(DOWNLOAD) "Time Requirement for Formation of Mental Images." by North American Journal of Psychology * eBook PDF Kindle ePub Free
eBook details
- Title: Time Requirement for Formation of Mental Images.
- Author : North American Journal of Psychology
- Release Date : January 01, 2006
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 198 KB
Description
The present study investigated the effects of time allowed for image formation (10, 20 or 40 sec) on the vividness and interactivity of the images formed. Subjects were required to form either normal or bizarre images. The data analysis considered first the whole sample (n = 691 high-school students), and then only subjects who showed good compliance with the image-formation instructions (i.e. good imagers; n = 183 subjects). Subjects were presented with a list of 24 word pairs (one word pair every 10, 20 or 40 sec), and were required to form either a normal or bizarre interactive image. Only the first 12 word pairs were considered in the analysis, to reduce possible effects of subject fatigue. Compliance with image-formation instructions was better among subjects required to form normal images than among subjects required to form bizarre images. In the whole sample, time allowed for image formation had a significant effect on image vividness and interactivity, but image type (normal or bizarre) had no significant effect. In the reduced sample, time allowed for image formation did not significantly affect either vividness or interactivity; however, image type had a significant effect on interactivity, with bizarre images more interactive than normal images. In addition, both vividness and interactivity differed significantly between good imagers and poor imagers. Many studies have demonstrated the efficacy of mental images for aiding recall (for review, see Gonzalez, Amor, & Campos, 2003; Paivio, 1971; Richardson, 1980). The efficacy of bizarre mental images is controversial, though some authors nevertheless recommend their use for learning . Worthen, Garcia-Rivas, Green, and Vidos (2000) state that bizarreness is most likely to be beneficial when the information learned is not verbally complex, when the learning situation involves both common and bizarre materials, when the proportion of common context is equal to or greater than the proportion of bizarre contexts, and when free recall, rather than cued recall, is tested.