Abstract
A sample of sixth graders was asked to estimate how many times each item in a list of either word or picture stimuli (presented varying numbers of times on a study trial) had in fact been displayed. It was found that, in comparison to words, pictures (a) were judged as having occurred more frequently, (b) resulted in less variable within-subject judgments, and (c) produced fewer false alarms on items never presented during study. At the same time, instructions to pronounce or to image the stimuli on the study trial had no effect on frequency judgments, either as a main effect or in interaction with stimulus types. The results were interpreted in terms of existing frequency theory, and permitted for speculations regarding picture-word differences in verbal learning experiments.
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