Subjects at three age levels were administered picture pair or word pair discrimination lists. They pronounced or pointed as a method of choice, and they pronounced or pointed at the correct item (or remained silent) during rehearsal. The results indicated that with picture pairs, pronunciation facilitated learning as a method of choice and a type of rehearsal in nursery school subjects. For fifth-grade and college subjects, there was no significant difference between pronouncing and pointing as a method of choice. Spoken rehearsal was superior to control performance for the fifth-grade subjects. College subjects performed equally well in the control and pronouncing conditions, but pointing during rehearsal produced significantly more errors than pronouncing. Word pairs produced no significant pronunciation effects. The verbal stimuli tend to elicit implicit pronouncing responses sooner than the nonverbal stimuli. These results were discussed within an internalization of speech perspective. (Author/WR)