Abstract
The purpose of this study was to investigate the interactive effects of imagery learning strategies and students’ originality in learning and retention. Imagery learning strategies in this study were: experimenter-provided (EP), subject-generated (SG), and control group (CG). In the experimenter-provided imagery learning condition, the experimenter provided the students with linking images of the paired-associate list and were instructed to use such images to help them learn. Students in the self-generated imagery learning condition were instructed to form a linking image of their own to the stimulus and response term pairs of the paired-associate list. Students in the control group received no imagery instruction. They were simply told to study the paired-associate list for later recall.
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© 1981 Springer Science+Business Media New York
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Horng, RY. (1981). The Interactive Effects of Imagery Learning Strategy and Originality on Learning and Long-Term Retention. In: Klinger, E. (eds) Concepts, Results, and Applications. Springer, Boston, MA. https://doi.org/10.1007/978-1-4684-3974-8_15
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DOI: https://doi.org/10.1007/978-1-4684-3974-8_15
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