The purpose of this sutdy was to investigate the development of knowledge about the use of cues to aid prospective retrieval. The subjects for this study were 16 kindergarteners, 16 first graders, and 16 third graders in Seoul. There were equal members of boys and girls at each grade level. The instrument for retrieval cue tasks was composed of 12 questions : 6 questions for cue informativeness and 6 questions for cue placement. The data was analyaed with repeated-measure analysis of variance. There was a significant age effect(p<.001) and cue evaluation question effect(p<.001). For the cue informativeness items, the Association questions were found to be the easiest, followed by the Nonambiguous questions, with the Detailed questions being the most difficult. For the cue placement questions, the Visible questions were the easiest, followed by the Cue Encounter and Noticeable questions. The results suggest that knowledge about the informativeness of cues, and the placement of cues, is acquired in parallel.