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| Autor/in | Powell, Glen |
|---|---|
| Titel | A Meta-Analysis of the Effects of "Imposed" and "Induced" Imagery Upon Word Recall. |
| Quelle | (1980), (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cognitive Processes; Learning Processes; Reading Research; Recall (Psychology); Research Methodology; Word Recognition |
| Abstract | The meta-analysis method was used to summarize the findings of 23 studies of the word learning process that had used imagery as an independent variable as either an "imposed" or an "induced" condition. Imposed imagery investigations compared word recall on the basis of the imagery attribute of a word, while induced imagery studies compared word recall on the basis of the use of imagery as a mnemonic strategy. The results suggested that imposed and induced imagery had a great impact upon word recall. In the case of the imposed imagery investigations, high imagery words were much more easily learned than were low imagery words. Larger differences in the imagery control and repetition comparisons in the induced imagery studies suggested that mental imagery as a mnemonic strategy was quite effective. The findings imply that a meaning strategy (imagery) is a great deal more effective than rote memorization, and that the relative equivalence of sentence generation can be explained by the fact that it is a meaning producing strategy and that it probably produces an image through verbal processes. (FL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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