Abstract
Free recall of concrete and abstract words following imaginal, associative, or anagram incidental learning tasks was tested. Recall was significantly greater for concrete than abstract words, and recall for the imaginal task exceeded that of the associative task, which exceeded that of the anagram task. The interaction between kind of word and incidental task was not significant.
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The author wishes to thank the following members of his experimental psychology class, Spring 1974: Michael Gockerman, Cynthia Grove, Charles Shaughnessy, Edward Lybarger, Jackie Ayers, Gerald Cyranowski, and David Bush for their help in preparation of the stimulus materials, data collection, and for their contribution throughout this research by their many helpful suggestions. The data were reported in part at the meetings of the Psychonomic Society, Boston, November 1974.
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Gumenik, W.E. Imagery and association in incidental learning. Bull. Psychon. Soc. 7, 241–242 (1976). https://doi.org/10.3758/BF03337176
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DOI: https://doi.org/10.3758/BF03337176