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PSY270 > Imagery > Flashcards

Imagery Flashcards

1
Q

What is the primary debate in psychology regarding how information is represented in our minds?

A

whether knowledge is represented as analogue codes (images) or propositions (abstract symbols)

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2
Q

What is imagery in the context of cognitive psychology?

A

a mental representation of a perceptual experience (visual, auditory, tactile, olfactory, and gustatory)

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3
Q

How do individual differences affect imagery ability?

A

Some individuals, known as high imagers, can create vivid mental “videos,” while others may have less vivid imagery

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4
Q

What distinguishes symbolic representation from imagery?

A

Symbolic representation: an arbitrary mental representation of a concept (e.g., the letters “D-O-G” do not resemble a dog)
Imagery: retains the perceptual and spatial characteristics of the actual object.

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5
Q

What are the two ways thoughts can be represented according to Paivio’s dual-code theory?

A

as words (symbolic code) and as images (analogue code)

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6
Q

Can everything be represented as an image?

A

No, while everything can be represented verbally, not everything can be easily represented as an image.

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7
Q

What is a symbolic code?

A

a type of abstract representation where symbols do not resemble their real-world referents (the letters D-O-G do not look like a dog)

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8
Q

What is an analogue code?

A

a nonverbal representation based on sensorimotor information that is modality-specific and retains the perceptual features of the physical stimulus it represents

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9
Q

What are the two opposing theories in the imagery debate?

A
  • Kosslyn’s functional-equivalence hypothesis
  • Pylyshyn’s propositional theory.
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10
Q

What does Kosslyn’s functional-equivalence hypothesis propose?

A

All images are represented as spatial representations (analogue codes) that maintain perceptual and spatial characteristics of physical objects

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11
Q

What does Pylyshyn’s propositional theory suggest about images?

A

Images are epiphenomena (by-products) of underlying propositional networks and are stored as propositions.

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12
Q

What is a proposition in the context of knowledge representation?

A

the smallest unit of knowledge that can be true or false

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13
Q

How do propositions provide flexibility in language expression?

A

allow for different expressions while maintaining the same meaning

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14
Q

What is the main hypothesis of Shepard and Metzler’s mental rotation experiment?

A

the time it takes to mentally rotate an image is similar to the time it takes to physically rotate an object
- the greater the angular distance between two objects, the longer it should take to determine if they are the same

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15
Q

What did Shepard and Metzler find regarding reaction time and angular rotation?

A
  • a linear relationship between the angular rotation and reaction time
  • as the angle of rotation increased, so did the time it took participants to determine if the shapes were the same
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16
Q

How did participants typically complete the mental rotation task in Shepard and Metzler’s experiment?

A

Participants created a visual image of the objects and mentally rotated one of the shapes to match the other

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17
Q

What is the significance of the findings from mental rotation experiments in the imagery debate?

A
  • support the idea that mental imagery is analogous to real perception
  • supports functional equivalence
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18
Q

Who conducted early experiments on image scanning, and what was the primary hypothesis?

A
  • Kosslyn
  • if visual images are analog codes of physical stimuli, it should take longer to process larger mental distances than shorter distances
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19
Q

Describe the methodology used in Kosslyn’s image-scanning experiments.

A
  • memorize a map with different landmarks
  • Imagined they were at the beach
  • mentally had to scan the map until they got to the windmill
  • done a second time but to the lighthouse
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20
Q

What were the findings of Kosslyn’s image scanning experiments regarding reaction times?

A

participants took longer to respond when scanning larger mental distances

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21
Q

What is the significance of the findings from image scanning experiments in the imagery debate?

A

supports functional equivalence theory

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22
Q

What is the main idea behind Kosslyn’s image scaling experiments?

A
  • that the size of a mental image affects how quickly and accurately people can answer questions about the details of that image
  • Larger images are processed faster than smaller ones.
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23
Q

What does image scaling refer to in the context of imagery?

A

the ability to adjust the size of a mental image, similar to how objects appear larger as one approaches them in real life

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24
Q

What is the significance of the findings from Kosslyn’s image scaling experiments for understanding mental imagery?

A
  • support the idea that mental images are processed in a way that is analogous to visual perception
  • supports functional equivalence theory
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25
Q

What is perceptual interference?

A

when the processing of one type of stimulus (e.g., visual or auditory) is affected by the simultaneous processing of another type of stimulus

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26
Q

What were the findings of Segal and Fusella’s experiment?

A

Participants’ detection rates for visual stimuli decreased when they were imagining a visual object (e.g., a tree) compared to when they were imagining an auditory stimulus (e.g., the sound of a telephone ringing)

27
Q

How does perceptual interference support the idea that imagery and perception share mechanisms?

A

If imagining a visual stimulus occupies some of the processing capacity needed for actual visual perception, it supports the notion that they share underlying mechanisms

28
Q

What is the significance of the findings from Segal and Fusella’s study in the context of cognitive psychology?

A
  • evidence for the shared mechanisms of imagery and perception
  • supports functional equivalence theory
29
Q

What did O’Craven and Kanwisher (2000) discover about the FFA and PPA during imagery tasks?

A

both the FFA and PPA show selective activation during imagery tasks

30
Q

How does brain activity during perception compare to imagery in the FFA and PPA?

A

Brain activity in the FFA and PPA is generally greater during visual perception tasks than during imagery tasks

31
Q

What technique did Kosslyn et al. (1999) use to demonstrate shared mechanisms between imagery and perception?

A

used PET scans to show that the primary visual cortex (V1) is activated during both visual perception and imagery tasks

32
Q

What is the primary focus of Reed’s (1974) research on ambiguous figures?

A

how participants identify new shapes as part of an original picture, suggesting that individuals may rely on verbal labels (propositions)

33
Q

In Reed’s study, what was the accuracy of participants in identifying shapes from ambiguous figures?

A

could identify some shapes accurately but struggled with others

34
Q

What is the significance of ambiguous figures in understanding mental imagery?

A
  • refutes functional equivalence theory
  • highlight the limitations of mental imagery and suggest that individuals may rely on cognitive strategies
35
Q

How do experiments supporting propositions typically differ from those supporting analogue codes?

A

Experiments that support propositions often involve complex objects or require participants to assign meaning to the percept

36
Q

What is the picture superiority effect?

A

memory is better for pictures than for words

37
Q

How can interactive images enhance memory?

A

create a more engaging and memorable experience

38
Q

What is the bizarreness effect in relation to imagery?

A

refers to the tendency for unusual or bizarre images to be more memorable

39
Q

What is the concreteness effect?

A

concrete words (e.g., “apple,” “car”) are remembered better than abstract words (e.g., “freedom,” “truth”) because concrete words are easier to visualize

40
Q

What is the problem with both functional equivalence theory and propositional theory?

A

Both theories are representational theories, which means they rely on the idea that knowledge is stored as symbols (representations in the mind)

41
Q

What is the symbol grounding problem?

A

the challenge of explaining how symbols (or representations) acquire meaning

42
Q

How can evidence supporting the functional equivalence hypothesis also support an embodied cognition view of knowledge?

A

Evidence that suggests mental imagery operates similarly to physical perception can be interpreted as supporting embodied cognition, which posits that cognitive processes are deeply rooted in the body’s interactions with the environment

43
Q

What is Barsalou’s situated simulation theory?

A

a type of embodied cognition view of knowledge that emphasizes the role of mental simulations in understanding and interacting with the world

44
Q

What role do the body and sensorimotor systems play according to Barsalou’s theory?

A

a causal role in generating intelligent behavior, suggesting that cognition is grounded in bodily experiences

45
Q

How does cognition operate according to Barsalou’s situated simulation theory?

A
  • requires the reactivation or simulation of the sensorimotor system
  • thinking involves activating the same neural pathways used in actual perception and action
46
Q

What does Barsalou’s theory suggest about the nature of knowledge representation?

A
  • Knowledge is represented through distributed brain activations from sensory and motor centers,
  • they are not amodal or abstract but are tied to specific sensory modalities
47
Q

How is knowledge characterized in Barsalou’s situated simulation theory?

A

flexible and goal-driven, indicating that our understanding and use of knowledge can adapt based on context

48
Q

What was the main focus of Hauk et al.’s (2004) study?

A

focused on modality-specific brain activations for verbal labels related to motor actions

49
Q

What actions did participants perform in Hauk et al.’s study?

A

actions using their foot, finger, and tongue

50
Q

What type of words did participants read during the study?

A

words such as “kick,” “pick,” and “lick.”

51
Q

What was a significant finding regarding brain activity when participants read action words?

A

activated brain areas associated with the corresponding motor actions, even without a physical motor component

52
Q

What does the study by Hauk et al suggest about the relationship between language and motor activity?

A

knowledge of action words is represented in the brain by activating neural pathways related to motor activity

53
Q

What is semantic dementia?

A
  • damage to the anterior temporal lobe
  • deficits in understanding and producing language and loss of knowledge about objects, concepts, and categories
54
Q

What evidence suggests that different categories of knowledge are stored in different locations in the brain?

A

Patients with semantic dementia often demonstrate category-specific deficits

55
Q

What type of knowledge loss is associated with damage to visual areas in the brain?

A

a loss of knowledge of living things

56
Q

What type of knowledge loss is associated with damage to motor areas in the brain?

A

a loss of knowledge of manipulable objects, such as tools.

57
Q

What does neuroimaging research in healthy adults suggest about knowledge representation?

A

supports the idea that different categories of knowledge are represented in different brain areas

58
Q

What is the sensory-functional hypothesis (S-F)?

A

knowledge is organized based on sensory and functional attributes

59
Q

What does the hub-and-spoke model explain?

A

the pattern of findings in how knowledge is represented in the brain

60
Q

What is the “hub” in the hub-and-spoke model?

A

a modality-independent concept center that allows information to be combined across different situations into a coherent category

61
Q

What are the “spokes” in the hub-and-spoke model?

A

modality-specific sensory and motor areas involved in representing specific instances of category members through active simulation

62
Q

What are the two main components of the hub-and-spoke model?

A
  1. Abstract knowledge representation stored in the anterior temporal lobe. (hub)
  2. Distribution of this knowledge through the cortex. (spoke)
63
Q

How does the hub-and-spoke model relate to semantic knowledge?

A

general knowledge is stored in a central hub (anterior temporal lobe), specific sensory and motor information related to that knowledge is stored in distinct areas (spokes) of the brain

64
Q

What role does the anterior temporal lobe play in the hub-and-spoke model?

A

serves as the hub for abstract knowledge representation

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