Effects of Imagery Instructions When the Context is Changed

Abstract

In a test of the hypothesis that the superiority of paired-associate learning brought about by Imagery instructions would be diminished by a change in stimulus conditions from practice to test, 80 women subjects were run in a factorial study with the factors, instructions (either image or associate), test conditions (practice and test in same or different rooms), and test modality (memory drum or audio tape). Instructions to Image yielded a significantly greater number of correct responses as a main effect. Instructions × test conditions yielded a significant effect, with a reduced superiority of image over associate instructions when practice and test took place in different rooms.