Abstract
Two paired associate lists of 32 nouns were presented to subjects in three treatment conditions: One received imagery instructions, another saw provided pictorial mediators, and the third received only task instructions. Concrete high-imagery-arousing nouns were superior in facilitating learning, especially in the stimulus position. This effect was reduced in the provided-mediator group, as evidenced by an interaction between pair type and treatment, but it was not eliminated. A posttask test of mediator recall presented to the provided-mediator group showed no difference in recall due to pair type if the mediator was recalled, but there were differences in recall of the mediator related to concreteness. The difference between subject-generated and experimenter-provided mediators appeared to depend on the concreteness of materials.
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