The aims of this study were (1) to assess the relative effectiveness of verbal and visual elaboration prompts and question-answering prompts on children's incidental memory, and (2) to determine whether performance improvement associated with pictorial elaboration could be augmented by either verbal elaboration or question-answering procedures. Forty-eight 5- and 6-year-old children were randomly assigned in equal numbers to one of six experimental conditions in two one-way experimental designs. Subjects were presented with a 20-item list of noun pairs under incidental memory conditions. Pairs were presented at a rate of 12 seconds per pair on the inspection trial; after an interval of 30 seconds, subjects were given a surprise cued recall test. Conditions in the first experiment were control, pictorial elaboration, verbal elaboration, and question-answering. Conditions in the second experiment were pictorial elaboration, pictorial elaboration plus verbal elaboration, and pictorial elaboration plus question-answering. Results indicated that both the question-answering and the two elaboration conditions facilitated incidental memory; question-answering and verbal elaboration conditions were superior to the pictorial elaboration condition. Further, results indicated that incidental memory performance associated with a pictorial condition can be enhanced by requiring the subject to verbally elaborate the pair relationship or respond to a "Why?" question. (RH)