Distinctiveness and the Mnemonic Benefits of Bizarre Imagery

Abstract

Imagery mnemonics have been advocated as effective memory devices for at least 2000 years (Yates, 1966). It is only within the past 20 years, however, that controlled laboratory studies have clearly established the memorial benefits of imagery mnemonics. More recently, the practical applications of imagery mnemonics have been explored and these techniques have been shown to be useful for learning prose materials as well as lists (cf. Bellezza, 1981; see Denis, Chapter 9, this volume, for more information on imagery and prose retention), to be effective in educational settings (cf. Bellezza, 1981; Pressley, Levin, & Delaney, 1982) and to enhance memory in special populations (Mastropieri, Scruggs, & Levin, Chapter 16, this volume; Pressley, Johnson, & Symons, in press). These populations include children as young as 3 years old (cf. Pressley et al., 1982), some types of amnesic patients (Baddeley & Warrington, 1973; Jones, 1974; see also Richardson, Cermak, Blackford, & O’Connor, Chapter 14, this volume for a review of this literature), the elderly (Robertson-Tchabo, Hausman, & Arenberg, 1976), and the mentally retarded (see Bender & Levin, 1978). Given the great potential of mnemonic techniques for improving memory in a wide variety of situations, it is important to identify those components of mnemonic techniques that actually have positive effects on memory. Research on these components may also yield useful information on theoretical conceptualizations within the general memory literature. For example, research on bizarre imagery may enhance our understanding of recent theoretical analyses based on distinctiveness (Eysenck, 1979; Hunt & Elliott, 1980; Nelson, 1979).