Nouns and verbs in paired-associate learning: Instructional effects

SummaryFour experiments were carried out to explore the effect of imagery and performance instruction in the paired-associate learning of nouns and verbs on free (FR) and cued recall (CR). The major results indicated that CR was better than FR for nouns and verbs with an imaginal encoding instruction, but that with performance instruction CR was worse than FR for verbs. The results are interpreted as support for the hypothesis that the mental processes produced by imagery encoding differ from those initiated by motor encoding.

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