Two objective tests, presumed to measure S's ability to form visual images, were administered to 240 seventh grade students. On the basis of test scores, equal numbers of Ss were assigned to visualizer and non-visualizer categories. Ss in each category were now assigned at random to one of four conditions and their performance compared in a mediate association learning experiment. Paradigms were designed to compare visualizers and non-visualizers on learning tasks which used concrete and abstract nouns as mediators. The findings showed that mediation was related both to the type of mediator used in the paradigm and S's ability to visualize.
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