This study examined whether scripts provide a basis for the categories preschool children use to structure their semantic memories and whether the use of taxonomies to structure memory becomes more common only after children enter elementary school. Subjects were 108 children in three equal groups of 18 boys and 18 girls children each of 4-, 5-, and 6-year-olds. In each group, subjects were randomly assigned to either the taxonomy list condition or the script list condition. After being exposed to either taxonomy-based or script-based memory strategies, children were then shown pictures of clothing, animals, and food, and asked to remember the words those pictures represented. The subjects differed significantly in the number of words, categories, and words-per-category recalled. These differences were a function of age group and condition. Highest recall was in the 6-year-old/taxonomy list condition, followed by: (1) the 4-year-old/script list condition; (2) the 5-year-old/script list condition; (3) the 5-year-old/taxonomy list condition; and (4) the 4-year-old/taxonomy list condition. These data show a developmental shift in language learning. Results suggest that script-based memorization strategies have much utility for younger children; and, perhaps due to older children's exposure to the formal educational system, hierarchically-based memorization strategies become more salient for elementary school students. (Contains 11 references.) (JW)