Imagery ability in paired-associate and incidental learning

Ernest, Carole H.; Paivio, Allan

doi:10.3758/bf03336270

Cited by 41 publications

(13 citation statements)

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“…Only for the recall of stimuli used in the incidental task was a difference in accuracy observed. 'High imagers' were more accurate in incidental recall, a result which has been confirmed by Ernest & Paivio (1969. Somewhat paradoxically, in the light of the negative bebween-subjects results, a signscant within-subjects relationship between accuracy and vividness was obtained : stimuli recalled with the highest accuracy produced ratings of greater vividness than stimuli which gave lowest accuracy.…”

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confidence: 66%

“…In what ways, if any, does the recall of a man who states that his imagery is clear and vivid differ from that of another who reports imagery that is vague and dim? A number of recent studies (Paivio, 1969(Paivio, , 1970Bugelski, 1970) have been interpreted as demonstrations of the functional significance of imagery in tasks involving a memory component. Can individual differences in verbal reports of imagery vividness therefore be used as a predictor of performance in memory tasks?…”

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Visual Imagery Differences in the Recall of Pictures

Marks

1973

British J of Psychology

1,421

1,129

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Male and female subjects who differed in their verbal reports of visual image vividness were tested for recall in three experiments involving coloured photographs as stimuli. In all three experiments subjects who reported vivid visual imagery were more accurate in recall than subjects who reported poor visual imagery. In the first two experiments, females recalled more accurately than males. On the assumption that vividness reports and recall were both mediated by the same covert event -a visual image -these results provide further evidence that images have an important role in memory.In what ways, if any, does the recall of a man who states that his imagery is clear and vivid differ from that of another who reports imagery that is vague and dim? A number of recent studies (Paivio, 1969(Paivio, , 1970Bugelski, 1970) have been interpreted as demonstrations of the functional significance of imagery in tasks involving a memory component. Can individual differences in verbal reports of imagery vividness therefore be used as a predictor of performance in memory tasks?

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Visual Imagery Differences in the Recall of Pictures

Marks

1973

British J of Psychology

1,421

1,129

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“…Stewart (1965) andHollenberg (1970) both assumed that imagery ability affected the receptivity to stimuli. Accordingly, their investigations compared the acquisition and recall of learners when pre sented pictorial and verbal stimuli, Without minimizing the importance of presentation mode as a variable in learning, the present study suggests that the manner in which the learner processes the material, in terrns of the task requirement (Yuille & Paivio, 1967;Ernest & Paivio, 1969, is as important as the effects of manner of presentation. For an understanding of the dynamics of learning, including the role of individual differences on performance, it may be more important.…”

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confidence: 99%

The retrieval of abstract and concrete materials as functions of imagery, mediation, and mnemonic aids

Vesta

Sunshine

1974

Memory & Cognition

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This study is areport of an investigation of the interaction between imagery ability and processes employed for facilitating recall. The tasks were assumed to involve contrasting processes through the use of imaginal or verbal mediators and concrete or abstract jingles (mnemonic aids) in memorizing two concrete and two abstract lists of 10 words in each list. The dependent variables were latencies in arriving at an association, number of errors and omissions on immediate recall, and number of errors and omissions on delayed recall. The main effects of imagery ability, favoring high imagers, and of kind of lists favoring concrete lists were significant. In delayed recall there was a significant interaction of mnemonic aid and kind of list. Irnagery ability interacted with mediators to influence Ss' recall. The results were discussed as supporting Paivio's two-stage association model. Paivio (I969) has suggested that the learner, either because he has a preference for using images or because images are more available than words, tends to use an imagery strategy with concrete words. On the other hand, confronted with a task in which he is required to associate abstract terms, the learner employs a strategy emphasizing verbal association.Of a number of experimental procedures used in tests of Paivio's theory, two were of concern in the present study. In one procedure, a jingle ("one is a bun," "two is a shoe," and so on) was employed as a mnemonic aid. Applied to the assumption in the aforegoing paragraph, it would be expected that a jingle consisting of concrete pegwords should facilitate the use of an imagery strategy; a jingle consisting of abstract pegwords should facilitate the use of a verbal strategy.In another procedure, instructions were employed to induce the S to use either an imagery or a verbal-associations strategy when learning the word pairs by use of a mnemonic device (paivio & Yuille, 1969).However, induction of treatments via instructions only may be a weak manipulation. Accordingly, the procedure was modified by Paivio and Foth (1970) by requiring the S, in the imaginal-set treatment, to draw a picture linking the pegword to its serial counterpart in the list to be learned, and by requiring the S, in the verbal-set treatment, to write a sentence using the two words. These methodological variations provide means by which learner strategies can be manipulated. In terms of the initial assumption, it would be expected that imaginal sets would be more easily applied to concrete than to abstract materials, while verbal sets would be more effective for abstract materials than would imaginal sets.In addition to examining the relation between recall *The research reported in this paper was supported by the Advanced Research Projects Agency (ARPA Order No. 1269) through the Office of Naval Research under Contract ONR Nonr N00014-67-A-0385-006. and abstractness (or concreteness) of pegwords in mnemonic aids and between recall and mediational strategy, another purpose of the present study was to investigate ...

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“…Sheehan & Neisser (1969) found that high imagers were superior on incidental recall of geometric designs, although they obtained their vividness ratings after the recall task, a practice criticised by Marks (1973). Ernest & Paivio (1969) found that high imagers, as determined by the MPFB and the MPFB questionnaire were better on the incidental learning of words when they had been instructed to pay attention to the colour in which they had been written. In a previous similar experiment, however, this effect had fallen short of significance.…”

Section: Functionality Of Imagerymentioning

confidence: 96%

Visual Imagery: a discussion

Thompson

1990

Educational Psychology

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It is proposed that individual differences in visual imagery, together with a lack of understanding that others may think in a radically different way in this respect, may have had a profound effect on theories of thought and knowledge from ancient times onwards. From the end of the nineteenth century, however, there has been a growing awareness of these differences, and of the nature of mental imagery, which has been shown to be constructive and perceptual. Such fundamental differences in thinking style might have been expected to have important didactic and heuristic implications, yet attempts to validate measures of this variable in terms of educationally significant correlates have been relatively unsuccessful. Two possible reasons for this are the selfreport nature of most tests, and the failure to distinguish between different aspects of visual material in the validating tasks. It is argued that increased awareness of the issue of mental imagery, among both teachers and pupils, could lead to more flexible teaching methods which take greater account of a pupil's individual style of thought and its interaction with the nature of the learning task.

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Imagery ability in paired-associate and incidental learning

Cited by 41 publications

References 9 publications

Visual Imagery Differences in the Recall of Pictures

Visual Imagery Differences in the Recall of Pictures

The retrieval of abstract and concrete materials as functions of imagery, mediation, and mnemonic aids

Visual Imagery: a discussion

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