Skip to main content
Download PDF

Enactive imagery in paired-associate learning

Memory & Cognition volume 2, pages 385–390 (1974)Cite this article

Abstract

Three experiments were conducted to study the effects of enactive imagery (EI) on associative learning. In Experiment I, groups of Ss rated 226 verbs on EI and frequency. In Experiments II and III, Ss learned a 24- and a 16-item list, respectively. The lists consisted of the four possible stimulus-response combinations of high (H) and low (L) EI verb pairs: H-H, H-L, L-H, L-L. In both experiments, EI was found to be a significant factor on the stimulus side, performance being superior when the stimulus was of high EI. In Experiment III, the response EI main effect and the Stimulus by Response EI interaction were also found to be significant. The results indicated that like the imagery evoked by nouns, the EI evoked by verbs facilitates learning.

References

  • Asch, S. Reformulation of the problem of association. American Psychologist, 1960, 24, 92–102.

    Article  Google Scholar 

  • Bruner, J., Olver, R., & Greenfield, P., et al.Studies in cognitive growth. New York: Wiley, 1966.

    Google Scholar 

  • Noble, C. E. The meaning-familiarity relationship. Psychological Review, 1953, 60, 89–98.

    Article  PubMed  Google Scholar 

  • Paivio, A. Abstractness, imagery, and meaningfulness in paired-associate learning. Journal of Verbal Learning & Verbal Behavior, 1965, 4, 32–38.

    Article  Google Scholar 

  • Paivio, A. Mental imagery in associative lear-ing and memory. Psychological Review, 1969, 76, 241–263.

    Article  Google Scholar 

  • Paivio, A. On the functional significance of imagery. Psychological Bulletin, 1970, 73, 385–392.

    Article  Google Scholar 

  • Pah’io, A., Yuille, J., & Madigan, S. Concreteness, imagery, and meaningfulness for 925 nouns. Journal of Experimental Psychology, 1968, 76(1, Pt. 2).

  • Piaget, J., & Inhelder. B.L’image mentale chez l’enfant. Paris: Presses Universitaires de France, 1966.

    Google Scholar 

  • Rowher, W., Jr. Constraint, syntax, and meaning in paired-associate learning. Journal of Verbal Learning & Verbal Behavior, 1966, 5,541–547.

    Article  Google Scholar 

  • Rowher, W., Jr.Social class differences in the role of linguistic structures it; pair,zd-associate learning: Elaboration and learning proficiency. Basic Research Project No. 5-0605, Contract Nonr OE 6-10-273, 1967, United States Office of Education.

Download references

Author information

Affiliations

  1. Western 19ashington State College, 98225, Bellingham, Washington

    Marcia Z. Lippman

Authors
  1. Marcia Z. Lippman
    View author publications

    You can also search for this author in PubMed Google Scholar

Additional information

The author wishes to thank Carol Hutchinson and Virginia Knarr for their help in data collection, Sandra S. Smiley for providing Ss, and Holly Hartwell and Marion Yanagamachi for preparation of the manuscript.

Rights and permissions

Reprints and Permissions

About this article

Cite this article

Lippman, M.Z. Enactive imagery in paired-associate learning. Memory & Cognition 2, 385–390 (1974). https://doi.org/10.3758/BF03209014

Download citation

  • Received:

  • Accepted:

  • Issue Date:

  • DOI: https://doi.org/10.3758/BF03209014

Keywords

  • Associative Learning
  • Sensory Experience
  • Visual Imagery
  • List Length
  • Response Side