A Methodological Consideration in the Comparison of Two Explanatory Hypotheses of Imagery

<p>A replication of the Carter and Craig (1975) investigation comparing the “conceptual peg” and “relational connective” explanations as to the effectiveness of an interaction imagery strategy in paired-associate learning was performed with the suggested changes in methodology. These changes included training the subjects and presenting the stimulus and response nouns on separate screens rather than visually side-by-side. In addition, two separation imagery strategies were investigated so that the nouns were visualized on opposite sides of the imaginary visual field or on opposite walls of an imaginary room.</p> <p>An interaction imagery strategy, a separation imagery—space strategy, a separation imagery—wall strategy, and an overt repetition strategy were compared in terms of performance on a stimulus recognition-response recall task within a paired-associate stimulus interference situation. Pairs of synonyms were employed as stimulus components in the learning trial to produce stimulus interference. In the recognition-recall trial, subjects were presented a list of stimulus and control nouns, and were asked to indicate which nouns had appeared during the learning trial (stimulus recognition) and hwat had been paired with each one (response recall).</p> <p>The results were similar to those found in the Carter and Craig (1975) investigation in that the interaction imagery strategy was found to result in significantly greater response recall than the separation imagery strategies and the overt repetition strategy. Also, the imagery strategies resulted in greater stimulus recognition than the overt repetition strategy. Again, the conceptual peg hypothesis was supported.</p> <p>In contrast with Carter and Craig (1975), the separation imagery strategy was found to be the least effective strategy in response recall and the most effective strategy in stimulus recognition. It appeared that the trained subjects were more successful in employing the instructed strategies and that the conflicting separation imagery data could be attributed to this. There was no significant effect for mode of presentation in either response recall or stimulus recognition. A ceiling effect was indicated from the stimulus recognition data.</p>

Name thesis:degree_name

Master of Arts

Discipline thesis:degree_discipline

Department of Psychology

Year

1975

Author dc:creator

• Carter, Paula

Contributors dc:contributor

• James Craig

• Western Kentucky University
• Applied Behavior Analysis
• Clinical Psychology
• Psychology

Repository record dc:identifier

https://digitalcommons.wku.edu/theses/1374

OAI identifier oai:identifier

oai:digitalcommons.wku.edu:theses-2381