolled in four schools and 90 sixth grade children enrolled in two of these same schools. (Author/MP)

The keyword method was compared to the context method of learning new vocabulary in two experiments with undergraduate subjects. In both experiments the keyword method produced significantly greater definition recall. Implications for vocabulary learning theories in particular, and discovery learning approaches in general, are discussed.…