Earlier studies found that recall scores of information central to the task increased with age while incidental information recall scores remained constant. This study repeated the earlier ones modifying procedures of instructions, testing, and schedule of recall. Also, it tested the effect of labeling pictorial stimuli. The sample of 253 children were to learn to discriminate either content or position of presented pictures as central information. The sample was divided by three age groups, 7 to 9, 10 to 11, and 12 to 14. These groups were further subdivided into four groups. The first group received more ambiguous directions than did the other groups. The second group was tested on a balanced schedule of recall. The third group was shown names of animals, while the fourth group was shown numbers designating positions of pictures. The results showed that (1) as before, content recall scores increase with age, (2) more ambiguous directions led to less selectivity at all ages, (3) a balanced schedule of recall was effective at an older age, (4) labeling depresses incidental information scores at all ages, and (5) name labeling is more effective than numerical labeling, but not at a significant level. A bibliography and tables are included. (JS)