This study examined the effects of socio-economic status (SES) and categories of learning when holding ethnicity constant. Seventy-two subjects were randomly selected from two socioeconomic levels; 36 each from middle and low socioeconomic status. Fourth and fifth grade children were used. Three hypotheses were tested: (1) positive correlations will be found between digit span and socioeconomic status, and between the Ravens Coloured Progressive Matrices (RCPM) and the Standard Achievement Test (SAT), (2) a non-significant relationship between a paired associates learning task under facilitating conditions and between the SAT, the RCPM, SES and the digit span test will be found, and (3) pictorial and verbal elaboration presentations will be associated with a significant increase in paired associate learning over the control condition. The first hypothesis was partially supported in that statistically significant correlations between RCPM and measures of standardized achievement were found. Hypothesis 2 was supported by the data. Hypothesis 3 was only partially supported because neither elaboration condition was differentiated from the other. It was concluded that more of a consensus among social scientists is needed relative to methodology in verbal learning and memory. Further verbal learning and memory research designed to isolate the characteristics of "nonproblem population" samples as well as "problem population" samples are needed before statements of comparison can be made. (Author/AM)