A preliminary study was conducted to identify the precipitating conditions and strategies used for vocabulary acquisition and to relate these findings to one theory of elementary and post-elementary cognitive development. Twenty-six college seniors were asked three questions regarding precipitating conditions and strategies used for vocabulary acquisition during the elementary and post-elementary years. Four categories of precipitating conditions were identified: (1) appealing sound and/or "adultness," (2) immediate usefulness, (3) strong emotion, and (4) peer usage. "Appealing sound" was most frequent during elementary years and "peer usage" was most frequent during post-elementary years. A two-part acquisition strategy was found that included search for meaning and rehearsal. It is concluded that the influence of affect on vocabulary acquisition during elementary and post-elementary years may be far more pervasive and varied than had previously been suspected. Strategies used for vocabulary acquisition are strikingly similar and noticeable for the degree of conscious, deliberate involvement on the part of the learner. Piagetian and neo-Piagetian theories of cognitive development are important in interpreting vocabulary acquisition. (SW)