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Summary The double-encoding hypothesis is one explanation for the superior free recall of picture stimuli compared to recall of the same stimuli in word form. This study attempted to describe fully in words the picture stimuli that were presented, because a picture's simple word label obviously is not equivalent in complexity to the picture itself. Pictures, their simple labels, and a series of words that completely described the pictures were presented to 90 Ss. Results indicated stimuli in the picture form were remembered better than both kinds of word stimuli. These results supported the double-encoding hypothesis.

The double-encoding hypothesis explains why superior free recall of picture stimuli compared to their equivalent word forms has been demonstrated to be valid with university level Ss. Two experiments compared the effects of grouping words and pictures to determine if there is a developmental factor involved in modifying the double-encoding hypothesis. Experiment 1 found that freshmen university students who grouped pictures or words remembered more pictures (p.01), thus supporting the double-encoding hypothesis. Experiment 2 found no significant differences when sixth-grade students grouped pictures or words (p.05), thus not supporting the double-encoding hypothesis. Recommendations for future studies were made.