M. Twum et R. Parente, ROLE OF IMAGERY AND VERBAL LABELING IN THE PERFORMANCE OF PAIRED ASSOCIATES TASKS BY PERSONS WITH CLOSED-HEAD INJURY, Neuropsychology, development, and cognition. Section A, Journal of clinical and experimental neuropsychology, 16(4), 1994, pp. 630-639
The facilitating effects of visual imagery and verbal labeling strateg
ies on learning and retention were examined with 60 survivors of close
d-head injury. Because individuals without known neurological deficits
use cognitive strategies when learning new materials, we expected tha
t head-injured subjects could also be taught to use these strategies.
Subjects were asked to memorize the verbal and visual paired associate
s stimulus items from the revised Wechsler Memory Scale-Revised (WMS-R
). One group of subjects received mental imagery instructions to help
them learn the verbal paired associates. Another group received verbal
labeling training to help them learn the visual paired associates. Su
bjects who received imagery but not verbal labeling instructions were
able to recall more paired associations than those who did not receive
imagery. Those subjects who received verbal labeling but not imagery
instructions recalled more visual paired associations than those who d
id not. Subjects who received learning instructions also showed better
retention of the learned information.