Examined in three studies were the influence of perceptual organization on children's memory and the relationship between operational thought and memory performance. In the first study, 72 children at 5, 7, and 9 years of age were given a series of Piagetian tasks and a memory task. Subjects were presented with 10 color-shape pairs depicted in either a unitary or a disjunctive fashion and were asked to recall which color went with which shape. No significant differences between unitary and disjunctive conditions and no significant relationships between cognitive tasks and memory performance were found. A second and a third study more closely examined the effects of subjects' actions on memory. The second study required children to draw unitary or disjunctive stimulus materials. Findings revealed that children remembered significantly more color-shape pairs in the unitary condition at every age level. Additional analyses suggested that the act of drawing specifically highlighted the integrative aspects of the unitary materials, particularly for the 7-year-olds. A third study required subjects to construct replicas of the stimuli. Results suggest that the act of construction facilitated memory and increased subjects' capacity to remember pairs in the disjunctive condition. (RH)