The purpose of this study was to determine whether motor activity, previously assumed necessary to induce visual imagery in young children's associative learning, actually has to be executed in order for children to generate images. The results of an experiment with 96 kindergartners clearly suggest not: in conditions where subjects simply planned and activity (without executing it) learning was enhanced. Further, the temporal proximity of the planning to the potential motor activity did not prove to be important. These results, combined with those from subsequent experiments, give rise to the speculation--among others--that young children can be "tricked" into imagery generation through appropriately worded instructions. (Author/JMB)