Summary
The paper argues for a distinction between sensory-and conceptual-information storage in the human information-processing system. Conceptual information is characterized as meaningful and symbolic, while sensory information may exist in modality-bound form. Furthermore, it is assumed that sensory information does not contribute to conscious remembering and can be used only in data-driven process reptitions, which can be accompanied by a kind of vague or intuitive feeling. Accordingly, pure top-down and willingly controlled processing, such as free recall, should not have any access to sensory data. Empirical results from different research areas and from two experiments conducted by the authors are presented in this article to support these theoretical distinctions. The experiments were designed to separate a sensory-motor and a conceptual component in memory for two-digit numbers and two-letter items, when parts of the numbers or items were imaged or drawn on a tablet. The results of free recall and recognition are discussed in a theoretical framework which distinguishes sensory and conceptual information in memory.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Claparède, E. (1911). Recognition et moiité. Archives de Psychologie, 11, 79–90.
Clarke, R., & Morton, J. (1983). Cross modality facilitation in tachistoscopic word recognition. Quarterly Journal of Experimental Psychology, 35A, 79–96.
Engelkamp, J. (1986). Nouns and verbs in paired-associate learning: Instruction effects. Psychological Research, 48, 153–159.
Engelkamp, J., & Zimmer, H.D. (1985). Motor programs and their relation to semantic memory. German Journal of Psychology, 9, 239–254.
Engelkamp, J., Zimmer, H. D., & Denis, M. (1989). Paired associate learning of action verbs with visual or motor imaginal encoding instructions. Psychological Research, 50, 257–263.
Graf, P., Squire, L. R., & Mandler, G. (1984). The information that amnesic patients do not forget. Journal of Experimental Psychology: Learning, Memory, and Cognition, 10, 164–178.
Helstrup, T. (1988). Performed memory acts in loci contexts: Some data and some theoretical reflections. Paper presented at the second workshop on imagery and cognition. University of Padua, Italy.
Jacoby, L. L. (1983a). Perceptual enhancement: Persistent effects of an experience. Journal of Experimental Psychology: Learning, Memory, and Cognition, 9, 21–38.
Jacoby, L. L. (1983b). Remembering the data: Analyzing interactive processes in reading. Journal of Verbal Learning and Verbal Behavior, 22, 485–508.
Jacoby, L. L., & Dallas, M. (1981). On the relationship between autobiographical memory and perceptual learning. Journal of Experimental Psychology: General, 110, 306–340.
Kirsner, K., & Smith, M. C. (1974). Modality effects in word identification. Memory & Cognition, 2, 637–640.
Kolers, P. A., & Roediger, H. L., III (1984). Procedures of mind. Journal of Verbal Learning and Verbal Behavior, 23, 525–449.
Kolers, P. A., & Smythe, W. E. (1984). Symbol manipulation: alternatives to the computational view of mind. Journal of Verbal Learning and Verbal Behavior, 23, 289–314.
Lewicki, P., Hill, Th., & Bizot, E. (1988). Acquisition of procedural knowledge about pattern of stimuli that cannot be articulated. Cognitive Psychology, 20, 24–37.
Marcel, A. J. (1983). Conscious and unconscious perception: experiments on visual masking and word recognition. Cognitive Psychology, 15, 197–237.
Murrell, G. A., & Morton, J. (1974). Word recognition and morphemic structure. Journal of Experimental Psychology, 102, 963–968.
Perrig, W. J. (1988a). Vorstellungen und Gedächtnis. Berlin: Springer.
Perrig, W. J. (1988b). On the distinction of memory codes: Image versus motor encoding. In M. Denis, J. Engelkamp, & J. T. E. Richardson. Cognitive and neuropsychological approaches to mental imagery. Dordrecht: Martinus Nijhoff.
Probst, R., & Perrig, W. J. (1988). Perzeptuelle und konzeptuelle Anteile gespeicherter Erfahrungen. Zeitschrift für experimentelle und angewandte Psychologie, 35, 259–281.
Roediger H. L., III & Blaxton, T. A. (1987). Effects of varying modality, surface, surface features, and retention interval on priming in word-fragment completion. Memory & Cognition, 15, 379–388.
Shiffrin, R. M., & Schneider, W. (1984). Automatic and controlled processing revisited (theoretical note). Psychological Review, 2, 269–276.
Weiskrantz, L., Warrington, E. K., Sanders, M. D., & Marshall, J. (1974). Visual capacity in the hemianoptic field following a restricted occipital ablation. Brain, 97, 709–728.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Perrig, W.J., Hofer, D. Sensory and conceptual representations in memory: Motor images that cannot be imaged. Psychol. Res 51, 201–207 (1989). https://doi.org/10.1007/BF00309149
Issue Date:
DOI: https://doi.org/10.1007/BF00309149