Imagery and verbal associative latencies as a function of imagery ability.

Ernest, Carole H.; Paivio, Allan

doi:10.1037/h0082371

Cited by 53 publications

(32 citation statements)

References 7 publications

(5 reference statements)

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“…THE FACILITATIVE EFFECTS of imaginal coding strategies have been demonstrated in a wide range of experimental tasks (see Paivio, 1971;Sheehan, 1972). Recently, the involvement of visual imagery in motor memory has been offered as an explanatory hypothesis for asymmetric retention characteristics of location and distance information in short-term motor memory experiments (Marteniuk, 1976;Stelmach, 1974).…”

mentioning

confidence: 98%

Imagery Ability in Recall of Distance and Location Information

Housner

Hoffman

1981

Journal of Motor Behavior

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The role of visual imagery in short-term retention of movement end locations and distances was examined by comparing performances of subjects with extreme scores on the space relations section of the Differential Aptitude Test. Twelve HIGHS and twelve LOWS were tested on reproduction accuracy of six distances and six end locations immediately following presentation a 30-sec rest, a 30 sec imaginal rehearsal condition, and a 30-sec imaginal distraction condition. Initial analysis of the data provided little support for the hypothesis that HIGHS would reproduce criterion locations with more accuracy than LOWS. However, when scores of HIGHS reporting use of an imaginal coding strategy (HIGHS) were compared with LOWS who did not (LOWS), several expected findings were disclosed. HIGHS reproduced end locations with significantly less error in the immediate and imaginal rehearsal conditions, and as expected, accuracy scores for HIGHS and LOWS did not differ for the distance task. The findings suggest that when subjects employ an imaginal coding strategy, visual imagery ability may be an important factor in the retention of location information, but of little functional significance in the recall of distance.

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mentioning

confidence: 98%

Imagery Ability in Recall of Distance and Location Information

Housner

Hoffman

1981

Journal of Motor Behavior

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“…199-200). This difference is also related to some other individual difference variables: high imagers are faster at generating images to words than are low imagers (Ernest & Paivio, 1971); and amnesics are slower than their control group, especially after both groups have practiced (Howes, 1983).…”

Section: Skill In Generating Simple Imagesmentioning

confidence: 82%

Individual Differences in the Control of Imagery Processing: Knowing How, Knowing When, and Knowing Self

Katz¹

1987

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Scientists have studied individual differences in imagery for well over a hundred years (e.g., Galton, 1880). During all this time, theorists have favored datadriven models in explaining imagery differences, such as those that assume the differences result from either the latency or the perceptual clarity with which images are formed. These data-driven models have had little to say about the role that prior knowledge or belief systems play in producing individual variability in image arousal or effectiveness. To emphasize the importance of concept-driven components, Katz (1983) proposed an interactive model in which he postulated that imaginal effectiveness results, in part, from the conjoint influence of three related knowledge states. These states can be characterized as "how-to knowledge;' "when-to knowledge;' and "self-knowledge." The goal of the interactive model is to understand when and how people use imagery mediators in their everyday activities. From this perspective, the research questions of interest revolve around the conditions under which imaginal processes are spontaneously employed. The present chapter is directed at separately examining the three knowledge states suggested by the model as they relate to memory-relevant situations. We should begin with a warning: imagery effects in memory have been widely discussed in the 15 years since the epochal book by Paivio (1971) and yet there is a relative paucity of research performed on the type of question to which we are directed by the interactional model. In this chapter the relevant literature is reviewed. The aim is not to provide conclusive evidence for the interactional model but to summarize and direct the reader to research questions and problems triggered by the model. An Interactive Model of Imagery DifferencesThe basic assumption of the model is that most tasks do not have an obligatory mode of processing. That is, different operations applied to the same problem may prove effective in producing results, albeit not necessarily equally effective results (e.g., Simon, 1975; or the parallel race model suggested for imagery by Kosslyn, 1983

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“…This scale was developed for the purpose of this study. It was based on the work of earlier researchers who had developed questionnaires to measure processing preferences (e.g., Ernest & Paivio, 1971;Richardson, 1977). The instrument employed here was modelled closely on the Verbaliser-Visualiser Questionnaire (VVQ) developed by Richardson (1977).…”

Section: Measures Used In the Studymentioning

confidence: 99%

“…Among the first of these scales were the Ways of Thinking (WOT) questionnaire (Paivio, 1971) and the Individual Differences Questionnaire (IDQ) (Ernest & Paivio, 1971;Paivio & Harshman, 1983), a selfreport instrument which yielded scores on a verbal subscale and a separate imagery subscale. Moran (1993) commented that scales based on Paivio's dual code theory have not been widely used in sport research.…”

Section: Individual Differences In Processing Preferencementioning

confidence: 99%

Psychological Skills Training in Golf: The Role of Individual Differences in Cognitive Preferences

Thomas

Fogarty

1997

The Sport Psychologist

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Individual differences in cognitive preferences were examined in analyzing the effects of imagery and self-talk training on the psychological skills and performance levels of amateur golfers. Thirty-two men and women participated in a series of four counterbalanced training workshops and activities conducted over 2 months at two golf clubs. A repeated measures MANOVA revealed significant improvement on five psychological and psychomotor skills measured by the Golf Performance Survey: negative emotions and cognitions, mental preparation, automaticity, putting skill, and seeking improvement. Participants’ responses to the Sport Imagery Questionnaire and ratings of their imagery and self-talk techniques increased significantly after training. Players also lowered their handicaps and performed significantly better on a Golf Skills Test after training. Imagery and self-talk training benefits were not linked to participants’ cognitive preferences. The cognitive flexibility displayed by these golfers signals the need for more research on processing preferences and has implications for practitioners working with athletes.

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Imagery and verbal associative latencies as a function of imagery ability.

Cited by 53 publications

References 7 publications

Imagery Ability in Recall of Distance and Location Information

Imagery Ability in Recall of Distance and Location Information

Individual Differences in the Control of Imagery Processing: Knowing How, Knowing When, and Knowing Self

Psychological Skills Training in Golf: The Role of Individual Differences in Cognitive Preferences

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