| Abstract: | ![]()
96 undergraduates (4 experimental and 2 control groups) learned 2 lists of 10 pairs of number-faces or number-names. Experimental Ss learned the 2nd list under a mnemonic rhyme condition. 1/2 of the experimental Ss used imagery as a mediator while the remainder were given verbal mediation sets. Ss took longer to learn faces than names and longer to learn under mnemonic than control conditions. On recognition tests, faces evoked slower latency responses than names, whereas mnemonic sets, in particular imagery as opposed to verbal, reduced response time. Names were recognized better than faces, mnemonics improved recognition scores, and recognition of faces but not of names was facilitated by the mnemonics. Control-group data show that results are not attributable to practice effects. Questionnaire reports of learning strategies are also examined. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
