The effect of imagery generation on science rule learning

This study was designed to investigate the effect of teacher-induced imagery generation on rule recall and transfer. The independent variables were the degree of imagery encouragement during instruction and the reported utilization of images while performing problem solving tasks on a criterion test. The dependent variable was scores on the criterion test. The results of the study indicate that imagery utilization significantly facilitates rule recall and also that imagery encouragement during instruction leads to significant rule transfer gains for low imagery students. The implications of these findings for teaching are addressed.