Visual mental image generation does not overlap with visual short-term memory: A dual-task interference study

Niven, Elaine; Logie, Robert H.

doi:10.3758/s13421-011-0151-7

Cited by 44 publications

(44 citation statements)

References 46 publications

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“…Logie (1995Logie ( , 2011 has argued for a visual cache within visuospatial working memory that retains recently presented novel material, such as horizontal lines, but is separate from visual perception, imagery, and activated representations in long-term memory (e.g., Borst, Niven, & Logie, 2011;Logie, Beschin, Della Sala, & Denis, 2005;van der Meulen, Logie, & Della Sala, 2009). It is possible that this cache is subject to a lateral bias to the left.…”

Section: Discussionmentioning

confidence: 99%

Representational pseudoneglect in line bisection

2012

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"Representational pseudoneglect" refers to a bias toward the left side of space that occurs when visual information is remembered. Recently a number of demonstrations of such representational pseudoneglect have appeared.In the present article, we report an experiment in which we adopted the classic line bisection paradigm to study representational pseudoneglect. Participants bisected horizontal lines that were shown in extrapersonal space. When the lines were visible on the screen, there was no evidence of any leftward bias. However, when lines were bisected from memory, the participants demonstrated a clear bias to the left. This is the first demonstration of a leftward bias in the bisection of remembered visually presented lines.

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Section: Discussionmentioning

confidence: 99%

Representational pseudoneglect in line bisection

2012

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“…Its role in mental imagery appeared to be associated with visual perception and the control of visual attention, as well as being linked with conscious experience. These functions appeared to be rather different from temporary memory for visual features, which was now attributed to a Bvisual cache^ (Logie, 1995), argued to be a nonconscious temporary visual memory system separate from conscious mental imagery (e.g., Borst, Niven, & Logie, 2012;Logie, Della Sala, Beschin, & Denis, 2005;Parra, Della Sala, Logie, & Morcom, 2014;van der Meulen, Logie, & Della Sala, 2009). The contents of this temporary visual memory system would be available to consciousness only when items were being encoded or retrieved or mentally rehearsed.…”

Section: Working Memory Observations I: Robert Logiementioning

confidence: 99%

Perspectives on working memory: introduction to the special issue

Logie

Cowan

2015

Mem Cogn

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More than 40 years ago, Baddeley and Hitch (1974) published an article with a wealth of experimentation and theorization on working memory, the small amount of information held in mind and often used within cognitive processes such as language comprehension and production, reasoning, and problem solving. We honor this seminal accomplishment in the present special issue, and take this opportunity to provide an introduction to our perspectives on the origin of the theory of working memory, how it has affected our work, what may be coming in the near future, and how the research articles in the present issue contribute to several related themes within the clearly thriving field of working memory.

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“…An open question is whether the activated portion of long-term memory of Cowan (1988) functionally serves the same purpose as the phonological and visual-spatial buffers of Baddeley and Hitch (1974) and Baddeley (1986). Robert Logie and colleagues argue that this cannot be, inasmuch as visual imagery and visual short-term memory are dissociated (Borst, Niven, & Logie, 2012; Logie & van der Meulen, 2009; van der Meulen, Logie, & Della Sala, 2009). Irrelevant visual materials interfere with the formation of visual imagery but not with visual storage, whereas tapping in a spatial pattern interferes with visual storage but not the formation of visual images.…”

Section: What Is Working Memory? An Introduction and Reviewmentioning

confidence: 99%

Working Memory Underpins Cognitive Development, Learning, and Education

2013

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Working memory is the retention of a small amount of information in a readily accessible form. It facilitates planning, comprehension, reasoning, and problem-solving. I examine the historical roots and conceptual development of the concept and the theoretical and practical implications of current debates about working memory mechanisms. Then I explore the nature of cognitive developmental improvements in working memory, the role of working memory in learning, and some potential implications of working memory and its development for the education of children and adults. The use of working memory is quite ubiquitous in human thought, but the best way to improve education using what we know about working memory is still controversial. I hope to provide some directions for research and educational practice.

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Visual mental image generation does not overlap with visual short-term memory: A dual-task interference study

Cited by 44 publications

References 46 publications

Representational pseudoneglect in line bisection

Representational pseudoneglect in line bisection

Perspectives on working memory: introduction to the special issue

Working Memory Underpins Cognitive Development, Learning, and Education

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