Picture superiority in free recall: Imagery or dual coding?

Paivio, Allan; Csapo, Kalman G.

doi:10.1016/0010-0285(73)90032-7

Cited by 599 publications

(416 citation statements)

References 37 publications

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“…Words may be similarly dually encoded if accompanied by visual imagery, but this is less likely to occur spontaneously. The hypothesis is well compatible with the findings of retrieval rates being higher for pictures than for concrete words, and higher for concrete words than for abstract words (Paivio & Csapo, 1973). The assumption that pictures are always named has, however, been called into question on the basis of other data (Kroll & Potter, 1984).…”

supporting

confidence: 75%

The picture superiority effect in a cross-modality recognition task

1995

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Words and pictures were studied, and recognition tests were given in which each studied object was to be recognized in both word and picture format. The main dependent variable was the latency of the recognition decision. The purpose was to investigate the effects of study modality (word or picture), of congruence between study and test modalities, and of priming resulting from repeated testing. Experiments 1 and 2 used the same basic design, but the latter also varied retention interval. Experiment 3 added a manipulation of instructions to name studied objects, and Experiment 4 deviated from the others by presenting both picture and word referring to the same object together for study. The results showed that congruence between study and test modalities consistently facilitated recognition. Furthermore, items studied as pictures were more rapidly recognized than were items studied as words. With repeated testing, the second instance was affected by its predecessor, but the facilitating effect of picture-to-word priming exceeded that of word-to-picture priming. The findings suggest a two-stage recognition process, in which the first is based on perceptual familiarity and the second uses semantic links for a retrieval search. Common-code theories that grant privileged access to the semantic code for pictures or, alternatively, dual-code theories that assume mnemonic superiority for the image code are supported by the findings. Explanations of the picture superiority effect as resulting from dual encoding of pictures are not supported by the data.

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supporting

confidence: 75%

The picture superiority effect in a cross-modality recognition task

1995

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“…However, if any, we expected the youtube fragments to have a larger impact. Several researchers have indicated that the recall and recognition of visual information is superior to that of textual information (Childers and Houston, 1984;Paivio and Csapo, 1973) and that visual information is more effective in (positively) changing an attitude than verbal information (e.g., advertisements Mitchell and Olson, 1981). This was not what we observed.…”

Section: Discussioncontrasting

confidence: 91%

Reversal of Attitude: The Influence of Counter-Attitudinal Information

Dibbets¹,

Adolphs

et al. 2012

Journal of Social Sciences

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Problem statement:Research has shown that both positive and negative information can alter a neutral attitude towards an unknown person, with negative information having, in general, a larger impact. Though this positive-negative asymmetry has received considerable attention, it has, to our knowledge, not been tested in more current and powerful social media, such as youtube. Although attitudes are not fixed, literature on the reversal of a recently established attitude by providing counterattitudinal information is sparse. Therefore, the main aims of the present study were to examine positve-negative asymmetry in attitude formation using youtube fragments and to test the permanence of the establihed attitude by providing counter-attitudinal information. Approach: A total of 89 persons received either a positively (P) or a negatively (N) valued youtube fragment concerning a neutral target person. Subsequently, half of each group received positive written information (groups PP and NP) regarding the target person; the other half received negative written information (groups PN and NN). Results: The results indicate that it is indeed possible to change a neutral attitude using youtube fragments, with a larger attitude change after negative than positive material. Textual information reversed this attitude, with an equal effect for positive and negative information. Conclusion/Recommendations: It is possible to quickly change an attitude towards a neutral person using youtube fragments, this formed attitude can easily be reversed by providing textual counterattitudinal information. These findings can contribute to gaining a better understanding of the effect of modern social media on attitude formation and its transiency.

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“…The "dual-coding" explanation, on the other hand, asserts Hi-F lo·F Pic"".. that two internal codes (imaginal and verbal) are more efficient than one and that pictures are more likely to produce such a dual coding than words-due to the presumed greater propensity of Ss to label pictures spontaneously than to generate visual images for words spontaneously. Paivio and Csapo (1973) have provided evidence in support of the "dual-coding" (rather than the "concre tene ss") interpretation of picture-word differences in free recall. While this also seems to be the case in discrimination learning (Levin, Ghatala, DeRose, Wilder, & Norton, in press), the present study suggests that neither explanation is completely adequate if "background frequency" is ignored.…”

Section: Resultsmentioning

confidence: 87%

A clarification of frequency effects in children’s discrimination learning

1975

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Three experiments were conducted to assess the effects of certain stimulus variables on children's discrimination learning. In general, it was found that word frequency was negatively related to discrimination learning as long as the words were meaningful to Ss. Moreover, the relationship between word frequency and performance reversed in free-recall learning, as was expected. Equivalent relationships between frequency and learning were obtained with both verbal and pictorial materials. The implications of these results were discussed in the context of popular accounts of memorial representation.

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Picture superiority in free recall: Imagery or dual coding?

Cited by 599 publications

References 37 publications

The picture superiority effect in a cross-modality recognition task

The picture superiority effect in a cross-modality recognition task

Reversal of Attitude: The Influence of Counter-Attitudinal Information

A clarification of frequency effects in children’s discrimination learning

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