| Abstract: | Two experiments compared the effects of neutral, separate, and interactive imagery instructions on the learning performance of 160 1st and 168 5th graders for both single-item and paired-associate tasks. As in previous studies, instructions to use interactive imagery were facilitative only for the older Ss. However, further investigation revealed that both younger and older Ss who reported using images did show facilitation, compared with those who did not report using images. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
