A study was conducted to explore the developmental differences in utilizing a superordinate context during learning and at retention at two grade levels. Ss were 98 students from third and fifth grade classes divided approximately evenly by sex. A 2 × 2 × 2 factorial design was used: factor 1 was superordinate vs coordinate topic sentence at learning; factor 2 was presence or absence of a superordinate retrieval cue; factor 3 was grade level. Ss were tested on both recognition and recall. Contrary to previous findings, results showed that the condition most conducive to learning was superordinate sentence present at learning, absent at recall. Reasons for the disparity in findings with previous research are discussed.
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