Definition
The imagination effect is generated when instructions to imagine a series of steps required to solve a problem, paired with practice problems, generate better learning outcomes than instructions to study (read through and understand) equivalent instructional materials.
Theoretical Background
Mental practice, visualization, and imagination are members of a class of cognitive processes which have been found, under some circumstances, to enhance learning. Each of these processes involves quasi-sensory conscious experiences, and “have in common the awareness of sensory qualities in the absence of appropriate external stimuli” (Anderson 1981; p.150). Anderson notes that while the term “imagery” has a visual connotation, it need not be restricted to this modality, and recommends using the term “imaginary” over “imaginal” to reduce the visual connotation when discussing such phenomena. The use of such...
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Cooper, G. A., Tindall-Ford, S., Chandler, P., & Sweller, J. (2001). Learning by imagining. Journal of Experimental Psychology: Applied, 7, 68–82.
Driskell, J. E., Copper, C., & Moran, A. (1994). Does mental practice enhance performance? The Journal of Applied Psychology, 79, 481–492.
Ginns, P., Chandler, P., & Sweller, J. (2003). When imagining information is effective. Contemporary Educational Psychology, 28, 229–251.
Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). The expertise reversal effect. Educational Psychologist, 38, 23–31.
Kalyuga, S., & Sweller, J. (2004). Measuring knowledge to optimize cognitive load factors during instruction. Journal of Educational Psychology, 96, 558–568.
Further Reading
Anderson, M. P., et al. (1981). Assessment of imaginal processes: approaches and issues. In T. M. Merluzzi, C. R. Glass, & M. Genest (Eds.), Cognitive assessment. New York: Guilford Press.
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© 2012 Springer Science+Business Media, LLC
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Ginns, P. (2012). Imagination Effect. In: Seel, N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_140
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