Two separate studies were conducted: 1) one examining the effect on sixth grade subjects (N=113) of relevant questions occurring shortly after reading textual material on posttraining tests to a control condition not receiving the questions, and 2) one replicating it and also examining learning in small group (individual-like situations) as well as intact classrooms, and comparing the performance of sixth graders (N=96) and college students (N=74) on the same content. Data for the first study consisted of the number of correct responses by each student to the three daily 12-question posttests and the 18-question post-posttest; for the second study the number of correct responses by Ss to a 16-item posttest and a 20-item post-posttest. Results were submitted to means tests and analysis of variance to determine the effects on performance of class, day, conditions, type of administration, and their possible interactions. The study failed to support previous studies: There was no general facilitative effect of interspersed questions (after relevant text material) on incidental learning. No experimental differences were found when sixth graders were treated in intact classroom situations vs. small groups, and no differences were found that could be attributed to days with respect to short term and delayed retention. If "mathemagenic behaviors" are generated in children, they do not seem to take the same form as those reported in young adults. (JS)