Abstract
Children learn noun pairs presented in sentences more readily than noun pairs presented alone; such a sentence effect is not found in college students. Two experiments were performed to evaluate the hypothesis that this discrepancy can be attributed to an interaction between experimental conditions and developmental level. In both experiments, subjects were drawn from five grade levels: first, third, sixth, eighth, and eleventh. The first experiment revealed a sentence effect at all grade levels, contrary to the hypothesis. The population sampled in the second experiment was chosen to represent that from which college-age subjects are usually drawn, and the expected developmental interaction clearly materialized. This outcome was regarded as implying that adolescence is a fruitful age range for investigating developmental changes in learning processes.
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