The interactive effect of extraversion/introversion, mental imagery and instructional imagery was observed upon 160 school children selected on the basis of their scores on JEPI and IDQ. The short term memory tests were given to the subjects to meet the requirements of 2 x 2 x 2 (6) repeated measure ANOVA for distractor and 2 x 2 x 2 x 2 (2) for probe techniques. The findings reveal that high imagery groups and instructions-to-form-image groups performed significantly better than their respective counterparts. In the absence of differences in personality groups, the findings suggest that in the presence of some kind of distraction-may be due to interpolated activity in distractor technique and similarity of material (NSS) in probe technique-did not let the extraverts have the edge over the introverts. The contentions with respect to the personality variable are highly tentative which probably needs reconfirmation since the experimental evidence in this regard is quite contrary.