Developmental changes in preschool children's awareness of the relative effectiveness of four nonverbal strategies in a memory-for-location task were investigated. Fifty-two preschool children (12 three-year-olds, 20 four-year-olds, and 20 five-year-olds) made paired comparison judgments as to the mnemonic effectiveness of marking, touching, looking at, or ignoring the location of a hidden toy. Stimuli in the study were black and white videotapes featuring a 6-year-old model who was presented with a memory-for-location task. The task involved remembering where an object was located when it was hidden under one of six identical cups on a turntable that was subsequently slowly rotated. Following initial demonstration of the four strategies, twelve pairs of strategies were presented for paired comparison judgments. For each pair, the child was asked to point to the strategy that would help the model "remember best." All three age groups ordered the strategies identically, judging marking as most effective, followed by touching, looking, and ignoring. There was a developmental increase in the tendency to choose the more effective strategy over the less effective. Five-year-olds were significantly less likely to choose ignoring and tended to choose the marking strategy more often than the younger children. (Author/RH)