Abstract: Elementary school children served as subjects memorizing lists of words, digits and series of pictures. The results indicate: 1. The efficiency of memory is different, as materials memorized—words, digits and pictures are different. Concrete and lively pictorial materials are easily learned and better remembered than abstract materials.2. Memory of "related" materials are better than "unrelated" materials. This is especially the case with concrete lively pictorial materials and in delayed reproductions.3. Children of the first grade realized that "related" materials are easier to commit to memory. They tried also to construct meaningful connections to facilitate memory.4. The efficiency of memory increases with grade levels. The increase is more striking with "related" materials and in immediate reproductions.

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