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The effects of instructions to either repeat the correct item of each pair aloud more often than the incorrect item or to form an image to the correct item of each pair were studied in continuous verbal discrimination learning (VDL). The number of pairs intervening between study and test presentations varied from 0 to 64. The imagery instruction was superior to repetition, which was better than an uninstructed control condition. In addition, the decline in performance with increasing lag was much less marked in the imagery instruction group. The results support the hypothesis that imagery and situational frequency are independent attributes in VDL, and suggest that the advantage accruing to the use of imagery occurs in the transfer of information from primary to secondary memory.

Imagery and repetition instructions in verbal discrimination learning as a function of lag