A reexamination of the role of imagery in learning and memory.
Five experiments were conducted to examine whether the superior recall of concrete over abstract words might be better accounted for in terms of relative differences in the processing of relational and distinctive information rather than redundant verbal and imaginal memory codes. Concrete and abstract word pairs were presented in the standard paired-associated learning task or under conditions intended to affect the nature and extent of relational processing between pair members. Concreteness effects were attenuated or eliminated when relational processing was prevented at encoding (Experiments 3, 4, and 5) or when the use of encoded relations within pairs was prevented at recall (Experiments 1, 2, and 3). The results indicated the viability of an account of concreteness effects in paired-associate learning based on the joint functions of distinctive and relational information. They also remove theoretical constraints imposed on imagery theories by the incorrect assumption of a uniform presence of concreteness effects in memory for word lists.
Marschark
M
M
Department of Psychology, University of North Carolina, Greensboro 27412.
Hunt
R R
RR
D000328:Adult; D001288:Attention; D003210:Concept Formation; D006801:Humans; D007092:Imagination; D008568:Memory; D011939:Mental Recall; D010153:Paired-Associate Learning; D011578:Psycholinguistics; D012660:Semantics; D014706:Verbal Learning