Chapter 7 Mental Imagery and Cognitive Maps

I did not see the parallelogram.
The figure is definitely a rabbit.
Reno is farther west than San Diego!!!!!!

1. How can I summarize this reading in a few sentences?
This chapter helps us to realize how important our mental images are and how they can be effected by interference. The analog code refers to a representation that closely resembles the physical object we have created a mental image of while the propositional code is an abstract, language-like representation that does not physically resemble the original stimulus. There seems to be a great deal of debate in regards to which code is valid. When using visual senses, it is harder to receive other visual stimulus. In contrast, if we are processing auditory stimulus, interference is not as great when we receive a visual stimulus.
Cognitive maps are rather vivid mental representations of our environment. These cognitive maps are effected by such things as our predetermined categories, and landmarks, relative positions, angles, and curves.

2. How does it fit into what I have learned already in this course?
In keeping with the author’s style, the information presented in this chapter seems to be in a logical progression. In order to understand how we can form mental images and cognitive maps, we first learned how we process information into working memory and then long-term memory. We were given information that helped us to develop an understanding of the retrieval process for what is stored in our long-term memory. Without this information, we would not fully understand what is happening when we are forming and storing mental images.

3. What am I still not clear on?
I am not quite sure why there is such a controversy over the analog and propositional viewpoints. It seems as if we use both of these depending on the situation. On page 216 the author states, “the two viewpoints definitely differ in their emphasis on the similarity between mental images and physical stimuli. However, the two positions are not completely different from each other, and they may apply to different kinds of tasks.”

4. How would apply this to my own teaching/work?
One of the most important bits of information in this chapter that I need to keep in mind in my own classroom has to do with how interference is present during visual and auditory imagery. Using a visual stimulus with an auditory one could be more beneficial than using two visual stimuli.
The information about cognitive maps is also helpful in reflecting how students are visualizing items compared to their actual location, such as the location of things on a map.

5. What proof does the author offer that makes me believe this is valid? Do I believe it? Why?

In this chapter, we learned Stephen Kosslyn has done many studies the field of mental imagery. When the author discusses imagery and distance between two points and the shape of a mental image, we hear about a study performed by Kosslyn. This study showed that people require a long time to scan the distance between two widely separated points on a mental map. The distance between two closely located points was scanned very rapidly. In this section of the text, we learn of experimenter expectancy. To reinforce the results of Kosslyn’s study, we hear of a repetition of the experiment with research assistants that were led to believe their results would show a U-shaped curve. The experiment was performed and the same results were achieved as that of Kosslyn’s. When reading this section, I found myself thinking of validity.

6. Why is this important? What does it help improve or explain or predict?

To better understand our ability to form mental imagery we must understand what might hinder or help those abilities. Students can form cognitive maps and mental images based on information they are receiving. If teachers are aware of such things as gender differences, interference, and heuristic then perhaps we can be more aware of how to help them be more accurate or at least understand there thinking and misconceptions.

7. When would I actually use this – under what kind of circumstances and for what kind of students?

I am specifically thinking of the information about cognitive maps. I liked demonstration 7.6. It helped me to realize how hard it must be for students when they are tested on listening skills. I had to read “the story” twice before I could get a vivid mental image and I had already predicted what the instructions were going to ask me to do with the image I was creating. I definitely agree with what the author says about readers preferring to adopt the perspective of the observer. I can use all of this information when asking my students to visual a scene from a story or when making inferences. This is an important reading comprehension skill and a difficult one for many third graders. By elaborating details and adding to our conversations I might be able to help the students form better inferences and make stronger connections.

8. Are there other ways to accomplish the same thing that are faster, cheaper, and/or better?
The use of mental imagery and cognitive mapping are both effective strategies that are effective in helping us get through normal day to day activities. It seems as if there has been a great deal of research done in these areas and we can use this information to help our students in most subjects. It would take little to no additional cost to implement strategies to help students use mental imagery more effectively.