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The article presents a study that compares the effectiveness of paired-associate learning with referent-relevant comments (PA-MOD) with symbol explanation (EX) and EX within a storytelling context (EXSTORY). Through a quasi-experimental between-group design, 39 subjects were assigned to one of three groups. Each group was taught the same symbols and was required to select from the communication displays. Results show that EX and EXSTORY appear created greater retention and generative learning.

In two experiments manipulating exposure to brand placements embedded in short movie extracts; we explore the roles of implicit and explicit processing in children with the aim of assessing the influence of brand salience and different types of exposure. Developmental differences are explored by comparing two age groups: 6-7 year olds and 9-10 year olds. In Experiment 1 (N=143), a personally salient brand presented prominently is compared with a brand of little salience presented peripherally. In Experiment 2, (N=150), a personally salient brand presented peripherally is compared with a non salient brand presented prominently. Presentation modality was also varied. Results emphasize the role of conceptual fluency in children's implicit processing of meaningful symbols (i.e. brand logos) and support the dissociation of implicit and explicit memory. We fail to support general developmental trends in explicit memory. That children implicitly identify brands without explicitly recalling seeing them raises key ethical issues. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]