Abstract
The purpose of this study was to assess differential effects of pictures and words as stimulus materials on both intentional learning with rehearsal and unrehearsed incidental learning. Subjects were given a list of 15 picture-word pairs consisting of either animals or things, and were instructed to learn the pictures or words of the pairs. Pictures or words which they were not instructed to learn were assumed to be incidental learning items. The results indicated the superiority of pictures over words in both intentional and incidental learning irrespective of presentation rate (1sec vs. 4sec).
