Reports of positive effect of using images, induced imagery, and self-generated verbal cues on vocabulary recall and positive results of multimedia-materials authoring inspired this researcher to compare experimentally two modes of practicing concrete vocabulary items at elementary level— presenting the target vocabulary item along with its mother-tongue equivalent and the related PICTURE/drawing and presenting the item along with its mother-tongue meaning while the learner is producing a PICTURE of it. 40 students practiced 10 vocabulary items in the production mode and 10 vocabulary items in the perception mode, for 59 seconds each. The participants were tested for their memory of the target items twice, three minutes, and 24 hours after practice. The analysis of the results showed that, contrary to previous research, which was usually grounded on comparatively higher level tasks, with lower-level tasks like memorizing concrete vocabulary items out of conTEXT, associated PICTUREs helps more than PICTUREs produced by the learners themselves.