Abstract
Abstract Three groups of 4th and 6th grade boys and girls (N = 60) were given relevant, irrelevant, or no stimulus pretraining prior to paired-associate learning. Stimulus integration produced by relevant pretraining did not affect paired-associate learning. Fewer learning trials were required by 6th graders, and easy to pronounce stimuli were easier to learn. Integrated stimuli elicited less single component cue selection whether stimulus integration was due to pronunciability or pretraining. Relevant pretraining resulted in equal cue selection for easy and hard to pronounce stimuli. After irrelevant or no pretraining, there was more single component cue selection in the hard to pronounce stimuli.
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