Eight experiments studied the following aspects of associative strategies in learning: classification; verbalization at three developmental levels; verbalization by normal and educable children; facilitation of associative learning among educable retardates; effectiveness of familiarization and differentiation training on the successful employment of associative strategies among educable retardates; conditionability among educable retardates; verbalization by blind children; and administration to educable retardates in word recognition learning. From the results of the series, it was concluded that the storage process can be greatly facilitated; that retarded children preponderantly use less efficient strategies; that successful performance was dependent upon the identification of learning strategies appropriate to the tasks in question; that experimenter-supplied strategies facilitate retention; and that remediation of associative learning is possible. The studies are discussed in detail. Four appendixes, 31 tables, and 18 figures present data; a bibliography lists 38 items. (DF)