The effects of a training procedure for modifying children's rehearsal techniques on memory tasks were investigated in this study. Thirty second-grade children were randomly assigned to feedback and no feedback conditions in an experiment conducted in four phases: baseline, training, immediate transfer, and delayed transfer. Four lists of 18 grade-appropriate, high frequency nouns were selected from Thorndike and Lorge (1944). One list was used to collect baseline data and the remaining three lists were used for training, immediate transfer, and delay transfer tasks. Following each study/test trial conducted during training, the feedback group was shown how their performance improved when they used a many-item rehearsal strategy. A brief math test was administered for five minutes immediately following training. Children were then given the immediate transfer task. One week later, they were given the delay transfer task. A repeated measures analysis of variance was performed for group, stage and serial word position variables. Among the results, the analysis indicated an overall significant difference between the two groups in rehearsal and a marginally significant difference between the two groups in recall. (Author/RH)