Imagery and Related Mnemonic Processes: Theories, Individual Differences, and Applications

477 Pages·1987·8.71 MB·English

by  James M. Clark

Imagery and Related Mnemonic Processes
Imagery and
Related Mnemonic Processes
Theories, Individual Differences,
and Applications
Edited by
Mark A. McDaniel
Michael Pressley
With 23 Illustrations
Springer-Verlag
New York Berlin Heidelberg
London Paris Tokyo
Mark A. McDaniel Michael Pressley
Department of Psychology Department of Psychology
University of Notre Dame University of Western Ontario
Notre Dame, Indiana 46556, USA London, Ontario
Canada N6A 5C2
Library of Congress Cataloging in Publication Data
Imagery and related mnemonic processes.
Includes bibliographies and index.
1. Mnemonics. 2. Imagery (Psychology). 3. Individu
ality. I. McDaniel, Mark A. II. Pressley, Michael.
BF385.I42 1987 153.1'4 86-20432
© 1987 by Springer-Verlag New York Inc.
Softcover reprint of the hardcover 15t Edition 1987
All rights reserved. This work may not be translated or copied in whole or in part without the written
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9 8 7 6 5 4 3 2 1
ISBN-13: 978-1-4612-9111-4 e-ISBN: 978-1-4612-4676-3
001: 10.1007/978-1-4612-4676-3
Preface
Scientific work on mnemonics and imagery conducted in the 1960s and early
1970s was directed at testing enthusiastic claims of the efficacy of memory tech
niques developed by the ancient Greeks and further refined in the popular litera
ture by "professional" mnemonists. The early research on imagery and
mnemonics confirmed many of these claims and also illuminated the limitations
of some techniques (e.g., bizarre imagery). As such, these seminal studies clearly
were valuable in providing a solid data base and, perhaps as important, making
imagery and mnemonics acceptable research areas for experimental psycholo
gists and educators. After this initial surge of work, however, it seemed that sub
sequent contributions met with the attitude that "mnemonic techniques and
imagery help memory, what else is new?" This attitude was not completely justi
fied, however, given the theoretical insights from the work of such imagery and
mnemonics pioneers as Gorden Bower, Allan Paivio, and William Rohwer. In the
1980s this claim is completely unjustified. Research on mnemonics and imagery
has grown in exciting ways.
Researchers are tapping the area's theoretical potential, both in terms of
extending basic memory theories to account for the robust effects produced by
mnemonic techniques and in terms of using explanations of mnemonic effects to
understand basic memory processes. Individual differences in the use of imagery
and mnemonic encoding activities are also being explored. This research has
provided valuable information for basic memory theories (e.g., research on
imagery in the blind has important implications for dual coding theory and issues
of representation in general) and has offered fresh perspectives on deficiencies
and possible interventions for many different populations (e.g., certain cultural,
socioeconomic, and learning-disabled groups). Applications for mnemonics in
the classroom and for people with memory deficits have been designed and evalu
ated. This work includes extending mnemonics use to prose material and to the
acquisition of mathematical procedures and scientific formulas, training students
in school to use particular mnemonic devices, and teaching brain-injured patients
to use mnemonic techniques to overcome amnesia.
There is much new work of potential interest to a wide variety of specialists:
experimental psychologists, educational psychologists, clinicians, and educators.
VI Preface
Because of the diverse appeal of imagery and mnemonics research, however, this
work is dispersed among different types of journals, books, and convention
presentations. Therefore, it seemed timely and appropriate to assemble some of
this "new-look" work in mnemonics and imagery into one volume.
Consistent with the organization of research as outlined above, we divided the
volume into three parts. The first section emphasizes theoretical perspectives,
the second focuses on individual differences, and the third considers applica
tions. Nonetheless, the boundaries established by this segmentation are not
always clear-cut, and consequently most contributions overlap with themes
developed in other sections.
Ultimately, we hope that this volume will contribute to the understanding of
imagery and mnemonics by providing an accessible information base for the
diverse array of interested scholars and by stimulating further research. It is also
our hope that this volume makes obvious that imagery and mnemonics theorists
and researchers are making a great contribution to the understanding of human
cognition.
Our editing of the book was facilitated by the help provided by the Springer
Verlag staff. The people at Springer provided a great deal of assistance and
enthusiastic encouragement. Mark McDaniel's contribution was supported in
part by the Institute for Scholarship in the Liberal Arts, University of Notre
Dame. Michael Pressley's participation was possible through a grant from the
Natural Sciences and Engineering Research Council of Canada.
Mark A. McDaniel
Michael Pressley
Contents
Preface. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Contributors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
Part I: Theoretical Perspectives
1 A Dual Coding Perspective on Encoding Processes ............. 5
James M. Clark and Allan Paivio
2 Mnemonic Devices and Memory Schemas .................... 34
Francis S. Bellezza
3 A Theoretical Account of Encoding and Retrieval Processes
in the Use of Imagery-Based Mnemonic Techniques:
The Special Case of the Keyword Method ..................... 56
Alain Desrochers and Ian Begg
4 Distinctiveness and the Mnemonic Benefits of Bizarre Imagery ... 78
Gilles 0. Einstein and Mark A. McDaniel
5 Bizarreness and the Imagery Multiprocess Model ............... 103
Keith A. Wollen and Matthew G. Margres
6 Yet Another Picture of Imagery: The Roles of Shared
and Distinctive Information in Memory ...................... 129
R. Reed Hunt and Marc Marschark
7 Reversing the Picture Superiority Effect ...................... 151
Henry L. Roediger III and Mary Susan Weldon
Part II: Individual Differences
8 Individual Differences in the Control of Imagery Processing:
Knowing How, Knowing When, and Knowing Self. . . . . . . . . . . . . . 177
Albert N. Katz
viii Contents
9 Individual Imagery Differences and Prose Processing 204
Michel Denis
10 Imagery and Memory in the Blind: A Review 218
Carole H. Ernest
11 Development of Elaboration and Organization in
Different Socioeconomic-Status and Ethnic Populations 239
Susan Nakayama Siaw and Daniel W Kee
12 Elaborative Propensities During Adolescence:
The Relationships Among Memory Knowledge,
Strategy Behavior, and Memory Performance. . . . . . . . . . . . . . . . . . 257
Trisha Beuhring and Daniel W Kee
13 The Development of Good Strategy Use: Imagery
and Related Mnemonic Strategies ........................... 274
Michael Pressley, John G. Borkowski, and Carla J. Johnson
Part III Applications
14 The Efficacy of Imagery Mnemonics Following Brain Damage. . . . 303
John T. E. Richardson, Laird S. Cermak, Susan P. Blackford,
and Margaret O'Connor
15 Special Educational Applications of Mnemonics 329
James E. Turnure and John F. Lane
16 Mnemonic Instruction in Special Education .......... . . . . . . . . . 358
Margo A. Mastropieri, Thomas E. Scruggs, and Joel R. Levin
17 Explorations in Mnemonic Training. . . . . . . . . . . . . . . . . . . . . . . . . . 377
Jack Snowman
18 Mnemonic Prose-Learning Strategies. . . . . . . . . . . . . . . . . . . . . . . . . 392
Christine B. McCormick and Joel R. Levin
19 Process Mnemonics: Principles, Prospects, and Problems. . . . . . . . 407
Kenneth L. Higbee
20 The Role of Mnemonic Strategies in Study Effectiveness. . . . . . . . . 428
William D. Rohwer, Jr., and John W Thomas
Author Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 451
Subject Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 465
Contributors
Ian Begg
Department of Psychology, McMaster University, Hamilton, Ontario, Canada
L854Kl
Francis S. Bellezza
Department of Psychology, Porter Hall, Ohio University, Athens, Ohio 45701,
USA
Trisha Beuhring
University Personnel Department, University of Minnesota, St. Paul, Minne
sota 55104, USA
Susan P. Blackford
Boston Veterans Administration Medical Center, Boston, Massachusetts
02130, USA
John G. Borkowski
Department of Psychology, University of Notre Dame, Notre Dame, Indiana
46556, USA
Laird S. Cermak
Boston Veterans Administration Medical Center, Boston, Massachusetts
02130, USA
James M. Clark
Department of Psychology, University of Western Ontario, London, Ontario,
Canada N6A 5C2
Michel Denis
Centre D'Etudes de Psychologie Cognitive, Universite de Paris-Sud, Centre
Scientifique d'Orsay, 91405 Orsay Cedex, Paris, France
Alain Desrochers
School of Psychology, University of Ottawa, Ottawa, Ontario, Canada
KIN 6N5
x Contributors
Gilles O. Einstein
Department of Psychology, Furman University, Greenville, South Carolina
29613, USA
Carole H. Ernest
Department of Psychology, Trent University, Peterborough, Ontario, Canada
K9J 7B8
Kenneth L. Higbee
Department of Psychology, Brigham Young University, Provo, Utah 84602,
USA
R. Reed Hunt
Department of Psychology, University of North Carolina at Greensboro,
Greensboro, North Carolina 27412, USA
Carla J. Johnson
Department of Psychology, University of Western Ontario, London, Ontario,
Canada N6A 5C2
Albert N. Katz
Department of Psychology, University of Western Ontario, London, Ontario,
Canada N6A 5C2
Daniel W Kee
Department of Psychology, California State University at Fullerton, Fullerton,
California 92634, USA
John F. Lane
Department of Educational Psychology, University of Minnesota, Min
neapolis, Minnesota 55455, USA
Joel R. Levin
Department of Educational Psychology, University of Wisconsin, Madison,
Wisconsin 53706, USA
Christine B. McCormick
Department of Educational Psychology, University of South Carolina, Colum
bia, South Carolina 29208, USA
Mark A. McDaniel
Department of Psychology, University of Notre Dame, Notre Dame, Indiana
46556, USA
Matthew G. Margres
Department of Psychology, Washington State University, Pullman, Washington
99164, USA
Contributors XI
Marc Marschark
Department of Psychology, University of North Carolina at Greensboro,
Greensboro, North Carolina 27412, USA
Margo A. Mastropieri
SCCE, Special Education, Purdue University, West Lafayette, Indiana 47907,
USA
Margaret O'Connor
Boston University, School of Medicine, Boston, Massachusetts 02215, USA
Allan Paivio
Department of Psychology, University of Western Ontario, London, Ontario,
Canada N6A 5C2
Michael Pressley
Department of Psychology, University of Western Ontario, London, Ontario,
Canada N6A 5C2
John T. E. Richardson
Department of Human Sciences, BruneI University, Uxbridge, Middlesex,
United Kingdom UB8 3PH
Henry L. Roediger III
Department of Psychological Sciences, Purdue University, West Lafayette,
Indiana 47907, USA
William D. Rohwer, Jr.
Department of Education, University of California at Berkeley, Berkeley,
California 94720, USA
Thomas E. Scruggs
SCCE, Special Education, Purdue University, West Lafayette, Indiana 47907,
USA
Susan Nakayama Siaw
Department of Behavioral Science, California State Polytechnic University at
Pomona, Pomona, California 91768, USA
Jack Snowman
Department of Educational Psychology, Southern Illinois University, Carbon
dale, Illinois 62901, USA
John W. Thomas
Far West Laboratory for Educational Research and Development, San Fran
cisco, California 94103, USA