This project was concerned with the topic of elaborative activity and learning efficiency. "Elaboration" is regarded as an hypothetical process, internal to the learner, which consists of conceiving an event that can serve as a common semantic referent for elements that are initially disparate. The objective of the project was to examine the effects of external learning conditions on the activation of the elaboration process. Such conditions were referred to as "elaborative prompts." Within the project, five major components were distinguished--Verbal Aspects of Elaborative Prompts, Pictorial Aspects of Elaborative Prompts, Verbal and Pictorial Comparisons, Developmental Differences in Verbal and Pictorial Effects, and the Generality of Prompt Effects. (Author)