This study had two major objectives. The first was to determine if the effects of verbalization found by Taylor et al (1971) could be extended to a culturally disadvantaged junior high age population; the second was to determine if the effectiveness of verbalization is situation-specific, restricted to the particular list which is verbalized, or if verbalization may produce some more enduring change in the learner. Subjects were 40 primarily Black children enrolled in special education classes at two inner city junior high schools. Four treatment conditions were established, varying as to conditions of overtness of verbalization in the task. All groups were instructed to use imagery elaborations to learn two PA lists. Results yielded a significant difference between the experimental and control groups, with no significant differences between the two experimental or the two control groups. Verbalization appears to be an effective means of facilitating PA recall with self-generated imaginal elaborations for this population group. (Author/CKJ)