psyc 3705, cognition--vis ual imagery feb. 14,...
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Psyc 3705, Cognition--Visual Imagery Feb. 14, 2014
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Visual Visual ImageryImagery
Goldstein (2011) Chapter 10Goldstein (2011) Chapter 10
Some Questions to ConsiderSome Questions to Consider
How do “pictures in your head” that How do “pictures in your head” that you create by imagining an object you create by imagining an object compare to the experience you have compare to the experience you have when you see the actual object?when you see the actual object?when you see the actual object? when you see the actual object?
Some Questions to ConsiderSome Questions to Consider
How do “pictures in your head” that you create by How do “pictures in your head” that you create by imagining an object compare to the experience you have imagining an object compare to the experience you have when you see the actual object? when you see the actual object?
What happens in your brain when What happens in your brain when you create visual images with youryou create visual images with youryou create visual images with your you create visual images with your eyes closed? eyes closed?
Some Questions to ConsiderSome Questions to Consider
How do “pictures in your head” that you create by How do “pictures in your head” that you create by imagining an object compare to the experience you have imagining an object compare to the experience you have when you see the actual object? when you see the actual object?
What happens in your brain when you create visual images What happens in your brain when you create visual images with your eyes closed? with your eyes closed?
d d h b i ffd d h b i ffHow does damage to the brain affect How does damage to the brain affect the ability to form visual images?the ability to form visual images?
Some Questions to ConsiderSome Questions to Consider
How do “pictures in your head” that you create by How do “pictures in your head” that you create by imagining an object compare to the experience you have imagining an object compare to the experience you have when you see the actual object? when you see the actual object?
What happens in your brain when you create visual images What happens in your brain when you create visual images with your eyes closed? with your eyes closed?
How does damage to the brain affect the ability to formHow does damage to the brain affect the ability to form How does damage to the brain affect the ability to form How does damage to the brain affect the ability to form visual images?visual images?
How can we use visual imagery to How can we use visual imagery to improve memory?improve memory?
What Is Imagery?What Is Imagery?
Mental imagery: experiencing a Mental imagery: experiencing a sensory impression in the absence sensory impression in the absence of sensory inputof sensory inputVisual imagery: “seeing” in the absenceVisual imagery: “seeing” in the absenceVisual imagery: seeing in the absence Visual imagery: seeing in the absence
of a visual stimulusof a visual stimulus
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Visual Imagery Is UsefulVisual Imagery Is Useful
Provides a way of thinking that Provides a way of thinking that adds another dimension to purely adds another dimension to purely verbal techniquesverbal techniques
Visual ImageryVisual Imagery
Imagery Imagery and Cognitive Psychologyand Cognitive Psychology Finke’s (1989) principles of visual Finke’s (1989) principles of visual
imageryimageryC iti f M t l IC iti f M t l I Critiques of Mental Imagery Critiques of Mental Imagery Research and TheoryResearch and Theory
NeurocognitiveNeurocognitive EvidenceEvidence Imagery and the BrainImagery and the Brain Visual Images as Mnemonic aidsVisual Images as Mnemonic aids
Visual ImageryVisual Imagery
Imagery Imagery and Cognitive Psychologyand Cognitive Psychology Finke’s (1989) principles of visual imageryFinke’s (1989) principles of visual imagery Critiques of Mental Imagery Research and TheoryCritiques of Mental Imagery Research and Theory NeurocognitiveNeurocognitive EvidenceEvidence Imagery and the BrainImagery and the Brain Imagery and the BrainImagery and the Brain Visual Images as Mnemonic aidsVisual Images as Mnemonic aids
Imagery and Cognitive Imagery and Cognitive PsychologyPsychology DualDual--Coding HypothesisCoding Hypothesis RelationalRelational--Organizational Organizational
HypothesisHypothesisF ti lF ti l E i l H th iE i l H th i FunctionalFunctional--Equivalency HypothesisEquivalency Hypothesis
Imagery and Cognitive Imagery and Cognitive PsychologyPsychology DualDual--Coding HypothesisCoding Hypothesis RelationalRelational--Organizational HypothesisOrganizational Hypothesis FunctionalFunctional--Equivalency HypothesisEquivalency Hypothesis
DualDual--Coding HypothesisCoding Hypothesis
Principally based on work of Paivio and Principally based on work of Paivio and colleaguescolleagues Two ways of storing memoryTwo ways of storing memory
Verbal codingVerbal coding Visual codingVisual coding
Some items stored both waysSome items stored both ways E.g., concrete nounsE.g., concrete nouns
Other items stored one wayOther items stored one way E.g., abstract conceptsE.g., abstract concepts
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DualDual--Coding HypothesisCoding Hypothesis
Evidence for hypothesisEvidence for hypothesis PaivioPaivio (1965)(1965)
FFirst irst had individuals rate nouns on:had individuals rate nouns on:•• Capacity Capacity to arouse an imageto arouse an image
Then tested memory for the nounsThen tested memory for the nouns
DualDual--Coding HypothesisCoding Hypothesis
PaivioPaivio (1965)(1965) FindingsFindings
Some Some nouns more easily imagednouns more easily imaged•• E.E.g. elephant, tomahawk, & churchg. elephant, tomahawk, & church
OOthers thers less easily imagedless easily imaged•• EE..g. context, deed, & virtueg. context, deed, & virtue
NounsNouns that are more easily imaged are that are more easily imaged are easier to remembereasier to remember
DualDual--Coding HypothesisCoding Hypothesis
Brooks (1968) Brooks (1968) provided strong evidence forprovided strong evidence for difference difference
between images and verbal materialbetween images and verbal material Used conflicting resources modelUsed conflicting resources model Used conflicting resources modelUsed conflicting resources model
Brooks (1968)Brooks (1968)
Two conditionsTwo conditions imagine condition (e.g. letter)imagine condition (e.g. letter) Verbal condition (e.g. sentence)Verbal condition (e.g. sentence)
Brooks (1968)Brooks (1968)
Imagine conditionImagine condition
►►IIndicate ndicate if each corner is at the extreme top or bottomif each corner is at the extreme top or bottom
yesyes
yesyesyesyes
NoNo
NoNo NoNo
NoNoNoNo
yesyes
NoNo
DualDual--Coding HypothesisCoding Hypothesis
Brooks (1968)Brooks (1968) Sentence Sentence ConditionCondition——remember sentence remember sentence
and indicate if word is noun or notand indicate if word is noun or not
NN NN NN NNYY YY
A BIRD IN THE HAND IS A BIRD IN THE HAND IS
NOT IN THE NOT IN THE BUSHBUSH
NoNo NoNo NoNo NoNo
NoNo NoNo NoNo
YesYes YesYes
YesYes
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DualDual--Coding HypothesisCoding Hypothesis
Brooks (1968)Brooks (1968) Two Response conditionsTwo Response conditions
Respond verballyRespond verbally Respond Respond by pointing to answerby pointing to answerpp y p gy p g
DualDual--Coding HypothesisCoding Hypothesis
DualDual--Coding HypothesisCoding Hypothesis
Brooks (1968)Brooks (1968) ConclusionsConclusions
IImagery magery and verbal processesand verbal processes use use different different kinds of internal codeskinds of internal codes•• SSupports upports the dual code hypothesisthe dual code hypothesis
Imagery and Cognitive Imagery and Cognitive PsychologyPsychology DualDual--Coding HypothesisCoding Hypothesis
RelationalRelational--Organizational Organizational HypothesisHypothesis
FunctionalFunctional--Equivalency HypothesisEquivalency Hypothesis
RelationalRelational--Organizational Organizational HypothesisHypothesis Bower (1970)Bower (1970)
objected to the mentalobjected to the mental--picture picture metaphor of metaphor of memorymemory
The alternativeThe alternative The alternativeThe alternative RelationalRelational--Organizational HypothesisOrganizational Hypothesis
RelationalRelational--Organizational Organizational HypothesisHypothesis According to this hypothesisAccording to this hypothesis
Do not store mental imagesDo not store mental images IInsteadnstead, propositions most likely stored, propositions most likely stored
VisualVisual images secondary outcomes ofimages secondary outcomes of Visual Visual images secondary outcomes of images secondary outcomes of other cognitive other cognitive processesprocesses
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RelationalRelational--Organizational Organizational HypothesisHypothesis According to this hypothesisAccording to this hypothesis
Imagery improves memory because it Imagery improves memory because it causes us to have more associations causes us to have more associations between item recalledbetween item recalled
RelationalRelational--Organizational Organizational HypothesisHypothesis Support for hypothesisSupport for hypothesis
Bower (1970) Bower (1970) Participants required to learn paired Participants required to learn paired
associatesassociates subjects subjects divided into 3 groupsdivided into 3 groups
•• GGroup roup 1: overt rote repetition1: overt rote repetition•• GGroup roup 2: visual image, items kept separate2: visual image, items kept separate•• GGroup roup 3: visual image, items interact3: visual image, items interact
RelationalRelational--Organizational Organizational HypothesisHypothesis
RelationalRelational--Organizational Organizational HypothesisHypothesis Bower (1970) conclusionsBower (1970) conclusions
Under dual coding hypothesis Under dual coding hypothesis Should be no difference between imaging Should be no difference between imaging
groupsgroups
Found difference between groupsFound difference between groups Interacting images create more Interacting images create more
associationsassociations
Imagery and Cognitive Imagery and Cognitive PsychologyPsychology DualDual--Coding HypothesisCoding Hypothesis RelationalRelational--Organizational HypothesisOrganizational Hypothesis
FunctionalFunctional--Equivalency HypothesisEquivalency Hypothesis
FunctionalFunctional--Equivalency Equivalency HypothesisHypothesis Shepard & MetzlerShepard & Metzler
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Shepard & Metzler ExampleShepard & Metzler Example Shepard & Metzler ExampleShepard & Metzler Example
Shepard & Metzler (1971)Shepard & Metzler (1971)
FindingsFindings
FunctionalFunctional--Equivalency Equivalency HypothesisHypothesis More evidenceMore evidence
Kosslyn’s researchKosslyn’s research Attempted to understand spatial nature of Attempted to understand spatial nature of
visual imageryvisual imagery
Kosslyn’s (1973) researchKosslyn’s (1973) research
Participants first studied picture of Participants first studied picture of itemitem
Kosslyn’s (1973) researchKosslyn’s (1973) research
After After learning phaselearning phase Participants generated mental imageParticipants generated mental image Asked to find certain location on imageAsked to find certain location on image
StartingStarting from specificfrom specific pointpoint Starting Starting from specific from specific pointpoint
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An ExampleAn Example Kosslyn’s (1973) researchKosslyn’s (1973) research
Response timeResponse time Affected by spatial nature of image Affected by spatial nature of image
ReasonReason t l i i t i ti lt l i i t i ti l mental image maintains spatial mental image maintains spatial
characteristics of picturecharacteristics of picture
Visual ImageryVisual Imagery
Imagery and Cognitive PsychologyImagery and Cognitive Psychology
Finke’s (1989) principles of visual Finke’s (1989) principles of visual imageryimagery
Critiques of Mental Imagery Research and TheoryCritiques of Mental Imagery Research and Theory NeurocognitiveNeurocognitive EvidenceEvidence Imagery and the BrainImagery and the Brain Visual Images as Mnemonic aidsVisual Images as Mnemonic aids
Finke’s (1989) principles of Finke’s (1989) principles of visual imageryvisual imagery Implicit EncodingImplicit Encoding
Unconscious encoding of informationUnconscious encoding of information Visual informationVisual information
•• E.g., number of bookshelves in your roomE.g., number of bookshelves in your room
Finke’s (1989) principles of Finke’s (1989) principles of visual imageryvisual imagery Implicit EncodingImplicit Encoding
Perceptual EquivalencePerceptual Equivalence Imagery and perception equivalentImagery and perception equivalent
Finke’s (1989) principles of Finke’s (1989) principles of visual imageryvisual imagery Implicit EncodingImplicit Encoding Perceptual EquivalencePerceptual Equivalence
Spatial EquivalenceSpatial Equivalence Spatial relationships similarSpatial relationships similar
In images In images In realityIn reality
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Finke’s (1989) principles of Finke’s (1989) principles of visual imageryvisual imagery Implicit EncodingImplicit Encoding Perceptual EquivalencePerceptual Equivalence Spatial EquivalenceSpatial Equivalence
Transformational EquivalenceTransformational Equivalence Manipulation of images similar to Manipulation of images similar to
manipulation of real objectsmanipulation of real objects
Finke’s (1989) principles of Finke’s (1989) principles of visual imageryvisual imagery Implicit EncodingImplicit Encoding Perceptual EquivalencePerceptual Equivalence Spatial EquivalenceSpatial Equivalence Transformational EquivalenceTransformational Equivalence
Structural EquivalenceStructural Equivalenceqq Structure of imaged object similar to Structure of imaged object similar to
structure of real objectstructure of real object
Visual ImageryVisual Imagery
Imagery and Cognitive PsychologyImagery and Cognitive Psychology Finke’s (1989) principles of visual imageryFinke’s (1989) principles of visual imagery
Critiques of Mental Imagery Critiques of Mental Imagery Research and TheoryResearch and Theory
NeurocognitiveNeurocognitive EvidenceEvidence Imagery and the BrainImagery and the Brain Visual Images as Mnemonic aidsVisual Images as Mnemonic aids
Critiques of Mental Imagery Critiques of Mental Imagery Research and TheoryResearch and Theory Possible flaws in researchPossible flaws in research
Demand characteristics and Demand characteristics and experimenter expectancy effectsexperimenter expectancy effects
Critiques of Mental Imagery Critiques of Mental Imagery Research and TheoryResearch and Theory Possible flaws in researchPossible flaws in research
Demand Demand characteristics and experimenter expectancy characteristics and experimenter expectancy effectseffects
The picture metaphor does not always The picture metaphor does not always holdholdholdhold
Critiques of Mental Imagery Critiques of Mental Imagery Research and TheoryResearch and Theory Possible flaws in researchPossible flaws in research
Demand Demand characteristics and experimenter expectancy characteristics and experimenter expectancy effectseffects
The picture metaphor does not always holdThe picture metaphor does not always hold
May not be separate code for mentalMay not be separate code for mental May not be separate code for mental May not be separate code for mental imagesimages E.g., Propositional TheoryE.g., Propositional Theory
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Mental ImageryMental Imagery
Imagery and Cognitive PsychologyImagery and Cognitive Psychology Finke’s (1989) principles of visual imageryFinke’s (1989) principles of visual imagery Critiques of Mental Imagery Research and TheoryCritiques of Mental Imagery Research and Theory
NeurocognitiveNeurocognitive EvidenceEvidence I d th B iI d th B i Imagery and the BrainImagery and the Brain Visual Images as Mnemonic aidsVisual Images as Mnemonic aids
Neurocognitive EvidenceNeurocognitive Evidence
Different brain structures Different brain structures associated with different tasksassociated with different tasks Luria (1976) & Farah (1988, 1995) Luria (1976) & Farah (1988, 1995)
observed patients with neurologicalobserved patients with neurologicalobserved patients with neurological observed patients with neurological damagedamage Damage to left hemisphereDamage to left hemisphere
•• Disrupted verbal memoryDisrupted verbal memory
Damage to right hemisphereDamage to right hemisphere•• Disrupted visual memoryDisrupted visual memory
Neurocognitive EvidenceNeurocognitive Evidence
Roland and Roland and FribergFriberg (1985) (1985) measured measured rCBFrCBF during 3 cognitive during 3 cognitive taskstasksMental arithmeticMental arithmeticMental arithmetic Mental arithmetic Memory Memory scanning of auditory scanning of auditory
stimulusstimulus Visual Visual imageryimagery
Roland and Roland and FribergFriberg (1985)(1985)
ResultsResults Each task activated different parts of Each task activated different parts of
cortexcortex During visual taskDuring visual task During visual taskDuring visual task
Posterior regions of cortex most activePosterior regions of cortex most active•• Including occipital lobe and temporal areasIncluding occipital lobe and temporal areas
Neurocognitive EvidenceNeurocognitive Evidence
Are there different brain structures Are there different brain structures for visual vs. spatial tasksfor visual vs. spatial tasks Visual taskVisual task
What colour is a football?What colour is a football? What colour is a football?What colour is a football?
Spatial taskSpatial task Are the two images the sameAre the two images the same
•• E.g. Shepards mental rotation studyE.g. Shepards mental rotation study
Different brain areas for Visual Different brain areas for Visual Imaging vs. Visuospatial tasksImaging vs. Visuospatial tasks Farah et al., 1988Farah et al., 1988
Tested individual with brain damage (L. Tested individual with brain damage (L. H.)H.) Could not identify object visuallyCould not identify object visuallyy j yy j y Could make copies of these same objectsCould make copies of these same objects
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Farah et al., 1988Farah et al., 1988
Required L.H. to perform visual imaging Required L.H. to perform visual imaging or visuospatial tasksor visuospatial tasks Visual imaging examplesVisual imaging examples
Does the kangaroo have a longDoes the kangaroo have a longDoes the kangaroo have a long Does the kangaroo have a long tail?tail?
What is the colour of a football?What is the colour of a football?
Farah et al., 1988Farah et al., 1988
Required L.H. to perform visual imaging Required L.H. to perform visual imaging or visuospatial tasksor visuospatial tasks Visual imaging examplesVisual imaging examples
Visuospatial examplesVisuospatial examples
Letter RotationLetter Rotation
33--D Form RotationD Form Rotation
Mental ScanningMental Scanning Farah et al. (1988) ResultsFarah et al. (1988) ResultsImaging TasksImaging Tasks
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Farah et al. (1988) ResultsFarah et al. (1988) ResultsVisuospatial tasksVisuospatial tasks Farah et al. (1988) ResultsFarah et al. (1988) Results
In In visuospatialvisuospatial tasks tasks L.H. similar to normal controlsL.H. similar to normal controls
In Visual imaging tasksIn Visual imaging tasks Differed from controlsDiffered from controls
ConclusionsConclusions ConclusionsConclusions TTwo wo types of tasks tap different visual types of tasks tap different visual
representationsrepresentations Different subsections of brainDifferent subsections of brain
Visual images are shown to be bothVisual images are shown to be both Visual Visual SpatialSpatial
Neurocognitive EvidenceNeurocognitive Evidence
Conclusions from Conclusions from NeurocognitiveNeurocognitive studiesstudies Different areas of the Different areas of the brain associated brain associated with with
different cognitive tasksdifferent cognitive tasks Visual imaging and visual processingVisual imaging and visual processing
it t dit t d i i il l ti ithi b ii i il l ti ithi b isituated situated in similar locations within brainin similar locations within brain Visual imaging tasks requiring associative Visual imaging tasks requiring associative
knowledgeknowledge activate regions of brain activate regions of brain associated with both vision and memoryassociated with both vision and memory
Neurocognitive EvidenceNeurocognitive Evidence
Conclusions from Neurocognitive Conclusions from Neurocognitive studies (cont.)studies (cont.) Imaging task may require more energy Imaging task may require more energy
than visionthan vision VisionVision–– bottombottom--up taskup task ImagingImaging——toptop--down task down task
Using physiological measures (e.g., Using physiological measures (e.g., rCBF) may help solve cognitive rCBF) may help solve cognitive problemsproblems
Mental ImageryMental Imagery
Imagery and Cognitive PsychologyImagery and Cognitive Psychology Finke’s (1989) principles of visual imageryFinke’s (1989) principles of visual imagery Critiques of Mental Imagery Research and TheoryCritiques of Mental Imagery Research and Theory NeurocognitiveNeurocognitive EvidenceEvidence
Imagery and the BrainImagery and the Brain Imagery and the BrainImagery and the Brain Visual Images as Mnemonic aidsVisual Images as Mnemonic aids
Imagery and the BrainImagery and the Brain
CategoryCategory--specific neuronsspecific neuronsImagery neurons respond to both Imagery neurons respond to both
perceiving perceiving and and imaging imaging an objectan objectOverlap in brain activationOverlap in brain activationVisual cortexVisual cortex
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Caption: Responses of single neurons in a person’s medial Caption: Responses of single neurons in a person’s medial temporal lobe that (a) respond to perception of a baseball temporal lobe that (a) respond to perception of a baseball but not to a face, and (b) respond similarly when the but not to a face, and (b) respond similarly when the person imagines a baseball or a face.person imagines a baseball or a face.
Imagery and the BrainImagery and the Brain
LeBihan et al. (1993)LeBihan et al. (1993)Overlap in brain activationOverlap in brain activationVisual cortexVisual cortex
Caption: Brain activity measured using fMRI. Activity increases to Caption: Brain activity measured using fMRI. Activity increases to presentation of a visual stimulus (shaded area marked “Stimulus presentation of a visual stimulus (shaded area marked “Stimulus on”) and also increases when participants were imagining the on”) and also increases when participants were imagining the stimulus (area marked “Imagined stimulus”). In contrast, activity stimulus (area marked “Imagined stimulus”). In contrast, activity is low when there is no stimulus.is low when there is no stimulus.
Caption: Procedure for Caption: Procedure for GanisGanis et al.’s (2004) experiment. A Trial begins with et al.’s (2004) experiment. A Trial begins with the name of an object that was previously studied, in this case “tree.” In the the name of an object that was previously studied, in this case “tree.” In the imagery condition, participants had their eyes closed and had to image the imagery condition, participants had their eyes closed and had to image the tree. In the perception condition, participants saw a faint picture of the tree. In the perception condition, participants saw a faint picture of the object. Participants then heard instructions. The “W” in this example means object. Participants then heard instructions. The “W” in this example means they were to judge whether the object was “wider than tall.”they were to judge whether the object was “wider than tall.”
GanisGanis and coworkers (2004)and coworkers (2004)Complete overlap of activation by Complete overlap of activation by
perception and imagery in front of the perception and imagery in front of the brainbrain
Imagery and the BrainImagery and the Brain
aaDifferences near back of the brainDifferences near back of the brain
Frontal ActivityFrontal Activity
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Medial ActivityMedial Activity Occipital LobeOccipital Lobe
Imagery and the BrainImagery and the Brain
Amedi and coworkers (2005)Amedi and coworkers (2005)Again, overlapAgain, overlapDeactivation of nonDeactivation of non--visual areas of visual areas of
brainbrainbrainbrainHearingHearingTouchTouch
Mental images more fragile, less Mental images more fragile, less activation keeps other things from activation keeps other things from interferinginterfering
Imagery and the BrainImagery and the Brain
Brain activity in response to Brain activity in response to imagery imagery May indicate something is happeningMay indicate something is happeningM t iM t iMay not cause imageryMay not cause imagery
Imagery and the BrainImagery and the Brain
Transcranial Magnetic Stimulation Transcranial Magnetic Stimulation (TMS)(TMS)Decreases brain functioning in a Decreases brain functioning in a
particular area of the brain for a short particular area of the brain for a short pptimetimeIf behavior is disrupted, the If behavior is disrupted, the
deactivated part of the brain is causing deactivated part of the brain is causing that behaviorthat behavior
Imagery and the BrainImagery and the Brain
KosslynKosslyn and coworkers (1999)and coworkers (1999)TMS to visual area of brain during TMS to visual area of brain during
perception and imagery taskperception and imagery taskResponse time slower for bothResponse time slower for bothBrain activity in visual area of brain Brain activity in visual area of brain
plays a causal role for both perception plays a causal role for both perception and imageryand imagery
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Visual ImageryVisual Imagery
Imagery Imagery and Cognitive Psychologyand Cognitive Psychology Finke’s (1989) principles of visual imageryFinke’s (1989) principles of visual imagery Critiques of Mental Imagery Research and TheoryCritiques of Mental Imagery Research and Theory NeurocognitiveNeurocognitive EvidenceEvidence Imagery and the BrainImagery and the Brain
Visual Images as Mnemonic aidsVisual Images as Mnemonic aids
Mnemonic AidsMnemonic Aids
Method of LociMethod of LociPeg Word SystemPeg Word SystemKey Word MethodKey Word Method
Mnemonic AidsMnemonic Aids
Method of LociMethod of Loci Peg Word SystemPeg Word System Key Word MethodKey Word Method
Method of LociMethod of Loci
Method of Method of Loci:Loci:Identify familiar placeIdentify familiar placeCreate Create mental images using familiar placemental images using familiar placerecall recall items by “revisiting” placesitems by “revisiting” placesy g py g p
Method of LociMethod of Loci Method of LociMethod of Loci
ResultsResults----from Groninger (1971)from Groninger (1971)
Method-of-Loci CCondition
ControlCondition
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Mnemonic AidsMnemonic Aids
Method of LociMethod of Loci
Peg Word SystemPeg Word System Key Word MethodKey Word Method
Peg Word SystemPeg Word System
Also involves mental imageryAlso involves mental imageryone learns a set of words that serve as one learns a set of words that serve as
pegspegse.g. One is a bune.g. One is a bunggtwo is a shoetwo is a shoethree is a treethree is a treefour is a doorfour is a dooretc.etc.
Peg Word SystemPeg Word System
Then memorized words are “mentally Then memorized words are “mentally hung” on peg wordshung” on peg words
Mnemonic AidsMnemonic Aids
Method of LociMethod of Loci Peg Word SystemPeg Word System
Key Word MethodKey Word Method
Key Word MethodKey Word Method
Used by Atkinson (1975) and othersUsed by Atkinson (1975) and others2nd language acquisition2nd language acquisition
Individual wants to learn foreign Individual wants to learn foreign vocabulary wordvocabulary wordvocabulary wordvocabulary worde.g. rodilla e.g. rodilla spanish for kneespanish for knee
Key Word MethodKey Word Method
Learns key word of definitionLearns key word of definitione.g. kneee.g. knee
Find English word sounding similar to Find English word sounding similar to foreign wordforeign wordforeign wordforeign wordE.g., rodeoE.g., rodeo
Create mental imageCreate mental imageAssociating Associating Keyword to similar sounding English wordKeyword to similar sounding English worde.g. rodeoe.g. rodeo
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Key Word MethodKey Word Method Visual ImageryVisual Imagery
ConclusionsConclusionsMost people can create mental imagesMost people can create mental imagesCan help improve memoryCan help improve memory
Imaging similar to perceivingImaging similar to perceivingImaging similar to perceivingImaging similar to perceivingBrain plays important role in mental Brain plays important role in mental
imageryimagery
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