The verbal discrimination learning of elementary school children was assessed in two experiments. In both experiments, Ss were given either regular discrimination learning instructions (control), instructions to pronounce the correct pair member aloud three times during study trials (vocalization), or instructions to generate a visual image of the correct pair member during study trials (imagery). Experiment 1 employed a mixed list of homonym, synonym, and unrelated noun pairs, while Experiment 2 employed homogeneous lists of homonym and synonym pairs. The results of the two experiments provided partial support for the proposition that a particular rehearsal strategy would be facilitative only when it provided a discriminative cue which was relevant to the materials on hand. (Author)