Learning by imagining

Journal of Experimental Psychology: Applied

Volumn 7, Issue 1, 2001, Pages 68-82

  Cooper, Graham ^b   Tindall Ford, Sharon ^b   Chandler, Paul ^b   Sweller, John ^a  

^a UNIVERSITY OF NEW SOUTH WALES   (Australia)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

ADOLESCENT; ARTICLE; CHILD; CLINICAL TRIAL; COMPARATIVE STUDY; CONCEPT FORMATION; CONTROLLED CLINICAL TRIAL; CONTROLLED STUDY; FEMALE; HUMAN; HUMAN COMPUTER INTERACTION; IMAGINATION; LEARNING; MALE; PROBLEM SOLVING; RANDOMIZED CONTROLLED TRIAL; RECALL;

ADOLESCENT; CHILD; COMPUTER LITERACY; CONCEPT FORMATION; FEMALE; HUMANS; IMAGINATION; MALE; MENTAL RECALL; PRACTICE (PSYCHOLOGY); PROBLEM SOLVING;

EID: 85047681870     PISSN: 1076898X     EISSN: None     Source Type: Journal    
DOI: 10.1037/1076-898X.7.1.68     Document Type: Article

References (52)

1. Annett, J. (1995). Imagery and motor processes: Editorial overview. British Journal of Psychology, 86, 161-167.
2. Beasley, W. (1979). The effect of physical and mental practice of psychomotor skills on chemistry student laboratory performance. Journal of Research in Science Teaching, 16, 473-479.
3. Bielaczyk, K., Pirolli, P., & Brown, A. L. (1995). Training in self-explanation and self-regulation strategies: Investigating the effects of knowledge acquisition activities on problem solving. Cognition & Instruction, 13, 221-252.
4. Chi, M., Bassok, M., Lewis, M., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145-182.
5. Chi, M., de Leeuw, N., Chui, M., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477.
6. Clark, L. V. (1960). Effect of mental practice on the development of a certain motor skill. Research Quarterly, 31, 560-569.
7. Cooper, G. A., & Sweller, J. (1987). Effects of schema acquisition and rule automation on mathematical problem-solving transfer. Journal of Educational Psychology, 79, 347-362.
8. Corbin, C. B. (1967). The effect of covert rehearsal on development of a complex motor skill. Journal of General Psychology, 76, 143-150.
9. Driskell, J. E., Copper, C., & Moran, A. (1994). Does mental practice enhance performance? Journal of Applied Psychology, 79, 481-492.
10. Egstrom, G. H. (1964). Effects of an emphasis on conceptualizing techniques during early learning of a gross motor skill. Research Quarterly, 35, 472-481.
11. Ericsson, K. A., & Charness, N. (1994). Expert performance; its structure and acquisition. American Psychologist, 49, 725-747.
12. Ericsson, K. A., Krampe, R. T., & Tesch-Romer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363-406.
13. Etnier, J. L., & Landers, D. M. (1996). The influence of procedural variables on the efficacy of mental practice. The Sport Psychologist, 10, 48-57.
14. Feltz, D. L., & Landers, D. M. (1983). The effects of mental practice on motor skill learning and performance: A meta-analysis. Journal of Sport Psychology, 5, 25-57.
15. Gick, M. L., & Holyoak, K. J. (1980). Analogical problem solving. Cognitive Psychology, 12, 306-355.
16. Gick, M. L., & Holyoak, K. J. (1983). Schema induction and analogical transfer. Cognitive Psychology, 15, 1-38.
17. Grouios, G. (1992a). Mental practice: A review. Journal of Sport Behavior, 15, 42-59.
18. Grouios, G. (1992b). The effect of mental practice on diving performance. International Journal of Sport Psychology, 23, 60-69.
19. Hazler, R. J., & Hipple, T. E. (1981). The effects of mental practice on counselling behaviors. Counselor Education and Supervision, 20, 211-218.
20. Kelsey, I. B. (1961). Effects of mental practice and physical practice upon muscular endurance. Research Quarterly, 32, 47-54.
21. Kotovsky, K., Hayes, J. R., & Simon, H. A. (1985). Why are some problems hard? Evidence from Tower of Hanoi. Cognitive Psychology, 17, 248-294.
22. Mayer, R. (1997). Multi-media learning: Are we asking the right questions? Educational Psychologist, 32, 1-19.
23. Mayer, R., & Gallini, J. (1990). When is an illustration worth ten thousand words? Journal of Educational Psychology, 82, 715-726.
24. Mayer, R., Stiehl, C., & Greeno, J. (1975). Acquisition of understanding and skill in relation to subjects' preparation and meaningfulness of instruction. Journal of Experimental Psychology, 67, 331-350.
25. Mendoza, D., & Wickman, H. (1978). "Inner" darts: Effects of mental practice on performance of dart throwing. Perceptual and Motor Skills, 47, 1195-1199.
26. Mwangi, W., & Sweller, J. (1998). Learning to solve compare word problems: The effect of example format and generating self-explanations. Cognition and Instruction, 16, 173-199.
27. Neves, D. M., & Anderson, J. R. (1981). Knowledge compilation: Mechanisms for the automatization of cognitive skills. In J. R. Anderson (Ed.), Cognitive skills and their acquisition (pp. 57-84). Hillsdale, NJ: Erlbaum.
28. Perry, H. M. (1939). The relative efficiency of actual and imaginary practice in five selected tasks. Archives of Psychology, 34, 5-75.
29. Phipps, S. J., & Morehouse, C. A. (1969). Effects of mental practice on the acquisition of motor skills of varied difficulty. Research Quarterly, 40, 773-778.
30. Rakestraw, P. G., Irby, D. M., & Vontver, L. A. (1983). The use of mental practice in pelvic examination instruction. Journal of Medical Education, 58, 335-340.
31. Rawlings, E. I., & Rawlings, I. L. (1974). Rotary pursuit tracking following mental rehearsal as a function of voluntary control of visual imagery. Perceptual and Motor Skills, 38, 302-309.
32. Renkl, A. (1997). Learning from worked-out examples: A study on individual differences. Cognitive Science, 21, 1-29.
33. Renkl, A. (1999). Learning mathematics from worked-out examples: Analyzing and fostering self-explanations. European Journal of Psychology of Education, 14, 477-488.
34. Renkl, A., Stark, R., Gruber, H., & Mandl, H. (1998). Learning from worked-out examples: The effects of example variability and elicited self-explanations. Contemporary Educational Psychology, 23, 90-108.
35. Romero, K., & Silvestri, L. (1990). The role of mental practice in the acquisition and performance of motor skills. Journal of Instructional Psychology, 17, 218-221.
36. Ryan, E. D., & Simons, J. (1981). Cognitive demand, imagery, and frequency of mental rehearsal as factors influencing acquisition of motor skills. Journal of Sports Psychology, 3, 35-45.
37. Ryan, E. D., & Simons, J. (1982). Efficacy of mental imagery in enhancing mental rehearsal of motor skills. Journal of Sport Psychology, 4, 41-51.
38. Ryan, E. D., & Simons, J. (1983). What is learned in mental practice of motor skills: A test of the cognitive-motor hypothesis. Journal of Sport Psychology, 5, 419-426.
39. Sackett, R. S. (1934). The influences of symbolic rehearsal upon the retention of a maze habit. Journal of General Psychology, 10, 376-395.
40. Sackett, R. S. (1935). The relationship between amount of symbolic rehearsal and retention of a maze habit. Journal of General Psychology, 13, 113-128.
41. Schneider, W., & Shiffrin, R. M. (1977). Controlled and automatic human information processing: I. Detection, search, and attention. Psychological Review, 84, 1-66.
42. Shick, M. (1970). Effects of mental practice on selected volleyball skills for college women. Research Quarterly, 41, 88-94.
43. Shiffrin, R. M., & Schneider, W. (1977). Controlled and automatic human information processing: II. perceptual learning, automatic attending, and a general theory. Psychological Review, 84, 127-190.
44. Snow, R., & Lohman, D. (1984). Toward a theory of cognitive aptitude for learning from instruction. Journal of Educational Psychology, 76, 347-376.
45. Surburg, P. R. (1968). Audio, visual, and audio-visual instruction with mental practice in developing the forehand tennis drive. Research Quarterly, 39, 728-734.
46. Sweller, J. (1999). Instructional design in technical areas. Melbourne, Australia: ACER Press.
47. Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12, 185-233.
48. Sweller, J., & Cooper, G. A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction, 2, 59-89.
49. Sweller, J., van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296.
50. Tindall-Ford, S., Chandler, P., & Sweller, J. (1997). When two sensory modes are better than one. Journal of Experimental Psychology: Applied, 3, 257-287.
51. Ungerleider, S., & Golding, J. M. (1991). Mental practice among Olympic athletes. Perceptual and Motor Skills, 72, 1007-1017.
52. VanLehn, K., Jones, R., & Chi, M. (1992). A model of the self-explanation effect. The Journal of the Learning Sciences, 2, 1-59.