THE BIZARRE IMAGERY EFFECT AND INTENTION TO LEARN

The bizarre imagery effect, better memory for bizarre stimuli than or common stimuli, is now an established finding. However, the mnemonic b enefits of bizarre imagery are subject to several constraints (e.g., t he use of mixed lists and free-recall tests). A further constraint on the bizarreness effect is demonstrated here. in each of two experiment s, subjects were given either incidental or intentional study instruct ions and were asked to rate the vividness of the images they formed fr om the bizarre and common sentences. Contrary to conclusions based on available evidence, the bizarreness effect in free recall was manifest ed only with the incidental learning instructions. This additional con straint on the effect is consistent with the item-order account of biz arreness.