Cognitive Reflections Part II.

….For readers, 60% of 5th graders report naturally using some imagery during ‘think aloud’ breaks in reading stories. It appears to be a natural reaction, even for children, to try and ‘see’ the scenes that words are trying to convey in order to develop memories of a story that we, ourselves, are not part of in reality. Humans are more visual creatures, as I like to tell my own students, and it is important to remind and also teach students how to visualize physical events and experiences. In fact, in problem solving in physics, I try and teach as an essential part of every single problem to draw a picture and mentally ‘see’ what is happening in the problem. We use a technique that requires making pictures and labeling all forces on the picture, and then use the picture to actually set up the math (for F = ma problems). So science and imagery are naturally connected, just as reading, writing and imagery are connected. Memory improves when visualization and imagery are used for stories or for how physical events play out in reality. The experimental finding that a good majority of the brain used for the physical activity is used in imagery, too, begins to explain why this process works.

This is a great example of using imagery as a tool toward a calculated end rather than having imagery overrule or hijack the rational faculties ( which may be the majority of the time when imagery is involved). We should respect the power of visual imagery in cognition when considering the impact on our own thinking but we should not fail to exploit the opportunities the use of imagery can provide.

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