60 4-, 5- and 6-yr.-old children learned two 3-item paired-associate lists. A mixed-list design was used. List 2 contained pairs representing A-B, C-D, A-B, A-B', and A-B, A-C transfer paradigms. Terms B and B' were related via rhyme. In second-list learning, more correct responses in the first two anticipation trials occurred on A-B' pairs than on A-C pairs and more correct responses on C-D pairs than on A-B' pairs. Age differences were nonsignificant. Conditions under which children might successfully utilize mediational rhyme strategies in paired-associate learning were suggested.
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