Title

An Imagination Effect in Learning From Self-Referential Scientific Text

Abstract

We extended research on the imagination effect, which states that imagining difficult content while learning it improves later recall of the information. All participants learned about the respiratory system, but only some received instructions to imagine the content as they learned it. We hypothesized that (1) those who received instructions to the imagination effect would perform better on a subsequent knowledge test than those who did not; (2) self-referential instructions—those that prompt the participant to imagine something in relation to himself or herself—would magnify the imagination effect; and (3) those with highly vivid imaginations would benefit from imagery instruction more than those with less vivid imaginations. Our research has the potential to optimize student learning from scientific text.

Faculty Sponsor

Matthew Prull

Sponsor Department/Programs

Psychology

Tracks

Poster Session

Terms of Use

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Location

Cordiner Hall

Presentation Type

Poster

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Apr 19th, 1:00 PM Apr 19th, 2:00 PM

An Imagination Effect in Learning From Self-Referential Scientific Text

Cordiner Hall

We extended research on the imagination effect, which states that imagining difficult content while learning it improves later recall of the information. All participants learned about the respiratory system, but only some received instructions to imagine the content as they learned it. We hypothesized that (1) those who received instructions to the imagination effect would perform better on a subsequent knowledge test than those who did not; (2) self-referential instructions—those that prompt the participant to imagine something in relation to himself or herself—would magnify the imagination effect; and (3) those with highly vivid imaginations would benefit from imagery instruction more than those with less vivid imaginations. Our research has the potential to optimize student learning from scientific text.

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