Individual differences in fourth grade students' abilities to profit from experimenter-provided picture adjunct aids on prose recall tasks were examined. It was hypothesized that poor paired associate learners would benefit from picture adjunct aids to a greater extent than good paired associate learners. A secondary aim was to assess the effects of requiring children to act on pictures. Data were gathered from two experiment phases: trials of paired associate tasks using noun pairs presented as words or line drawings to classify learner types, and three story reading and recall tasks in "No Picture" or "Picture" adjunct conditions. A fourth story involved a multiple-choice picture task and oral free recall test. Overall mean performance for picture and word pair learners were classified as high picture-high word (HH), high picture-low word (HL), low picture-high word (LH), and low picture-low word (LL). Although the Learner X Picture Interaction was not significant in every analysis, the significant interactions that were found and the general pattern of results support the hypothesis that picture adjunct aids help LLs more than HHs on a constructed response task. Factors of "Reading Ability" and "Picture" were also examined. (CM)