Effects of Autonomy of Imagery and Time Press on Production of Verbal Originality

Abstract

51 boys and 63 girls in junior high school (Grades 7 through 9) were classified as imagers high (low controlled), moderate (moderately controlled), and low in autonomy (high controlled) according to Lane's Questionnaire on imagery Control. The subjects were then randomly assigned to one of two time-press conditions (fixed or variable). Moderately autonomous imagers produced significantly more verbal originality than imagers high and low in autonomy as measured by Sounds and Images. Time press had no significant effect on production of verbal originality.