Effect of Guided Imagery and Internal Visualization on Learning

摘要

This study examined the effects of mental imagery on short-term and long-term retention of learning material. Subjects presented with learning material through mental imagery achieved significantly higher gain scores on tests of immediate and long-term recall compared to control subjects who studied material from a traditional, lecture-based method. No significant differences were found between experimental and control groups in terms of class, major, grade point average, ethnicity, brain lateralization characteristics or cognitive learning style preferences. The imagery group registered more positive attitudes toward the learning experience and the teaching method used than did their counterparts in the non-imagery group.