Partial pictures facilitated performance when presented with verbal information, but not when presented with the test questions. Sentence repetition facilitated performance only on questions presumed to reflect relatively shallow information processing. (Author/STS)

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…