Abstract
60 Kindergarteners and 78 fourth graders learned a paired-associate picture list in the sentence condition, by hearing a sentence combining the stimulus and the response items in an interaction; in the picture condition, viewing a picture combining the same items in the equivalent interaction; or in the control condition (side-by-side presentation). In the fourth graders both the sentence and the picture conditions were superior to the control condition, while in the kindergarteners only the sentence condition was superior to that. Condition by contextual meaningfulness interaction was significant; in the anomalous pairs the sentence and the picture had the effect to facilitate learning but in the normal pairs they had no effect.
