Abstract
Abstract Twelve‐year‐old students read several passages about the accomplishments of famous people. Students in the mnemonic‐imagery condition were taught a systematic strategy to apply to the passages they read, whereas the control students were given no strategy and were left to their own devices. Consistent with previous findings, mnemonicimagery students remembered more name/accomplishment information than the control students. Individual differences in short‐term memory, verbal and visual competence did not predict performance in the imagery condition. Thus, imagery instruction with children of different ability levels was effective for short‐term memory, verbal and visual competence.
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