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Scientific work on mnemonics and imagery conducted in the 1960s and early 1970s was directed at testing enthusiastic claims of the efficacy of memory tech niques developed by the ancient Greeks and further refined in the popular litera ture by "professional" mnemonists. The early research on imagery and mnemonics confirmed many of these claims and also illuminated the limitations of some techniques (e. g. , bizarre imagery). As such, these seminal studies clearly were valuable in providing a solid data base and, perhaps as important, making imagery and mnemonics acceptable research areas for experimental psycholo gists and educators. After this initial surge of work, however, it seemed that sub sequent contributions met with the attitude that "mnemonic techniques and imagery help memory, what else is new?" This attitude was not completely justi fied, however, given the theoretical insights from the work of such imagery and mnemonics pioneers as Gorden Bower, Allan Paivio, and William Rohwer. In the 1980s this claim is completely unjustified. Research on mnemonics and imagery has grown in exciting ways. Researchers are tapping the area's theoretical potential, both in terms of extending basic memory theories to account for the robust effects produced by mnemonic techniques and in terms of using explanations of mnemonic effects to understand basic memory processes. Individual differences in the use of imagery and mnemonic encoding activities are also being explored. This research has provided valuable information for basic memory theories (e. g.
The locus of concreteness effects in memory for verbal materials has been described here in terms of the processing of shared and distinctive information. This theoretical view is consistent with a variety of findings previously taken as support for dual coding, insofar as both verbal and perceptual information may be involved in comprehending high-imagery sentences and in learning lists of concrete words. But going beyond previous accounts of imagery, this view also can provide explanations for several findings that appear contradictory to the thesis that concrete and abstract materials differ in the form of their storage in long-term memory. Although this does not rule out a role for imagery in list learning or text comprehension, it is clear that the complex processes involved in comprehension and memory for language go beyond mechanisms supplied by a theory based on the availability of modality-specific mental representations. The task now is to determine the viability of the theory in other domains. Several domains of imagery research presented at EWIC provided fertile ground for evaluating my theoretical viewpoint. Although not all provide a basis for distinguishing representational theories of imagery from the imagery as process view, there are data in several areas that are more consistent with the latter than the former. In other cases, there are at least potential sources of evidence that would allow such a distinction.
A bridge between educational psychology and the fields of adult learning and development. For researchers, teachers, and graduate students in these fields.
This book bridges the gap between basic memory research and mnemonic applications through a careful analysis of the processes that underlie effective memory aids. The book traces the history of mnemonics, examines popular techniques, and discusses the current relevance of mnemonics to both psychological researchers and those seeking to improve their memory. Using a unique approach (termed "mnemonology"), the authors seek not necessarily to promote specific mnemonic techniques, but to provide information which will allow one to improve memory by creating their own mnemonics.
This reference work breaks new ground as an electronic resource. Utterly comprehensive, it serves as a repository of knowledge in the field as well as a frequently updated conduit of new material long before it finds its way into standard textbooks.
This book represents the research efforts of individuals whose scientific expertise lies in reflection on what Sartre described as reflective acts. Theory in the cognitive psychology of mental imagery, endeavors not only being able to describe the contents and nature of mental imagery, but also being able to understand the underlying functional cognition. Psychologists need not solely rely on the techniques of introspection, and the last two decades have seen highly creative developments in techniques for eliciting behavioural data to be complemented by introspective reports. This level of sophistication has provided singular insights into the relationship between imagery and other consequential and universal aspects of human cognition: perception, memory, verbal processes and problem solving. The recognition that imagery, despite its ubiquitous nature, differs between individuals both in prevalence and in kind, and the dramatic rise in cognitive science has provided the additional potential for integrating our understanding of cognitive function with our understanding of neuroanatomy and of computer science. All of these relationships, developments and issues are dealt with in detail in this book, by some of the most distinguished authors in imagery research, working at present in both Europe and the USA.
This advanced undergraduate textbook structures and integrates research on imagery under four headings: imagery as a personal or phenomenal experience; imagery as a mental representation; imagery as a property or attribute of materials; and imagery as a cognitive process that is under strategic control. A major part of the discussion under each of these headings concerns the ways in which the structures, mechanisms, and processes in the brain mediate our subjective experience of imagery and our observable behaviour when we make use of it in cognitive tasks.
This advanced undergraduate textbook structures and integrates research on imagery under four headings: imagery as a personal or phenomenal experience; imagery as a mental representation; imagery as a property or attribute of materials; and imagery as a cognitive process that is under strategic control. A major part of the discussion under each of these headings concerns the ways in which the structures, mechanisms, and processes in the brain mediate our subjective experience of imagery and our observable behaviour when we make use of it in cognitive tasks.
The nature of mental images and their relation to language has caused controversy amongst psychologists for years, and the so-called "imagery debate" is still unresolved. Fresh light is now being shed on this topic using recent findings in neuroscience and the development of behavioural studies. Reviewing state-of-the-art research in the field of imagery, visuo-spatial memory, spatial representation and language, with special emphasis on their interactions, the volume shows how, and to what extent, findings from the studies on imagery can positively influence and enrich other psychological areas such as: Working memory Space and time representation Language and embodiment Chapter 9, written by Michel Denis, to whom this book is dedicated, analyses more than three decades of research, and outlines the shared scientific journey of friendship and discovery that has developed across various cognitive topics, all of which are linked to, and inspired by, imagery conceptualization. This is the only book to present a critical outline of research on these topics in a single volume, and as such will be invaluable to advanced undergraduates, postgraduates and researchers in such fields as cognitive psychology, neuroscience, computer science and neuropsychology.
Imagery, Language and Visuo-Spatial Thinking discusses the remarkable human ability to use mental imagery in everyday life: from helping plan actions and routes to aiding creative thinking; from making sense of and remembering our immediate environment to generating pictures in our minds from verbal descriptions of scenes or people. The book also considers the important theme of how individuals differ in their ability to use imagery. With contributions from leading researchers in the field, this book will be of interest to advanced undergraduates, postgraduates and researchers in cognitive psychology, cognitive science and cognitive neuropsychology.