This study investigates the hypothesis that during adolescence the developmental increase in the tendency to use elaboration as an associative study strategy is explained by increases in metamemorial knowledge. Independent assessments of the metamemorial knowledge and spontaneous strategic behavior of 32 fifth- and 32 twelfth-grade subjects were made. To assess metamemorial knowledge subjects were presented nine hypothetical memory problems and asked for their opinions on strategies for best remembering the material. Scoring took into account choice of strategy and justification of that choice. Strategic behavior was obtained by asking the subjects to verbalize their thoughts while studying each of 36 pairs of concrete nouns by the study-test paired associate method. Verbalizations for each of the pairs were classified into one of 15 categories by two independent raters on the basis of a transcribed record of the tape recorded study trial. Verbalizations were labeled "elaboration" if a direct interaction between the pair members was described. As hypothesied, grade-related advances in metamesorial knowledge appeared to be a powerful predictor of grade differences in use of elaborative strategies. However, results indicate that relevant metamemorial knowledge is neither a necessary nor a sufficient condition for elaboration. (Author/SS)