The accuracy of non-art college students' longterm retention of structural information presented in Leonardo da Vinci's "Mona Lisa" was tested. Seventeen female undergraduates viewed reproductions of the painting and copies that closely resembled structural attributes of the original. Only 3 of the 17 subjects reported having viewed a reproduction of the painting within the last several months; all others approximated the last viewing time as 1 to 15 years ago. Participants first viewed a series of 20 slides and indicated whether each was a reproduction of the original or a copy. They responded to one slide at a time and were not allowed to review slides previously shown or to change earlier responses. Next, subjects simultaneously viewed a set of printed reproductions and indicated which one was a reproduction of the original. Results indicate superior overall recognition of the original. When incorrect judgments were made, the copies selected were those judged by experts as those most closely resembling the original. The research suggests that memory often plays a key role in test response behaviors and ought not to be ignored when empirical measures of learning are designed. (KC)