Table of Contents
IMAGERY in the development of concepts.
There are four kinds of imagery: After, Eidetic, Memory and Imaginative Imagery.
After Imagery is involuntary and helps in the perceptual process by prolonging the experience.
Eidetic Imagery is involuntary and aids perception but can occur long after stimulation.
Children typically have better After and Eidetic Imagery than adults.
Eidetic Images can be scanned like movies.
Although most adults lose Eidetic Imagery skills, it can be retained through use and practice.
Exceptional Eidetic Imagery is often referred to as a ñphoto graphic memoryî.
Eidetic Images are not always replicaÍs of past experiences.
Memory Imagery is voluntary and is used to solve problems.
Inductive reasoning may use Memory Imagery.
In Memory Imagery we manipulate the bonds we have abstracted.
Two important parameters of Memory Imagery are Vividness and Control of the images.
Vividness is the clarity of the images.
Control is the ability to change images and manipulate bonds.
There are no strings attached to Memory Imagery.
Good memory imagery should not be left to a roll of the dice.
There is no shadow of a doubt that imagery can be improved in children.
Imagery Control is used in all walks of life to improve performance.
Imagery is used by children to match objects according to their similar bonds.
Imagery will be the work-horse for the development of categories.
Imaginative Imagery, as we are defining it here, is involuntary and is the imagery of dreams, hallucinations and psychoses.
The infra-structure of imagery can be improved in infants and toddlers through activities.
Imitation is the outward manifestation of Imagery.
Games, like Concentration and Chess are excellent activities to facilitate imagery development.
The 3 R's to improve imagery are: Repetition, Routines and Reading.
Television, in my opinion, suppresses imagery by eliminating the need to image.
In my experience, children will not read if television is available.
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