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The role of effort in strategy effectiveness (i.e., benefit for recall) was examined by determining whether reducing the capacity demands of a strategy would increase recall in young children who are spontaneously highly strategic. Kindergartners and first graders (N = 116) chose, by opening doors, certai n objects to view from a larger pool of objects during a study period in a selective recall task. The most mature strategy involved viewing only the objects to be remembered. Effort was eliminated by having the experimenter execute this strategy for the children, and this (a) increased recall among children who had spontaneously produced this mature strategy on earlier trials, and (b) eliminated age differences in the recall of strategic children that emerged when strategy production was effortful (i.e., spontaneously produced).

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