At each of three grade levels one group of Ss received a list of 12 syntaginatic word pairs, while another group of Ss received a list of 12 paradigmatic word pairs. Each list consisted of bidirectional, unidirectional, and nonassociated pairs. Free-association strengths for the unidirectional and bidirectional pairs were equated within and between grade levels. The syntagmatic pairs were learned faster than the paradigmatic pairs. Comparisons within each grade level yielded similar results. The facilitating effect of the syntagmatic relationship was found with the unidirectional and nonassociated pairs, but ont with the bidirectional pairs. Overall bidirectional and unidirectional pairs were learned faster than nonassociated pairs and bidirectional pairs were learned faster than unidirectional pairs. The latter result was true for Grades 8 and 12, but in Grade 4 no difference was found between the bidirectional and nonassociated pairs.