Abstract
Imagery (I) of adjectives was varied on the stimulus and response sides of paired-associate tasks in both mixed-list (ML) and unmixed-list (UL) paradigms. In the ML paradigm, high-I response terms were learned significantly better than low-I response terms. More correct responses were given to high-I stimuli in the ML paradigm than to low-I stimuli, although reliability was statistically demonstrated only for the first five trials. No significant effects of I were found in the UL paradigm. These results were compared with those obtained in research with the I variable using nouns.
Article PDF
Similar content being viewed by others
Avoid common mistakes on your manuscript.
References
DOMINOWSKI, R., & GADLIN, H. Imagery and paired-associate learning. Canadian Journal of Psychology, 1968, 22, 336–348.
JACOBUS, K. A., & LEONARD, S. D. The influence of distinctiveness on stimulus selection. Psychonomic Science, 1968, 13, 339–340.
LEONARD, S. D., & JACOBUS, K. A. Locus of the effect of distinctiveness on response recall. Psychonomic Science, 1969, 14, 284–285.
NOBLE, C. E. An analysis of meaning. Psychological Review, 1952, 59, 421–430.
PAIVIO, A. Mental imagery in associative learning and memory. Psychological Review, 1969, 76, 241–263.
PAIVIO, A., & MADIGAN, S. Noun imagery and frequency in paired-associate and free-recall learning. Canadian Journal of Experimental Psychology, 1970, 24, 353–361.
PAIVIO, A., YUILLE, J., & MADIGAN, S. Concreteness, imagery and meaningfulness values for 925 nouns. Journal of Experimental Psychology, 1968, 76, (1, Part 2), 1–25.
SHEPARD, R. N., & TEGHTSOONIAN, M. Retention of information under conditions approaching a steady state. Journal of Experimental Psychology, 1961, 62, 302–309.
THORNDIKE, E. L., & LORGE, I. The teacher’s word book of 30,000 words. New York: Bureau of Publications, Teachers College, Columbia University, 1944.
YARMEY, H., & PAIVIO, A. Further evidence on the effects of word abstractness and meaning fulness in paired-associate learning. Psychonomic Science, 1965, 2, 307–308.
YUILLE, J., & PAIVIO, A. Imagery and verbal mediation instructions in paired-associate learning. Journal of Experimental Psychology, 1968, 78, 436–441.
Author information
Authors and Affiliations
Additional information
The study was supported in part by a grant from the University of Kentucky Research Foundation.
Rights and permissions
About this article
Cite this article
Jacobus, K.A., Leonard, S.D. & Stratton, R.P. The effects of imagery on the paired-associate learning of adjectives. Psychon Sci 25, 352–354 (1971). https://doi.org/10.3758/BF03335903
Published:
Issue Date:
DOI: https://doi.org/10.3758/BF03335903