120個國中男生隨機分派至各3×2多因實驗設計中，意像（受試者產生，實驗者提供，及控制組）和獨創力（高和低）為自變項，應變項是學習和一週後的保存。實驗時受試者以學習一測驗昀方式學習三十個高意像值的名詞配對，共做三次學習一測驗。一週後再做一次測驗，測量保存。所得學習和保存的正確回憶量以3×2共變分析控制住智力變項，結果發現高獨創力者在受試者產生意像的指導語下，學習和保存顯著高於低獨創力者，而在實驗者提供意像的情形下高低獨創力者的學習和保存差異極小。控制組的學習和保存不受獨創力高低的影響，但成績低於前兩種意像處理。這個發現的解釋是，高獨創力者較能自己運用意像的學習策略，能有效的將配對中的名詞聯結起來以形成一個統整的意像，低獨創力者的這方面能力比較低。如果意像的內容能由外界直接提供，則高低獨創力者的差異便迅速的減少。

中文部分
呂俊甫 教育心理學，台北，大中國，民62。
洪瑞雲 國中學生的意像值評量，國教天地，民65，17。
張春興 心理學，台北，東華，民64。
郭有遹 創造心理學，台北，正中，民62。
莊仲仁 語文材料的心像性在配對學習中的作用，中華心理學刊，民64，17，145-150。英文部分
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