Abstract
Using photographs and words, 6 instances of each of 6 taxonomic categories were presented under incidental learning conditions to 48 college students. Either 3 min. or 1 wk. after seeing the items, the students were unexpectedly asked to free-recall the items and further to recall the presentation mode of each, i.e., whether it had been presented as a photograph or as a written word. The results showed that, for recalled items, recollection of presentation mode was better before the 1-wk. retention interval than after it and better following photographic than verbal presentation. In fact, after the 1-wk. retention interval, presentation mode of items presented as written words was recollected incorrectly as often as correctly even if the content of the items was correctly recalled.