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A number of experiments are reviewed that pertain to the issue of the role of imagery in children's learning. The studies reviewed include those concerned (a) with properties of learning items, (6) with properties of the elaboration of learning items, and (c) with properties of elaboration instructions. The relevant evidence is viewed developmentally, and it is concluded that the capacity for deriving optimal benefit from verbal modes of representation emerges earlier in children's learning processes than the capacity for deriving optimal benefit from pictorial modes of representation. Some educational implications of imagery research are discussed.

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