Recent studies suggest that children younger than 8 years old fail to use imagery instructions, resulting in memorial deficits. This inferior recall performance has been ascribed to encoding, storage, and/or retrieval deficiencies. One method recently used to assess the encoding/storage vs. the retrieval effects of imagery instructions on recall is to employ imagery instructions with or without a partial picture during the learning and/or recall phase of the study. The present study employed a 2 (imagery, no-imagery instructions) by 2 (partial picture during story, no par· tial picture during story) by 2 (partial picture during questioning, no partial picture during questioning) factorial design, with first·gradechildren as subjects. Recall of items specified in narrative passages was the dependent variable. Recall of narrative prose for 6-year-old children was consistently facilitated by partial pictures during story presentation. Imagery instructions were ineffective in facilitating recall.Child researchers have become increasingly interested in imagery as it relates to cognitive development. Pressley (1977), for example, suggests that the age span of 5-8 years is the crucial period in the development of imagery in cognitive processes. Piaget and Inhelder (1971) suggest that cognitive stages are highly related to the child's ability to manipulate images.Most of the recent child research has focused on the question of whether young school·age children employ imagery strategies as effectively as older children. Lesgold, Levin, Shirnron, and Guttman (1975) and Rohwer (1973) suggest that a lower probability exists in younger children relative to older children in their use of images. Current developmental research tends to sup· port their position. For example, Shirnron (1975) found that although recall performance of narrative passages was facilitated by imagery instructions presented to fourth·grade children, imagery instructions failed to aid recall memory of fust.graders. Guttman, Levin, and Pressley (1977) were concerned with the possible inter· active effects of imagery and visually presented illustra· tions on the recall of a prose passage. The research paradigm included a control condition in which only the story was read, an imagery instruction condition, a group that was shown a complete picture during the story, and a group that received the story accompanied by partial pictures. These partial pictures contained all the information included in the story except the to·be· remembered item. Thus, the object of interest (e.g., a