The effectiveness of sentence mnemonics in facilitating noun pair learning was examined as a function of the grammatical restrictiveness of the connecting verb. Noun pairs were presented in transitive, transitive-causative, and intransitive sentences or by themselves for learning. No effect due to type of sentence was found. However, presenting sentence mnemonics, regardless of structure, produced significant interference with learning. The role of idiosyncratic mnemonics formed by Ss was discussed. In addition the relation between rated imagery and meaningfulness of the sentence and learning was examined.
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