A comparison was made between a mnemonic instruction intended to generate intraverbal processes with one intended to generate imaginal processes as aids to the recall of noun-noun paired-associates. Trial number and duration, and intent to learn were varied factorially with mnemonic instruction. Results indicate superior recall for Ss given imaginal instructions, for Ss intending to learn, and for Ss receiving more but shorter trials over those receiving fewer but longer trials. An interaction between mnemonic instruction and intent to learn reached the borderline of significance. The data are interpreted as inferential support for a dual, pictorial-intraverbal memory storage model.
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