The present investigation studied the effectiveness of implicit analogies as advance organizers in children's learning. It was hypothesized that analogies which were structurally isomorphic to the target concept would facilitate learning of the latter even though linkages between components of the two concepts were not overtly specified. Ninety-six sixth graders from a rural Wisconsin Middle School served as subjects. Subjects in the experimental condition initially read an advance organizer describing an occupational hierarchy which was structurally isomorphic to the ecological hierarchy described in the experimental passage. One control condition received an irrelevant advance organizer containing significant terms from the job description embedded in a story. The second control condition received no advance organizer. Results of the study showed no significant effects of the advance organizer. Interpretation remains unclear, however, since a number of confounding factors may have been involved and several alternative explanations are plausible. (Author)