Recent evidence suggests that whereas pictures are more easily recognized, discriminated, associated, and recalled than their corresponding verbal labels, this is not the case in concept acquisition/utilization tasks. If such evidence is interpreted in terms of a "frequency theory" perspective, one would expect the typically obtained…

The verbal discrimination learning of elementary school children was assessed in two experiments. In both experiments, Ss were given either regular discrimination learning instructions (control), instructions to pronounce the correct pair member aloud three times during study trials (vocalization), or instructions to generate a visual image of the…

Two experiments, involving 90 first-grade children, were conducted to test a retrieval-inefficiency explanation for the failure of visual imagery to facilitate young children's prose recall. (Author/MP)