Ch 11 - Visual Knowledge Flashcards

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1
Q

how were introspection studies used to study imagery

A

through self-reports and inspect mental images as pictures

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2
Q

how were chronometric studies used to study imagery

A

participants were asked to manipulate the mental images and observe how long these manipulations take

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3
Q

the method and evidence of Kosslyn (1976)

A

asked participants to answer yes/no questions about their mental images

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4
Q

the method and evidence of Kosslyn (1978)

A

an image-scanning experiment, participants mentally traveled between various locations on the island

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5
Q

the method and evidence of zooming in (elephant vs bunny)

A

using the images presented to determine and identify their size compared to something else

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6
Q

the method and evidence of mental rotation

A

to identify which pairs are the same by rotating each block, found that the further the distance, the longer it takes

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7
Q

the result of mental rotation and mental scanning experiments about the nature of mental representations

A

they occur in a section of the brain more and more depending at which point the rotation degree is happening mentally

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8
Q

how demand characteristics might have a role in experiments of visual imagery

A

without instruction, participants still form images

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9
Q

study by Segal and Fusella (1970) and how they support the similarities between imagery and vision

A

a visual image interfered with the detection of a visual stimulus, and auditory image interfered with the detection of auditory stimulus

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10
Q

study by Farah (1985) and how they support the similarities between imagery and vision

A

the imagery was presented on the screen, then the target letter was either presented before the blank screen or after, there was a higher correct percent detection when the image was the same as the target

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11
Q

describe the biological and functional parallels between visualizing and vision through TMS

A

transcranial magnetic stimulation;
- decreases brain functioning in a area of the brain for a short time
- if behavior is disrupted, the deactivated part of the brain is causing that behavior
- disrupts vision and imagery

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12
Q

describe the biological and functional parallels between visualizing and vision through neglect patients

A

patients can only see one side of something

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13
Q

the difference between visual and spatial imagery and how this is supported by research involving blind participants

A

people who have been blind since birth also demonstrate the same effects in mental-rotation or image-scanning tasks, with response time being proportional to the distance traveled
- visual imagery and spatial imagery are not equal to each other

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14
Q

how and why people may differ in their imagery experiences

A
  • some people may be poor visualizers but good “spatializers”, and vice versa
  • some people lack the capacity for visualization (aphantasia)
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15
Q

eidetic memory

A

photographic memory that is very rare and is found in some autistic individuals

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16
Q

how are images different than pictures

A
  • perception is not neutral and goes beyond the information given
  • interpretations are present in images
17
Q

what is the nature of visual imagery in memory

A

having “pictures” in the mind

18
Q

how can images help us remember

A

our brain encodes the image onto our memory for understanding and also retaining

19
Q

explain why it is beneficial to remember information in more than one form

A

dual coding; high-imagery words can be coded as both word and image, low-imagery words only have a verbal code

20
Q

how memory for pictures is similar to memory for other (non pictorial) stimuli

A

studies of memory for pictures illustrate ways in which long-term visual memory reflects general principles of memory

21
Q

explain how the type of memory we use might interact with the format of the image

A
  • visual working memory is based on imagery and uses perceptual, spatial representations (image scanning, rotation, zooming)
  • visual long-term memory is based on propositional knowledge and shares many representational principles with other forms of long-term memory (spreading activation, priming, schematic knowledge)