Mental imagery in associative learning and memory
@article{Paivio1969MentalII, title={Mental imagery in associative learning and memory}, author={Allan Paivio}, journal={Psychological Review}, year={1969}, volume={76}, pages={241-263} }
items. Paivio and Yuille (1967) 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 even with abstract pairs. Yuille and Paivio (1968) attempted to induce stronger mediation sets by having 5s first…
1,244 Citations
Stimulus imagery effect and the role of imagery in incidental learning1
- Psychology
- 1973
Previous studies employing concrete and abstract noun stimuli showed strong incidental learning imagery effects which were associated with test of recognition but not with test of free recall. Two…
Personality differences in mental imagery and the effects on verbal memory.
- PsychologyBritish journal of psychology
- 2012
Questions remain about the power of eitherDual coding theory or dual coding theory to explain the role of individual differences in personality on recall, particularly given that imagery vividness effects were related to extraversion while differences in recall wererelated to neuroticism.
Imagery and repetition instructions in verbal discrimination and incidental paired-associate learning
- Psychology
- 1971
Noun Imagery in Verbal-Discrimination Learning and Recall
- Psychology
- 1974
This study assessed the effects of high versus low noun imagery in verbal-discrimination learning and recall. The results showed that high-imagery right terms, wrong terms, or pairs led to faster…
The retrieval of abstract and concrete materials as functions of imagery, mediation, and mnemonic aids
- PsychologyMemory & cognition
- 1974
The results were discussed as supporting Paivio's two-stage association model and main effects of imagery ability, favoring high imagers, and of kind of lists favoring concrete lists were significant.
Recall criterion does not affect recall level or hypermnesia: A puzzle for generate/recognize theories
- PsychologyMemory & cognition
- 1985
Recall improved across the three tests in all conditions, but the improvement was greater for high-than for low-imagery words and hypermnesia was shown to occur following semantic rehearsal instructions as well as imagery instructions and to occur with low- Imagery words, contrary to the imagery hypothesis of the effect.
The pictorial superiority effect in recognition memory
- Psychology
- 1977
To test the hypothesis, recently advanced by Nelson, Reed, and Walling (1976), that pictures are more memorable than words because of a superior sensory rather than conceptual code, concept memory…
Instructions, Noun Imagery, and Priority in Free Recall
- Psychology
- 1970
Exp. I varied instructional sets in free recall, with Ss instructed to combine words into sentences, mental pictures, both, or left to their own strategy. The Pictures group was superior on both…
References
SHOWING 1-10 OF 164 REFERENCES
Imaginal and Verbal Mediation Instructions and Stimulus Attributes in Paired-Associate Learning
- Psychology
- 1968
The effects of instructions to mediate during learning were investigated. 10 pairs of concrete or abstract nouns were presented aurally for 5 recall trials to 160 Ss. The pairs were learned under one…
Paired-Associate Learning and Free Recall of Nouns as a Function of Concreteness, Specificity, Imagery, and Meaningfulness
- PsychologyPsychological reports
- 1967
Consistent with the hypothesis that stimulus-evoked imagery can mediate response recall, the superiority of I was greatest when the items served as stimulus terms in PA learning.
Mediation instructions and word attributes in paired-associate learning
- Psychology
- 1967
Ss learned a list of noun paired-associates in which half the pairs were high and half were low in either their rated capacity to evoke images (I) or their meaningfulness (m). One group was…
Effects of a Mnemonic Technique Applied to Verbal Learning and Memory
- PsychologyPerceptual and motor skills
- 1965
Furst's mnemonic technique has limited usefulness during the acquisition of a serial verbal list, and perhaps a significant facilitating effect on retention, provided the material to be recalled is of medium or low meaningfulness, but no efficacy for remembering highly meaningful materials learned under the present conditions.
Studies of coding in verbal learning.
- PsychologyPsychological monographs
- 1965
It is concluded that coding systems: (a) may influence learning positively if decoding is simple; (b) will produce only a small positive effect even under favorable conditions; (c) may have nopositive effect even if used and may, under certain conditions, inhibit learning.
Concreteness without imagery in PA learning
- Psychology
- 1968
A group of Ss rated nouns on abstractness-concreteness (C), emotionality, (e), and three semantic scales. A second group of Ss learned a list of 16 paired associates (PA) constructed from these…
The Suppression of Visualization by Reading
- PsychologyThe Quarterly journal of experimental psychology
- 1967
It was suggested that regardless of interpretation this method provides a means of investigating the internal processes underlying concrete verbal reference and forces the subject to deal with information in a more exclusively verbal form than does listening.