Second and sixth graders were asked to learn noun pairs linked by various types of verbal connectives: Verbs, unmarked and marked comparative adjectives, polar antonym adjective pairs, and conjunctions. Results indicated that all contexts produced better learning than conjunctions, that comparative adjective effects were superior to the polar-pair condition which consisted of conjoined noun phrases. Also, in all conditions, first- and final-position nouns were found to prompt equivalent recall. It was concluded that results provide compelling evidence for the operation of adjective structures as mnemonic organizers in younger as well as older children and that they challenge imagistic accounts of the verb facilitation effect. Tables and a bibliography are included. (AW)