Two experiments examined the effects of different models of exploration questioning on kindergarteners' associative fluency, or ability to verbalize novel uses for conventional stimuli. In the first experiment, five models of exploration questioning were compared for their ability to facilitate associative fluency with respect to an object previously explored. Results indicated that the most effective condition was one in which children were asked questions eliciting generally descriptive remarks along with questions designed to encourage statements about similarities and differences. In the next most effective condition, children answered exploration questions relating to either description or differences. In the second experiment, children's associative fluency was tested on objects not previously examined. Again, children performing best were exposed to exploration questions eliciting description and statements of similarity and difference. Children exposed to questions generating description and statements of differences did better than children exposed to questions relating to either description or differences alone. It was concluded that asking exploration questions eliciting descriptions or statements of differences was most facilitative of children's associative fluency. Such questioning models are seen as having classroom application. (Author/MP)