Factor analyses of the Wechsler Intelligence Scale for Children-Revised (WISC-R) have typically yielded three factors: two generally understood to reflect basic verbal and performance dimensions and one about which there is no consensus with regard to what is measured. The aim of the present study is to elaborate the meaning of the third factor by examining the relationship between performance on the arithmetic, coding, and digit span subtests of the WISC-R and a variety of other cognitive and behavioral measures, especially measures which reflect developmental changes in information processing skills or strategies. Subjects were 96 fifth-grade children, 54 boys and 42 girls, who scored within the normal range of intelligence on a group IQ test. Children were seen in two sessions about 10 days apart. During the first session, six subtests of the WISC-R were administered. Then, during the second session, comprehension monitoring tasks, serial recall tasks, and modified serial recall tasks for assessing study strategies were completed by the children. Additionally, total reading and total math achievement scores from the comprehensive Test of Basic Skills as well as total IQ scores from the Short Form Test of Academic Aptitude were collected. Results of canonical correlation and regression analyses are discussed. (RH)