By Tomaso Vecchi, Gabriella Bottini
The relationships among conception and imagery, imagery and spatial approaches, reminiscence and motion: those are the most issues of this article. The curiosity in experimental psychology and cognitive neuroscience on imagery and spatial cognition has remarkably elevated within the final a long time. diversified parts of analysis give a contribution to the explanation of the a number of cognitive procedures subserving spatial belief and exploration, and to the definition of the neurophysiological mechanisms underpinning those cognitive features. the purpose of this ebook is to supply the reader (post-graduate scholars in addition to specialists) with a whole review of this box of study. It illustrates how mind, behaviour and cognition have interaction in general and pathological matters in perceiving, representing and exploring space.(Series B)
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Extra info for Imagery and Spatial Cognition: Methods models and cognitive assessment
Verbal and visuo-spatial shortterm memory in children: Evidence for common and distinct mechanisms. Memory and Cognition, 26, 1117–1130. Postle, B. , Logie, R. , & Baddeley, A. D. (2006). The selective disruption of spatial working memory by eye movements. Quarterly Journal of Experimental Psychology, 59, 100–120. , & De Haan, E. H. F. (1996). What was there? Memory for object locations. Quarterly Journal of Experimental Psychology, 49A, 178–199. Quinn, J. , & McConnell, J. (1996). Irrelevant pictures in visual working memory.
A. (2001). Development of memory for pattern and path: Further evidence for the fractionation of visual and spatial short-term memory. Quarterly Journal of Experimental Psychology, 54A, 397–420. Pickering, S. , Gathercole, S. , & Peaker, M. (1998). Verbal and visuo-spatial shortterm memory in children: Evidence for common and distinct mechanisms. Memory and Cognition, 26, 1117–1130. Postle, B. , Logie, R. , & Baddeley, A. D. (2006). The selective disruption of spatial working memory by eye movements.
E. one at a time following the presentation order, whereas in a spatial-simultaneous task all the participants have to recall positions presented simultaneously. They distinguished these two spatial components from a visual one in which participants have to memorize objects with different shapes, colours and textures. These components are located in the horizontal continuum of Cornoldi and Vecchi’s continuity model (2000, 2003) which depends on the different types of material used in a task and, therefore, involves the distinction between visual, spatial-sequential and spatial-simultaneous tasks.