Language and Imagery

Language and ImageryAnn Morrison, Ph.D.Recognition and ImaginationRecognitionMental images of prior eventsImaginationMental images of future events10/9/13Ann Morrison, Ph.D.2Image RecognitionPicture your kitchen as you left it this morning. What do you remember about how it looked?What is your favorite candy? How does it taste?Think of the last time you were out in a gusty wind. What did it feel like?

10/9/13Ann Morrison, Ph.D.3ImaginationImagine anythingCan youSmell what you are imagining?Taste what you are imagining?Feel what you are imagining?Hear what you are imagining?See what you are imagining?

10/9/13Ann Morrison, Ph.D.4Dual Coding TheoryMark Paivio and Allan SadoskiDCT: cognition in reading and writing consists of the activity of two separate coding systems of mental representation for dealing with nonverbal objects and eventsMental representations: internal forms of information used in memoryCoding: the ways the external world is captured in internal formsProcessing: the activation of representation within and between systems10/9/13Ann Morrison, Ph.D.5Sensory Input

Auditory input(sounds)Visual input(sights)Haptic input(touch)Gustatory input(taste)Olfactory input(smells)10/9/13Ann Morrison, Ph.D.6DCT VocabularyLogogens verbal representations, verbal encodings, mental language, and inner speechImagens nonverbal representations, nonverbal encodings, mental images, or imageryCoding ways the external world is captured in internal formsSynchronousAsynchronous

10/9/13Ann Morrison, Ph.D.7Simplified Model of DCTVerbal StimuliNonverbal StimuliSensory SystemsImagens

Verbal responsesLogogens

Nonverbal responsesReferential ConnectionsAssociative ConnectionsAssociative ConnectionsNonverbal SystemVerbal System10/9/13Ann Morrison, Ph.D.8Visual Model of DCT

10/9/13Ann Morrison, Ph.D.9Visualization Exercise #1Take out a blank piece of paper and something to write withRead the description on the following pageAfter the description is removed, draw the mental image you developed from reading the description10/9/13Ann Morrison, Ph.D.10When I opened the door on the left, I got a little bit scared because there was one of those adjustable desk lamps with a long neck that made it look like a bird about to attack. I put the light on though, and the room was a huge bore. The ceiling slanted on the far side, and there was only one window. It was okay if you wanted to keep somebody as the Prisoner of Zenda, but it looked like a rotten place to work. All it had was this big desk made by taking a thick piece of plywood and laying it over two wooden horses, and a bookcase with blueprints and stuff in it, and a big oscilloscope, with its guts hanging out, in the corner. There were three old TV sets too, but they looked like they didnt even work.10/9/13Ann Morrison, Ph.D.11Your pictureHow close was your picture to the description in the passage?What skills did you use in that activity?10/9/13Ann Morrison, Ph.D.12Visualization Exercise #2Visualize the following:

Alex and Ali ran down the long school hallway and outdoors to the swings10/9/13Ann Morrison, Ph.D.13Alex and AliAre Alex and Ali kids or adultsWhat gender is Alex?What gender is Ali?What nationality is Ali?Can you assume they swing?10/9/13Ann Morrison, Ph.D.14Verbal to NonverbalBoth of the previous activities involved turning verbal representations into nonverbal representationsWhat was the difference between them?10/9/13Ann Morrison, Ph.D.15Visualization Exercise #3You will see an object on the following slide for a brief period of timeLook at the object and then write down what you remember about it10/9/13Ann Morrison, Ph.D.16

10/9/13Ann Morrison, Ph.D.17Nonverbal to VerbalWhat do you remember about the object on the previous slide?Other than turning a nonverbal representation into a verbal representation, how was exercise #3 different than exercises #1 and #2?

10/9/13Ann Morrison, Ph.D.18One more timeLook at the object on the next pageAfter the object is removed from the screen, write down what you can about it10/9/13Ann Morrison, Ph.D.19

10/9/13Ann Morrison, Ph.D.20Nonverbal to VerbalWhat words did you write down?What is required to do well on these tasks?10/9/13Ann Morrison, Ph.D.21Last NoteText and language imagery are only a couple of the elements of skilled comprehensionOther important elements:Background knowledgeMotivation and engagementAccess to language and textDecoding fluencyVocabulary knowledgeKnowledge of text structure10/9/13Ann Morrison, Ph.D.22