Repetition versus imagery instructions in the short- and long-term retention of paired-associates

Abstract

Eighteen Ss learned three lists of 32 paired associates by the study-test method, Half of the items in each list were studied by repetition, and the other half by imagery. Imagery study resulted in better recall than did repetition study. Informing S at the time of test of the study method used for a given paired associate enhanced recall of items from List I, but did not influence recall on Lists 2 and 3. In addition, initial recall performance was poorer on List I than on the other lists, although List I items were better retained over a 1-week interval The results suggest that storage processes employed by S are dependent upon test experience. © 1969, Psychonomic Journals, Inc.. All rights reserved.