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Summary
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.