Titlebook: Imagery and Related Mnemonic Processes; Theories, Individual Mark A. McDaniel,Michael Pressley Book 1987 Springer-Verlag New York Inc. 1987

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Mnemonic Instruction in Special Educationnized handicapped children as an integral part of all education. Today, 10% of the entire school population receives special education services, and over 125,000 person nel have entered the field of special education. Commensurate with these changes, funding for special education has tripled overall

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Book 1987nsights from the work of such imagery and mnemonics pioneers as Gorden Bower, Allan Paivio, and William Rohwer. In the 1980s this claim is completely unjustified. Research on mnemonics and imagery has grown in exciting ways. Researchers are tapping the area‘s theoretical potential, both in terms of

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oretical insights from the work of such imagery and mnemonics pioneers as Gorden Bower, Allan Paivio, and William Rohwer. In the 1980s this claim is completely unjustified. Research on mnemonics and imagery has grown in exciting ways. Researchers are tapping the area‘s theoretical potential, both in terms of 978-1-4612-9111-4978-1-4612-4676-3

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Distinctiveness and the Mnemonic Benefits of Bizarre ImageryBaddeley & Warrington, 1973; Jones, 1974; see also Richardson, Cermak, Blackford, & O’Connor, Chapter 14, this volume for a review of this literature), the elderly (Robertson-Tchabo, Hausman, & Arenberg, 1976), and the mentally retarded (see Bender & Levin, 1978). Given the great potential of mnemon

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Individual Differences in the Control of Imagery Processing: Knowing How, Knowing When, and Knowing en and how people use imagery meditators in their everyday activities. From this perspective, the research questions of interest revolve around the conditions under which imaginal processes are spontaneously employed. The present chapter is directed at separately examining the three knowledge states

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