The present study was conducted to demonstrate the power of imagery instructional sets to improve the recall of units more complex than in the traditional paired associate (P-A) paradigm and to evaluate imagery as a memory organizer. Forty-eight sixth grade children were randomly assigned to one of four experimental conditions, defined by the instructional set subject was trained to use: (1) unitized-imagery; (2) paired-imagery; (3) unitized-repetition; and (4) paired-repetition. The task involved the P-A recall of noun 4-tuples, for which the subject was instructed whether to learn four nouns as one unit or as three separate S-R pairs. Imagery was found to increase total recall, the number of 4-tuples from which nouns were recalled and the organization of recall, with imagery subjects recalling approximately four times as many nouns as repetition subjects. Unitized-imagery instructions resulted in the highest organization of recall, and it is suggested that imagery is potentially a very effective memory organizer. The power of training in a memory technique was demonstrated, and it seems that children's memories can be improved with training. (Author)