A reexamination of the role of imagery in learning and memory.
A reexamination of the role of imagery in learning and memory.
复制标题
重新审视意象在学习和记忆中的作用。
DOI：
10.1037//0278-7393.15.4.710
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发表时间：
1989
期刊：
影响因子：
--
通讯作者：
Hunt,RR
中科院分区：
文献类型：
--
作者：
Marschark,M;Hunt,RR
Five experiments were conducted to examine whether the superior recall of concrete over abstract words might be better accounted for in terms of relative differences in the processing of relational and distinctive information rather than redundant verbal and imaginal memory codes. Concrete and abstract word pairs were presented in the standard paired-associated learning task or under conditions intended to affect the nature and extent of relational processing between pair members. Concreteness effects were attenuated or eliminated when relational processing was prevented at encoding (Experiments 3, 4, and 5) or when the use of encoded relations within pairs was prevented at recall (Experiments 1, 2, and 3). The results indicated the viability of an account of concreteness effects in paired-associate learning based on the joint functions of distinctive and relational information. They also remove theoretical constraints imposed on imagery theories by the incorrect assumption of a uniform presence of concreteness effects in memory for word lists.(PsycINFO Database Record (c) 2016 APA, all rights reserved)
