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To compare the effects of using either pictures or words in a recognition task, 120 college sophomores were assigned randomly to 4 treatment conditions: (a) see pictures-recognize pictures (PP); (b) see words-recognize words (WW); (c) see pictures-recognize words (PW); (d) see words-recognize pictures (WP). When the number of correct identifications of the original stimuli were compared, Group PP was superior to WW (p < .01), and PW was virtually the same as WW but significantly superior to WP (p < .025). The tendency to admit instructions, identifying new stimuli as members of the initial series, was significantly more predominant in the WW condition than in the PP condition (p < .001). Results were discussed in relation to hypotheses about the nature of encoding processes for pictures and words.

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A version of the Semantic Differential was used to sample attitudes of 350 children in the 4th, 5th, and 6th grades of 2 elementary schools. Compared to the other schools in the same city, School 1 was low on socioeconomic indicators, School 2 was near the median. Children in School 1 had significantly higher evaluative scores for "my school books," "having to keep quiet," "following rules," and "my school building." Children in School 2 were significantly more positive toward "my teacher," "father," and "college student." As grade in school increased, evaluative scores became significantly less positive for a variety of stimuli, including "my school books," "my classroom," "my teacher," and "me." Attitudes toward several stimuli were similar for boys and girls in School I but markedly different for boys and girls in School 2.