An Investigation of the Interventional Effect of Interactive Mental Imaginary and Emotional Load of Words on Recall and Recognition

The aim of this research is to study the impact of interactive mental imaginary and emotional load of words on recall and recognition. 40 postgraduate students were randomly selected to represent the control and experimental groups. The experimental group received training in interactive mental imagery in two sessions. Both groups were given a list of 30 words with negative, positive and neutral emotional load. Then, the number of words recalled and recognized by the two groups was assessed. The results of this study showed a significant difference in the rate of recall and recognition between the control group and the experimental one. Indeed, students who were trained could recall and recognize the presented words more than other subjects. Also, there was a significant difference between the score of recall and recognition in the two groups. According to the results of this study, recalling of words with emotional load was significantly higher than neutral words while the level of recognition of positive words was significantly higher than the other words. The findings of this study provided evidence for the significant impact of interactive mental imaginary and emotional load on recall and recognition.