The study paired-associate (PA) learning via the anticipation (ANT) and study-test (ST) procedures across second, third, fourth and fifth grades. Specifically, age differences in the rate of learning and examining PA learning according to the stage analyses were examined. Retention was also of interest: however, a ceiling effect negated the opportunity to make meaningful comparisons. The results showed that: third grade males experienced more difficulty than their female counterparts; the ST resulted in faster learning for females, but not for males; and that the two learning procedures produced few differences across the age spectrum for males. The stage analyses showed that both response and associative learning stages contributed to the superiority of the ST procedure for females. In view of the lack of variation for males, the present study concludes that learning processes vary with sex. Females in the study possibly exhibited more efficient learning strategies or males may have been more dependent upon immediate feedback. (Author)