Harrison, Antoinette Fuhr,2013-08-162013-08-161984http://hdl.handle.net/11244/5307This study was designed to analyze the capacity of mental imagery to reduce frequency interference which can negatively influence student performance during multiple-choice tests requiring recognition memory. The analysis involved 69 subjects enrolled in the undergraduate divisions of Library Media and Mathematics at Northeastern State University, Tahlequah, Oklahoma. A two factor analysis of variance (ANOVA) with repeated measures over one factor, test form, was performed to test eight hypotheses which include: (1) multiple-choice test performance is improved by a mental imagery strategy over that of either repetition or no direct instruction (control group); (2) the effects of frequency interference are inhibited by a mental imagery strategy during a multiple-choice test where the choices include familiar options as distractors; (3) during multiple-choice testing, frequency interference is not increased when the test includes unfamiliar options as distractors; and (4) the negative influence of frequency interference is not increased during a recall completion test. A statistically significant interaction, (F(4114 = 15.92; p .05)), was obtained between Instruction Memory Strategy (Factor A) and Test Forms (Factor B). The data support the thesis that mental imagery, as an instructional strategy, facilitates memory while failing to support the ability of mental imagery to significantly inhibit frequency interference when familiar options are used as distractors. The possibility exists, however, that teachers may overcome students' learning obstacles by teaching them the skill of mental imaging.iii, 102 leaves :Education, Curriculum and Instruction.Thesis