The relationship between interactive-imagery instructions and association memory.
Interactive imagery, one of the most effective strategies for remembering pairs of words, involves asking participants to form mental images during study. We tested the hypothesis that the visual image is, in fact, responsible for its memory benefit. Neither subjectively reported vividness (all expe...
| Published in: | Memory & Cognition Vol. 51; no. 2; pp. 371 - 391 |
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| Main Authors: | , , , |
| Format: | Article |
| Published: |
Springer Nature
Feb2023
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=162057239&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 162057239 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 0090502X MEG jtl: Memory & Cognition issn: 0090502X maglogo: N pubinfo: dt: Feb2023 vid: 51 iid: 2 pid: 237 pub: Springer Nature artinfo: ui: 162057239 10.3758/s13421-022-01347-6 ppf: 371 ppct: 20 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.8MB tig: atl: The relationship between interactive-imagery instructions and association memory. aug: au: Thomas, Jeremy J. Ayuno, Kezziah C. Kluger, Felicitas E. Caplan, Jeremy B. affil: Department of Psychology, University of Alberta, T6G 2E9, Edmonton, Alberta, Canada Neuroscience and Mental Health Institute, University of Alberta, T6G 2E1, Edmonton, Alberta, Canada su: Memory Recognition (Psychology) Hypothesis Visualization Prompts (Psychology) sug: subj: Memory Recognition (Psychology) Hypothesis Visualization Prompts (Psychology) ab: Interactive imagery, one of the most effective strategies for remembering pairs of words, involves asking participants to form mental images during study. We tested the hypothesis that the visual image is, in fact, responsible for its memory benefit. Neither subjectively reported vividness (all experiments) nor objective imagery skill (experiments 1 and 3) could explain the benefit of interactive imagery for cued recall. Aphantasic participants, who self-identified little to no mental imagery, benefited from interactive-imagery instructions as much as controls (experiment 3). Imagery instructions did not improve memory for the constituent order of associations (AB versus BA), even when participants were told how to incorporate order within their images (experiments 1 and 2). Taken together, our results suggest that the visual format of images may not be responsible for the effectiveness of the interactive-imagery instruction and moreover, interactive imagery may not result in qualitatively different associative memories. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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