The present study investigated two issues: (1) whether two measures of phonological memory, non-word repetition and non-word memory span, were related to acquired vocabulary at the age of 5 years; and (2) whether these measures of phonological memory could predict the ability of children to learn new words. Children's phonological memory, spatial memory and receptive vocabulary were assessed in one session. Next, a new colour word was introduced incidentally, followed by the explicit instruction of three new words and their definitions. The children were tested on word production and word comprehension for all of the words, and additionally for recall of definitions for the three taught words. They were retested one week later. The findings confirmed that phonological memory was significantly related to acquired vocabulary at age 5. Phonological memory was also a significant predictor of the ability to learn new words as tested by production and delayed comprehension measures for explicitly taught words. It did not predict word learning for the incidentally introduced word. Received 22 November 1991; mised version wcehd 22 Jnb 1992 storage. Jonncr/ of Memor~ ond h g a a g e , 27,586596. 43,19-29. (Eds), PbonohgicoI Processes in Literq: A Trihte to IsobeIk Y. Libermon. London: LEA. and PsycbohgicoI ReoIio. Cambridge, MA: MIT Press. Devehpment (Department of Linguistics, Stanford University), 15, 17-29. P~~~b o h n , 74,311-342.

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Three experiments investigated the e}ectiveness of presenting procedural information through di}erent media and their combinations[ Experiment 0 examined the e}ectiveness of text\ line drawings\ text and line drawings\ video\ and video stills for learning a _rst aid task[ The results showed an advantage of text and line drawings and of the video presentation over the other three conditions for both bandaging performance and answering questions about the task[ Experiment 1 showed that the bene_cial e}ect of the combination of text and pictures could not be accounted for simply in terms of a dual coding explanation[ Rather\ the e}ectiveness of the media and their combinations was in~uenced by the extent to which they conveyed action information[ Finally\ Experiment 2 showed no evidence of a contiguity e}ect] text and pictures were as e}ective when presented together on the same screen as when they were presented separately[

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