Abstract

Six instances of each of six taxonomic categories were presented, using photos and words, to 48 college students under incidental learning set. The Ss were unexpectedly asked to free recall the items either 3 min or 1 week after seeing them. The results showed that items in recall were grouped by taxonomic category. Picture or word presentation was used, at best, only for forming subgroups. However, items presented as photos were recalled better than those presented as words, at least after a 1-week retention interval.

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