This study incorporated a correlational methodology into an experimental context to determine the functional components of rehearsal strategies in children's discrimination learning. The subjects for this study were 120 fifth- and sixth-grade children attending two elementary schools located in middle-class areas of Ogden, Utah. According to the frequency theory, successful performance on a visual discrimination task is attributed to subjective frequency discriminations learned prior to or during the task. It was hypothesized in this study that when a rehearsal strategy is added to the verbal discrimination task, attributes other than frequency may be called into play. The results of the present experiment now make it clear that when a rehearsal strategy (of the kind employed here) is applied to a verbal discrimination list, the task appears no longer to involve frequency discriminations, as it does when a rehearsal strategy is not applied. (RB)