Imagery and Related Mnemonic Processes

1. Front Matter

   Pages i-xii

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2. Theoretical Perspectives

   1. Front Matter

      Pages 1-3

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   2. A Dual Coding Perspective on Encoding Processes

      • James M. Clark, Allan Paivio

      Pages 5-33

   3. Mnemonic Devices and Memory Schemas

      • Francis S. Bellezza

      Pages 34-55

   4. A Theoretical Account of Encoding and Retrieval Processes in the Use of Imagery-Based Mnemonic Techniques: The Special Case of the Keyword Method

      • Alain Desrochers, Ian Begg

      Pages 56-77

   5. Distinctiveness and the Mnemonic Benefits of Bizarre Imagery

      • Gilles O. Einstein, Mark A. McDaniel

      Pages 78-102

   6. Bizarreness and the Imagery Multiprocess Model

      • Keith A. Wollen, Matthew G. Margres

      Pages 103-127

   7. Yet Another Picture of Imagery: The Roles of Shared and Distinctive Information in Memory

      • R. Reed Hunt, Marc Marschark

      Pages 129-150

   8. Reversing the Picture Superiority Effect

      • Henry L. Roediger III, Mary Susan Weldon

      Pages 151-174

3. Individual Differences

   1. Front Matter

      Pages 175-176

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   2. Individual Differences in the Control of Imagery Processing: Knowing How, Knowing When, and Knowing Self

      • Albert N. Katz

      Pages 177-203

   3. Individual Imagery Differences and Prose Processing

      • Michel Denis

      Pages 204-217

   4. Imagery and Memory in the Blind: A Review

      • Carole H. Ernest

      Pages 218-238

   5. Development of Elaboration and Organization in Different Socioeconomic-Status and Ethnic Populations

      • Susan Nakayama Siaw, Daniel W. Kee

      Pages 239-256

   6. Elaborative Propensities During Adolescence: The Relationships Among Memory Knowledge, Strategy Behavior, and Memory Performance

      • Trisha Beuhring, Daniel W. Kee

      Pages 257-273

   7. The Development of Good Strategy Use: Imagery and Related Mnemonic Strategies

      • Michael Pressley, John G. Borkowski, Carla J. Johnson

      Pages 274-297

4. Applications

   1. Front Matter

      Pages 299-301

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   2. The Efficacy of Imagery Mnemonics Following Brain Damage

      • John T. E. Richardson, Laird S. Cermak, Susan P. Blackford, Margaret O’Connor

      Pages 303-328

   3. Special Educational Applications of Mnemonics

      • James E. Turnure, John F. Lane

      Pages 329-357

   4. Mnemonic Instruction in Special Education

      • Margo A. Mastropieri, Thomas E. Scruggs, Joel R. Levin

      Pages 358-376

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.

• Self
• adolescence
• brain
• coding
• development
• e-learning
• education
• experiment
• information
• learning
• memory
• organization
• organizations
• research
• strategy

• Department of Psychology, University of Notre Dame, Notre Dame, USA

  Mark A. McDaniel

• Department of Psychology, University of Western Ontario, London, Canada

  Michael Pressley

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