Abstract
The effects of visual and auditory auxiliary distracting tasks were compared with pictorial and verbal stimuli in paired-associate learning following either standard or imagery instructions. Type of distraction was found to interact with stimulus modality but not with instructional set. The usual superiority of pictorial stimuli was somewhat reduced by auditory distraction and was eliminated by visual distraction. Results were considered in terms of several alternate hypotheses regarding encoding, imagery mediation, and interference.
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