Short-term sequential memory for pictures and words

Paivio, Allan; Csapo, Kalman G.

doi:10.3758/bf03337887

Cited by 66 publications

(25 citation statements)

References 2 publications

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“…Paivio et al (1968) suggest a reason for this superiority with the hypothesis that while textual material is stored in propositional format only, images are stored both in visual and in propositional format, and may therefore have the advantage of dual coding. Similarly, Paivio (1971a) showed that concrete words are memorised better than abstract words, and that, among concrete words, those which most easily conjure up images are retained the best. He postulates that there are two functionally distinct subsystems of interconnected coding.…”

Section: Multimodal Presentation and Information Processingmentioning

confidence: 96%

Multimedia design: the effects of relating multimodal information

Dubois¹,

Vial²

2000

Computer Assisted Learning

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Few models describe learner behaviour during the simultaneous processing of several types of information, yet this is the defining characteristic of the use of multimedia tools, which bring together media in different informational formats (fixed or moving images, sound, text). Following studies in cognitive psychology concerning the increase in the ability to form mental images of words, this study was aimed at defining how different multimedia presentation modes affect the learning of foreign language vocabulary (Russian). A statistically significant effect was observed on word memorisation in the different information presentation modes, suggesting better processing when there is co‐referencing of the different sources, especially when the encoding and tests modes are the same. In addition to these experimental results, some principles for the design of multimodal learning tools are discussed.

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Section: Multimodal Presentation and Information Processingmentioning

confidence: 96%

Multimedia design: the effects of relating multimodal information

Dubois¹,

Vial²

2000

Computer Assisted Learning

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“…Regarding memory-encoding strategies, the mental-image strategy is cognitively more demanding because, unlike the rehearsal strategy, it requires the creation of a link between the word and the corresponding visual representation in memory (Craik & Tulving, 1975;Froger, et al, 2012;Froger, Toczé, & Taconnat, 2014;Paivio & Csapo, 1971;Toczé, Bouazzaoui, & Taconnat, 2012;Tournier & Postal, 2011). The success of its execution will thus be tightly linked to the availability of cognitive resources.…”

mentioning

confidence: 95%

“…Indeed, the mental-image strategy requires the largest amount of executive resources (Craik & Tulving, 1975;Paivio & Csapo, 1971;Plaie & Thomas, 2008), especially in older adults (Froger et al, 2012;Tournier & Postal, 2011). This strategy requires the retrieval of information (a corresponding image) from long-term memory.…”

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confidence: 99%

Sequential difficulty effects during execution of memory strategies in young and older adults

Uittenhove¹,

Burger²,

Taconnat³

et al. 2014

Memory

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This study aimed at uncovering factors influencing execution of memory strategies and at furthering our understanding of ageing effects on memory performance. To achieve this end, we investigated strategy sequential difficulty (SSD) effects recently demonstrated by Uittenhove and Lemaire in the domain of problem solving. We found that both young and older participants correctly recalled more words using a sentence-construction strategy when this strategy followed an easier strategy (i.e., repetition strategy) or a harder strategy (i.e., mental-image strategy). These SSD effects were of equal magnitude in young and older adults, correlated significantly with Stroop performance in both young and older adults and correlated with N-back performance only in young adults. These findings have important implications for furthering our understanding of memory strategy execution and age-related variations in memory performance, as well for understanding mechanisms underlying SSD effects.

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“…In general, elaborative encoding tasks, such as imaging (Paivio & Csapo, 1973) or categorizing the item into superordinate categories (Smith & Magee, 1980), eliminate or reverse superior memory for pictures. Other encoding manipulations that have eliminated or reversed the effect include paired-associate learning with schematically similar pictures (Nelson, Reed, & Walling, 1976) and serial learning at very rapid presentation rates (Nelson, Reed, & McEvoy, 1977;Paivio & Csapo, 1971). Although the picture superiority effect can be eliminated or reversed by manipulating encoding demands, it has proven relatively insensitive to changes in retrieval demands.…”

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confidence: 99%

Altering retrieval demands reverses the picture superiority effect

1987

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In Experiment 1 subjects studied a mixed list of pictures and words and then received either a free recall test or a word fragment completion test (e.g., _YL.mL for pyramid) on which some fragments corresponded to previously studied items. Free recall of pictures was better than that of words. However, words produced greater priming than did pictures on the fragment completion test, although a small amount of picture priming did occur. Experiments 2 and 3 showed that the picture priming was not due to implicit naming of the pictures during study. In Experiment 4 subjects studied words and pictures and received either the word fragment completion test or a picture fragment identification test in which they had to name degraded pictures. Greater priming was obtained with words in word fragment completion, but greater priming was obtained with pictures on the picture identification test. We conclude that (1) the type ofretrieval query determines whether pictures or words will exhibit superior retention, and (2) our results conform to the principle of transfer appropriate processing by which performance on transfer or retention tests benefits to the extent that the tests recapitulate operations used during learning.The picture superiority effect refers to the finding that pictures are typically remembered better than are words (e.g., Paivio,

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Short-term sequential memory for pictures and words

Cited by 66 publications

References 2 publications

Multimedia design: the effects of relating multimodal information

Multimedia design: the effects of relating multimodal information

Sequential difficulty effects during execution of memory strategies in young and older adults

Altering retrieval demands reverses the picture superiority effect

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