It is suggested that because of the tendency of psychologists to characterize behavioral phenomena in distinctive ways, it is frequently difficult to determine if the same label is being used to refer to the same phenomenon by different investigators. One strategy to overcome this problem is to determine if similar conclusions are reached when the same dependent variable is manipulated by various investigators operating under different paradigms. This strategy is applied to the construct of verbal mediation. Three different paradigms are presented. Two major findings tend to recur: (1) overt verbal behavior appears to be correlated with various types of problem-solving behavior which continues to occur even after the verbal behavior has become internalized; and (2) there exists a period when, although the appropriate verbal responses are in the individual's repertoire, they do not serve a mediating function. It is suggested that the theorist-researchers reviewed are dealing with basically the same phenomenon. Several generalizations concerning the development of the verbal mediation process are abstracted, and several implications for the area of education are discussed. (Author)