兒童是國家未來的主人翁，許多世紀以來，人們對新生代的兒童們均寄以無比的厚望，悉心地養育保護，並且教育他們得有充分的發展。心理學家們努力地想了解人的行為，經過思索、觀察、應用科學方法想發現人類的行為模式。一部分實驗心理學者以動物為對象作比較研究，己經有了許多發現。兒童心理學家從兒童發展階段來觀察、實驗，對教育心理學有極大的貢獻。「學習」是教育心理學家研究的重要主題之一，人類自從有認知能力開始，就無時無刻不在學習狀態中，近來心理學家更進一步地仔細觀察兒童如何學會說一句話，如何作一個反應，如何得到一個概念等的學習歷程。教育是百年樹人的大計，就特定的範圍來說，其對象永遠是人，若對人的瞭解不足或錯誤的話，那麼樹人的大計便要受到阻礙，因而對於兒童的學習行為研究，仍舊是重要的工作。

The purpose of this study was to investigate the effects upon children’s learning when different stimuli and presentations were operated.
After reviewing the related theories and studies about ‘stimulus”, “its presentation”, and “learning”, the researcher designed two experiments.
Exp. I was to investigate the results of children’s paired─associative learning when abstract an concrete stimuli were presented by whole, part, fixed, and nonfixed presentation method.
Exp. II was to investigate the results of children’s cognitive learning when visual and audio stimuli were presented by single or complex presentation method.
Exp. I adopted the “mixed design” of factorial experimental design. After the operations upon 24 preschool children with mean age 6.65, the results were found as follows：
1. There were no significant difference（p>.05）when the effects of different kinds of stimulus associations acted upon the learning results.
2. When different stimulus presentation methods operated upon children’s paired─associative learning, it was found that fixed presentation method was better than nonfixed presentation method（p<.05）.
3. When different stimulus associations interacting with different presentation method, the results of children’s paired─associative learning were found that when abstract stimuli associated with abstract ones─（1）the whole─fixed presentation method was far better than whole─nonfixed presentation method （p<.01）, （2）whole─fixed presentation method was better than part─fixed presentation method（p<.05）.
Exp. II adopted the “between─subjects design ” of factorial experimental design. After the operations upon 18 preschool children with mean age 5.68, it was found that as the stimulus in cognitive learning was the same, audio─visual complex presentation was better than visual single presentation（p<.05）.