Thomas Jeremy J, Ayuno Kezziah C, Kluger Felicitas E, Caplan Jeremy B
Department of Psychology, University of Alberta, Edmonton, Alberta, T6G 2E9, Canada.
Neuroscience and Mental Health Institute, University of Alberta, Edmonton, Alberta, T6G 2E1, Canada.
Mem Cognit. 2023 Feb;51(2):371-390. doi: 10.3758/s13421-022-01347-6. Epub 2022 Aug 10.
Interactive imagery, one of the most effective strategies for remembering pairs of words, involves asking participants to form mental images during study. We tested the hypothesis that the visual image is, in fact, responsible for its memory benefit. Neither subjectively reported vividness (all experiments) nor objective imagery skill (experiments 1 and 3) could explain the benefit of interactive imagery for cued recall. Aphantasic participants, who self-identified little to no mental imagery, benefited from interactive-imagery instructions as much as controls (experiment 3). Imagery instructions did not improve memory for the constituent order of associations (AB versus BA), even when participants were told how to incorporate order within their images (experiments 1 and 2). Taken together, our results suggest that the visual format of images may not be responsible for the effectiveness of the interactive-imagery instruction and moreover, interactive imagery may not result in qualitatively different associative memories.
交互式意象是记忆单词对最有效的策略之一，它要求参与者在学习过程中形成心理意象。我们检验了这样一个假设，即视觉意象实际上是其记忆优势的原因。无论是主观报告的生动程度（所有实验）还是客观意象技能（实验1和3），都无法解释交互式意象对线索回忆的益处。自我认定几乎没有心理意象的phantasic参与者，从交互式意象指令中获得的益处与对照组一样多（实验3）。意象指令并没有提高对联想组成顺序（AB与BA）的记忆，即使参与者被告知如何在他们的意象中纳入顺序（实验1和2）。综合来看，我们的结果表明，意象的视觉形式可能不是交互式意象指令有效性的原因，此外，交互式意象可能不会导致本质上不同的联想记忆。
