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This study is areport of an investigation of the interaction between imagery ability and processes employed for facilitating recall. The tasks were assumed to involve contrasting processes through the use of imaginal or verbal mediators and concrete or abstract jingles (mnemonic aids) in memorizing two concrete and two abstract lists of 10 words in each list. The dependent variables were latencies in arriving at an association, number of errors and omissions on immediate recall, and number of errors and omissions on delayed recall. The main effects of imagery ability, favoring high imagers, and of kind of lists favoring concrete lists were significant. In delayed recall there was a significant interaction of mnemonic aid and kind of list. Irnagery ability interacted with mediators to influence Ss' recall. The results were discussed as supporting Paivio's two-stage association model. Paivio (I969) has suggested that the learner, either because he has a preference for using images or because images are more available than words, tends to use an imagery strategy with concrete words. On the other hand, confronted with a task in which he is required to associate abstract terms, the learner employs a strategy emphasizing verbal association.Of a number of experimental procedures used in tests of Paivio's theory, two were of concern in the present study. In one procedure, a jingle ("one is a bun," "two is a shoe," and so on) was employed as a mnemonic aid. Applied to the assumption in the aforegoing paragraph, it would be expected that a jingle consisting of concrete pegwords should facilitate the use of an imagery strategy; a jingle consisting of abstract pegwords should facilitate the use of a verbal strategy.In another procedure, instructions were employed to induce the S to use either an imagery or a verbal-associations strategy when learning the word pairs by use of a mnemonic device (paivio & Yuille, 1969).However, induction of treatments via instructions only may be a weak manipulation. Accordingly, the procedure was modified by Paivio and Foth (1970) by requiring the S, in the imaginal-set treatment, to draw a picture linking the pegword to its serial counterpart in the list to be learned, and by requiring the S, in the verbal-set treatment, to write a sentence using the two words. These methodological variations provide means by which learner strategies can be manipulated. In terms of the initial assumption, it would be expected that imaginal sets would be more easily applied to concrete than to abstract materials, while verbal sets would be more effective for abstract materials than would imaginal sets.In addition to examining the relation between recall *The research reported in this paper was supported by the Advanced Research Projects Agency (ARPA Order No. 1269) through the Office of Naval Research under Contract ONR Nonr N00014-67-A-0385-006. and abstractness (or concreteness) of pegwords in mnemonic aids and between recall and mediational strategy, another purpose of the present study was to investigate ...

This investigation dealt with the processing requirements in letter discrimination for beginning readers with reflective-impulsive and field-dependentfield-independent learning styles. The discrimination task, presented in vertical and horizontal formats and in high-and low-density arrangements, consisted of matching each of 12 letterlike symbols with one of its 12 transformations. Results supported all a priori hypotheses: Impulsivity-reflectivity was related only to number of errors and latency. Field dependency-independency was unrelated to latency but interacted with contextual arrangements: field dependents made more errors than field independents on high-density and horizontal presentations; differences between the two groups for lowdensity and vertical arrangements were not significant. Interpretations were made in terms of the feature analysis processes employed by beginning readers with different learning styles.

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