Stimulus Vividness and Anxiety Level in Intentional—Incidental Learning
High (Ha) and low (La) scorers on the MAS were instructed to alphabetize a deck of 30 words, 10 each of which were high, medium, or low vivid. Group I had 3 trials with incidental instructions (told only to sort), a recognition test of the words, three more trials with instructions to learn the words, and a second recognition test. Group II had 6 incidental sorting trials followed by a recognition test. It was hypothesized that Ha Ss would sort more efficiently and recognize fewer words because of a greater tendency to focus on fewer available cues. Findings in support of the hypothesis were that Ha Ss sorted more rapidly and more accurately, recognized fewer words, and showed greater disruption in the sorting task when instructed to learn the words. In addition, Ha Ss evidenced a “sensitized” reaction to medium vivid words.