Ninety children in third and fourth grade were assessed on a hierarchical class inclusion task. Scores were trichotomized, and children from each level were randomly assigned to one of three cueing conditions (no cues, two superordinate cues, six subordinate cues). Subjects were administered a recall task of categorized words and "new" words (paralogs). Significant effects for classification level and cueing condition were found for total recall on trial one, and for classification level, cueing condition, and their interaction, on trial four. Recall of paralogs on trial five was a function of classification level only. This study suggests that classification skills mediate both acquisition and recall of categorized words. (Author/AA)