As part of a series of studies dealing with varieties of interference in sentence learning as assessed by multiple choice tests, a study was undertaken to explore the effects of pictures on inferentially produced interference in recognition memory for sentence information. The subjects were 104 first grade students and 104 fourth, fifth, and sixth grade students. The design consisted of two levels each of age (younger or older), strategy (pictures or no pictures), the contextual relationship of distractor and test question (related or unrelated), and item type (explicit or implicit). Students in the experimental group were shown pictures while hearing tape recorded sentences. The pictures displayed all sentence information except that which would later become a multiple choice distractor. Students in the control group heard the sentences but did not see pictures. All subjects were given a multiple choice recognition test concerning the content of the sentences. The results indicated that pictures had a strong, positive effect on learning for both younger and older subjects--even when there was potential interference from related materials. The findings support the notion that pictures enhance the distinctiveness of target information rather than increasing the likelihood of confusing the information with distractors. (Appendixes contain the materials used in the study and tables of raw data.) (FL)