Predicting the use of imagery as a mediation strategy

One of the central concerns of American educators has been to individualize instruction. Educators have been searching for an equitable means of moving from what Glaser (1972) called our present selective educational system to an adaptive one. The difference between a selective and an adaptive system is determined by noting who or what adapts-the student or the instructional environment. In a selective system the student will be successful only if his particular abilities are suited for the instructional environment, or if he is able to adapt his abilities to suit the environment. In an adaptive system, on the other hand, the instructional environment is determined individually based upon a number of factors; personality, abilities, interests, and past experience (Nunney & Hill, 1972). Although early research comparing the learning of individuals differing in imagery ability was equivocal, recent evidence suggests that learning can be affected by imagery ability. Kuhlmann (1907) and Fracker (1908) found that recall of colors and shapes was enhanced by imagery ability, while Thorndike (1907) and Carey (1915) reported conflicting results. Later, David (1932) found correlations between