Abstract
The influence of mnemonic and attentional aids on children's double-alternation (DA) learning was assessed using a binary choice apparatus with red and green event lights. The amount of mnemonic information was varied by exhibiting either the most recent two or the most recent 10–20 events of the DA sequence. Attention was manipulated by requiring onehalf of the Ss to verbalize the colors of the pegs. Ss were 40 nursery school and 48 kindergarten children. Only the older Ss with the 10-event mnemonic asymptoted above 75% correct. The nursery school Ss using the 10-event mnemonic and verbalizing the peg colors performed significantly better than other younger groups in the last three trial blocks.
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