A test of the developmental imagery hypothesis in children's associative learning

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Abstract

Two samples of kindergartners (a total of 125 Ss) were administered a paired-associate learning task at the beginning and end of the school year, under either regular (control) or self-generated visual imagery instructions. Consistent with previous speculations about the relationship between maturation and the efficacy of imagery instructions on this task, age predicted paired-associate learning performance in the imagery condition even when general ability and amount of formal schooling were controlled. In contrast, age was not significantly related to learning in the control condition. Results support the developmental imagery hypothesis. (16 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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