Imagery

Recall of High and Low Imagery Words

in a Serial Recall Task

Abstract

Imagery is known as a crucial factor in memory recall. It is used for representation of previously learned material as well as an approach for learning new material. The problem faced is that of determining whether learning is greater with the use of imagery. Each of 10 college students was given lists of 15 words in counterbalanced order. One condition involved the use of imagery in recall, while the other involved rote rehearsal. Mean per cent recall was significantly higher for the high imagery condition. This suggests that the use of imagery provides greater recall on learning tasks. Even tough imagery proved to be significant in learning; the results were correlational, meaning no cause could be assigned, because of confounding within the experiment. There are number of other factors that play a role in learning, like concreteness and familiarity.

Recall of High and Low Imagery Words

in a Serial Recall Task

Visual imagery is a crucial factor in the way information is recalled from our memory (Paivio, 1965). The effect that imagery has in relation to the serial recall of concrete and abstract words is still questioned, as well as the effect between high and low imagery words. Word lists were developed by Paivio (1965) based on a rating system that allowed variables to be controlled, such as abstractness or imagery. The purpose here was to determine whether high imagery words were recalled more readily than low imagery words.

Previous research has shown that the use of visual images plays an important role in the process of learning. Imagery is used to reproduce previously learned material and provides a useful way to learn new material. The idea that visual representation of information is a cause of learning is known as the imagery hypothesis (Day & Bellezza, 1983). Two important ideas are frequently used in the examination and attempted explanation of mediated learning: the familiarity hypothesis and the concreteness hypothesis (Paivio, 1965, Day & Bellezza, 1983, Richardson, 1983). The familiarity hypothesis suggests that learning through imagery is aided by a person's life experience. Logically, more experience would provide more images for use in coding information. The concrete hypothesis suggests that learning through imagery is aided by a person's knowledge of how tangible matter interacts with the physical world. Therefore the images created shaped by how certain concrete objects interact rather than by actual experience (Day & Bellezza, 1983).

Imagery was expected to have a significant effect on learning of a serial list by enhancing the type of memory formed. There are circumstances where imagery does not predict the amount of learning. For example, the presence of familiarity, concreteness, and other factors could become confounds in an experiment.

Method

Subjects

Ten upper division university students (seven women and three men) participated. Each subject served in both conditions of the experiment.

Stimuli and Apparatus

The stimuli were two lists of 15 words, one being high imagery and the other low. The words were obtained from a previous experiment done by Paivio (1965). Pen and paper were used in the writing of responses. Stopwatches were utilized in order to accurately measure time allowed.

Procedure

Subjects were seated in a relatively quiet classroom. The subjects were then instructed that each list would be viewed for about 80 sec. The high imagery condition instructions encouraged the use of mental images to aid in recall, while the low imagery condition was encouraged subjects to rehearse each word as it was listed without using mental images. After the viewing, each subject was to recall as many words as possible in the order that they were presented during a 90 sec. recall period. Half of the subjects started with the high imagery condition and the other with the abstract condition. The conditions were then reversed.

Results

Mean correct responses of 12.125 for high imagery and 8.625 for low imagery were found, with standard deviations of 1.808 and 2.925 respectively. A correlated t test showed a significant difference in high imagery over low imagery, t (7) = 3.33 < .05. Means and standard deviations appear in Table 1. The superiority of the high imagery condition was apparent after viewing Table1.

Table 1

Means and standard deviations

of high and low imagery conditions

Condition

Mean

Standard Deviation

High Imagery 12.125 1.808

Low Imagery 8.625 2.925

Discussion

The