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ERIC Number: ED363326
Record Type: Non-Journal
Publication Date: 1993
Pages: 15
Abstractor: N/A
Reference Count: N/A
Learner Generated versus Instructor Induced Visual Imagery.
Lenze, James S.
The concepts of imagery, mathemagenic behaviors, and generative imagery are reviewed; and the learner's use of visual imagery is discussed. Several studies have supported the idea that imagery is an active mental process that gives birth to learning. The concept of mathemagenic control or manipulation is of interest to the instructional designer. There are two mathemagenic behavior control techniques: directive and inductive control. Directive control refers to the selection of a processing technique that facilitates processing, although the type of processing is left to the learner's judgment. Arguments over which type of control is better continue, as recent research demonstrates. Generative learning implies that the learner is active in the generation of relationships, actively involved in instruction, attentive to informational structures, and aware of the mediational processes used. Some researchers regard generative learning as a subset of mathemagenic processing. Studies examining the relationship between mathemagenic behavior and instructionally induced imagery are explored. The role of visual imagery as a mediational force during the mathemagenic/instructor provided or the mathemagenic/generative strategy must be further examined. (Contains 50 references.) (SLD)
Publication Type: Information Analyses; Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A