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Imagery and Memory in the Blind: A Review

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Imagery and Related Mnemonic Processes

Abstract

This chapter reflects the position that the examination of individual or group differences is useful in determining the limits and limitations of human cognitive functioning. This selective review of the literature on imagery and memory in the blind was motivated by three broad questions. First, in the absence of vision, and presumably visual images, are congenitally or early-blind individuals disadvantaged on learning and memory tasks presumed to require visual-imaginal processes? Second, given some investigators’ definition of imagery ability as visuospatial skill (see Ernest, 1977), can forms or shapes and information about their spatial orientation be processed or remembered as well by those lacking visual experience as those with it? Finally, do the blind compensate for their lack of vision by developing nonvisually based strategies or skills (e.g., auditory, tactile, haptic, self-referent) as aids to memory?

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Authors
  1. Carole H. Ernest
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Editors and Affiliations

  1. Department of Psychology, University of Notre Dame, 46556, Notre Dame, Indiana, USA

    Mark A. McDaniel

  2. Department of Psychology, University of Western Ontario, N6A 5C2, Ontario, London, Canada

    Michael Pressley

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© 1987 Springer-Verlag New York Inc.

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Ernest, C.H. (1987). Imagery and Memory in the Blind: A Review. In: McDaniel, M.A., Pressley, M. (eds) Imagery and Related Mnemonic Processes. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-4676-3_10

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  • DOI: https://doi.org/10.1007/978-1-4612-4676-3_10

  • Publisher Name: Springer, New York, NY

  • Print ISBN: 978-1-4612-9111-4

  • Online ISBN: 978-1-4612-4676-3

  • eBook Packages: Springer Book Archive

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