Children of the fourth grade were given five facts to learn and remember about howling monkeys, each being presented in a context with four other facts. Half of the total group of 44 learned the facts in a context containing a superordinate statement (topic sentence), the other half with a coordinate (related) statement. Retention was measured in half of each group by presenting the topic sentence immediately before the retention test, and in half without. Significantly greater remembering, measured by recall and recognition scores, was found in groups having the topic sentence presented just prior to the retention test. The results indicate the major effect of the superordinate context cue to occur in retrieval.

An experiment investigated effects of (a) number of rules, (b) immediate vs. 3-day recall, (c) verbal vs. verbal plus pictorial cueing, and (d) IQ, on the learning and retention of concrete rules. Each rule wag composed of a highly pronounceable CVC as the name of a thing (a drawn shape), and an action (such as, "underline it"). 96 4th-grade children were the experimental SB. Following sessions providing prelearning on thing concepts and review of action concepts, different groups of children learned 3, 5, 7, or 9 rules from printed booklets, reading and recording each rule once. Virtually complete retention was obtained for 3 and 5 rules when measured immediately, significantly less for 7 and 9. Significant effects were not found for IQ or cueing method. After 3 days, the amount of retention was about 20% under all conditions.