The influence of the labeling of pictures of "borderline meaningfulness" on recall and recognition.

An attempt was made to enhance (by means of instruction) the verbal labeling and recall of schematic pictures which uninformed Ss tended to perceive as senseless. Sixty-nine male and female undergraduate students in psychology, about 19 years of age, took part in the experiment. Ss were confronted with 16 schematic pictures half of which referred to a predefined semantical category.