Reported were two studies designed to clarify the effects of verbal elaboration on children's learning. Study I was undertaken to replicate, with controlled training times, an earlier investigation of the effects of three types of extended verbal elaboration (sentences, semantic paragraphs, and syntactic paragraphs). Trials to criterion analyses of data from 42 children (aged 5 to 7) replicated previous studies: Ss in both paragraph groups performed significantly better than sentence condition Ss. Analyses of first trial errors, however, failed to find significant differences between the sentence and syntactic paragraph groups. Study II was designed to confirm earlier findings regarding the relative effects of labels and paragraphs on learning in very young children when training times were strictly controlled. Eight nursery school children (40 to 45 months old) were tested in labeling and paragraph conditions in a repeated measures design. The very poor performance of Ss in the labeling condition and their almost perfect performance in the paragraph condition was thought to suggest that they were not able to produce mediators on their own, but that they were able to use mediators supplied to them to facilitate paired associate learning. Both studies were found to support previous conclusions that extended verbal elaborations facilitate children's learning more than nonelaboration (labels) or simple sentences. (Author)