2 edition of Mental imagery in associative learning and memory. found in the catalog.
Mental imagery in associative learning and memory.
Reprinted from Psychological Review, vol. 76 no 3, 1969.
|Series||Bobbs-Merrill reprint series in psychology; P-784|
Greeson, L. E. Effect of imagery instructions on free recall and associative learning performance by retarded and learning disabled children. Presented at the Gatlinburg Conference on Research in Mental Retardation, Gatlinburg, Tennessee, March, Mental imagery and associative learning. In Gregg, L. W. (Ed.), Cognition in Learning and Memory New York: Wiley. Human Learning and Memory 2, The Teacher's Word Book of 30, Words New York: Teachers College. Google Scholar.
Mental imagery in associative learning and memory by Allan Paivio; 1 edition; First published in use of “imagery ratings,” which overtook the venerable frequency-of-occurrence index as an “intervening variable” in traditional studies of associative learning and memory. Soon after the rehabilitation of mental imagery began, a large number of experiments were performed to explore the form and function of mental images in reasoning. These.
Imagery also appears to help sensory-motor skills by allowing mental rehearsal of a task or activity. However, it is clear from theories of intelligence (e.g., Guilford) that people differ in their ability to create visual images. References. Bower, J. (). Mental imagery and associative learning. relational-organizing interpretation of the PA effect of imagery in opposition to the stimulus-distinctiveness or reliable-encoding explanations. It has been shown repeatedly that mental imagery is a beneficial associative aid (cf. Bower, ; Paivio, ). In learning word- word paired associates, adult Ss instructed to.
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Significance of nonverbal imagery and verbal ]." As manifested in the "wax tablet" processes in associative meaning, mediation, model of memory, imagery was the prototype and memory.
As every psychologist knows, of stimulus trace theories (Gomulicki, ) imagery once played a prominent role in the and, as associative imagery, it was Cited by: Mental imagery and associative learning.
Reviews the book, Mental Imagery by Alan Richardson (). afterimagery, eidetic imagery, memory imagery, and imagination imagery--These differ in Author: Gordon Bower.
Mental imagery in associative learning and memory — First published in Edition Notes Reprinted from Psychological Review, vol. 76 no 3, Paivio, A. Mental imagery in associative learning and memory. Psychological Review, 76, e doi/h has been cited by the following article: TITLE: Software for Annotating Videos—A Resource to Facilitate Active Learning in the Digital Age.
Considers nonverbal imagery and verbal symbolic processes in relation to associative learning and memory. These 2 hypothesized processes are operationally distinguished in terms of stimulus attributes and experimental procedures designed to make them differentially available as associative mediators or memory codes.
The availability of imagery is assumed to vary Cited by: Imagery and Associative Overlap in Short-Term Memory.
Allan Paivio & Ian Begg - - Journal of Experimental Psychology 89 (1) The Propositional Nature of Human Associative Learning. mentalistic concept of imagery, may be among the reasons why the article has been cited as often as it has.” NUMBER 12 This Week’s Citation ClassicMA Paivio A.
Mental imagery in associative learning and memory. Psychol. Rev.[University of Western Ontario, London, Ontario, Canada] REFERENCE 1. Lambert W E. Kosslyn's () influential model of imagery and visual processing captures this idea, with imagery and perception both activating a visual buffer from either sensory systems (perception) or associative memory (imagery).
Because imagery engages many of the same psychological processes as perception, the two functions are intimately related. items. Paivio and Yuille () compared the two mediation set conditions with a control condition in which 5s were instructed to use rote repetition and found that the imaginal and verbal sets produced much better learning than did the repetition set, but the predicted interaction with concreteness did not occur.
That is, the imagery set was no less effective than the verbal. Bayesian analyses were computed to evaluate the effects of actual exercise and mental imagery of exercise on memory function. For the paired-associative learning task, there was moderate evidence in favor of the null hypothesis for a main effect for condition (BF 01 = ) and time by condition interaction (BF 01 = ).
The authors are presently examining the effects of training on recall, the long term effects of the procedure, and whether the results of training can be transferred to verbal materials. REFERENCES BOWER, G. Mental imagery and associative learning. In Lee Gregg (Ed.), Cognition in learning and memory.
New York: John Wiley and Sons, Dual-coding theory, a theory of cognition, was hypothesized by Allan Paivio of the University of Western Ontario in In developing this theory, Paivio used the idea that the formation of mental images aids learning.
According to Paivio, there are two ways a person could expand on learned material: verbal associations and visual imagery. Mental imagery and associative learning. In L. Gregg (Ed.), Cognition in learning and memory, (pdf - large) Summary of Experiment: In this experiment, participants are asked to remember a pair of words (like DOG-BICYCLE) either just by memorizing them, or by constructing a scene in which both participate.
This should produce an effect. Mental imagery and associative learning. () by G H Bower Venue: In L. Greeg Ed.), Cognition in Learning and Memory. Add To MetaCart. Tools. Sorted by in comprehension and memory.
Journal of Verbal Learning and Verbal Behavior,14, ) states that a word with many semantic components will require more processing resources. Paivio, A. Mental Imagery in Associative Learning and Memory. Psychological Review, 61, Learned associations.
Associative learning is when a subject creates a relationship between stimuli (auditory or visual) or behavior (auditory or visual) and the original stimulus (auditory or visual). The higher the concreteness of stimulus items, the more likely are they to evoke sensory images that can function as mediators of associative learning and memory.
Mental imagery and associative learning. Paper presented at the Fifth Annual Symposium on Cognition at Carnegie Mellon University, In Lee Gregg (Ed.), Cognition in learning and memory (pp. Paivio A. Mental imagery in associative learning memory. Psychological Review. ; 76 (3)– doi: /h Pylyshyn ZW.
Mental imagery: In search of a theory. Behavioral Brain Sciences. ; 25 (2)– Hubbard Ramachandran. Psychophysical investigations into the neural basis of synaesthesia.
The mental-imagery session involved a time-matched period of mental imagery. After each manipulation (i.e., acute exercise or mental imagery of acute exercise), memory was evaluated from a paired-associative learning task and a comprehensive evaluation of memory, involving spatial–temporal integration (i.e., what, where, and when aspects.
Shared Representations for Working Memory and Mental Imagery in Early Visual Cortex. Current Biology (23 #15) See Tong () for a discussion of the significance of this work. • Albright, T.D. On the Perception of Probable Things: Neural Substrates of Associative Memory, Imagery, and Perception.
Neuron (74 #2) •. During the past five years, we have collaborated in a series of research studies concerned with children’s associative memory, or what Piaget and Inhelder () have called “memory in the strict sense.” This paper is a review of that work.Mental imagery in associative learning and memory.
Article. May ; PSYCHOL REV; Allan Paivio; Considers nonverbal imagery and verbal symbolic processes in relation to associative learning. The effect of imagery based strategy training on retention in children of 9–10 years age (n = 60) was investigated.
The imagery instructed group evinced greater recall than the control group on measures of accuracy and speed of recall. Also the recall performance of girls was better during training and maintenance sessions.
The speed of recall was significantly faster in the imagery.