Abstract
The relationship between the amount of imagination exhibited during free play and the effective use of imagery during learning was studied. Eight observations of imaginativeness during play were made for each of 18 children. The subjects also were studied in three conditions of paired associate learning: stimuli presented side by side before or after imagery and stimuli presented interactively. There was a significant correlation between imaginative play and correct recognition of paired associates presented side by side both before and after imagery training. IQ was uncorrelated with either correct recognitions or imaginative play.
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