BECAUSE THE EFFECTIVENESS OF COLOR IN PICTORIAL INSTRUCTIONAL MATERIALS WAS INDETERMINATE, 5 EXPERIMENTS WERE DESIGNED TO INVESTIGATE EFFECTS OF COLOR CUE RELEVANCE (DEFINED AS A CORRELATION OVER TRIALS BETWEEN PRESENTATION OF A GIVEN STIMULUS CUE AND REINFORCEMENT OF A PARTICULAR RESPONSE) ON PAIRED-ASSOCIATE LEARNING. OTHER INDEPENDENT VARIABLES ARE LISTED IN THE SUB-TITLE. STIMULI WERE VARIED WITH RESPECT TO INTER- AND INTRA-LIST DIFFERENCES IN DISCRIMINABILITY AND MEANINGFULNESS OF SHAPES. MANY SIGNIFICANT RELATIONSHIPS WERE FOUND BY ANALYSIS OF VARIANCE OF ERRORS IN ALL TRIALS AND ALL EXPERIMENTS. IN GENERAL, A POSITIVE RELATION WAS FOUND BETWEEN COLOR RELEVANCE AND NUMBER OF ERRORS DURING TRIALS OF COMPOUND STIMULUS ACQUISITION. SINCE SUBJECTS WERE 10 YEAR-OLDS AND ADULTS, A TENTATIVE CONCLUSION WAS THAT FACILITY IN CUE SELECTION IS A POSITIVE FUNCTION OF AGE. THIS RELATION MAY BE MEDIATED BY PRESENCE OF COMPOUND STIMULI WITHOUT COLOR COMPONENTS, AND ORDER OF SELECTION OF SHAPE AND COLOR COMPONENTS. FURTHER WORK ON MEDIATION, DISCRIMINATION, AND PROMPTING IS SUGGESTED. RESULTS ARE DISCUSSED IN TERMS OF STIMULUS-RESPONSE MODELS AND COGNITIVE DEVELOPMENT OF CHILDREN. THEY SUPPORT THE ASSUMPTION THAT COLOR CODING EFFECTS MAY BE INTERFERING OR FACILITATING, DEPENDING ON FACTORS OTHER THAN VISUAL DISPLAY CHARACTERISTICS. STATISTICAL TABLES, EXPERIMENTAL MATERIALS, AND REFERENCES ARE GIVEN. (LH)