This study explored the viability of several theories in describing adjective memory. For the study, college students were told either to form images or to learn sentences. A noun-prompted sentence recall task exposed their memory for adjectives modifying either subject nouns. Results revealed that subject modifiers were better remembered than object modifiers. Also, adjectives semantically unrelated to verbs were recalled better than adjectives related to verbs, mainly because students tended to omit adjectives from their productions when verbs conveyed these meanings. This omission tendency was especially strong for modifiers which followed the verb. Constructive and interpretative theories of semantic memory were applied to results. (Author/RB)