SEARCH

SEARCH BY CITATION

References

  • Alba, J. W., & Hasher, L. (1983). Is memory schematic? Psychological Bulletin, 2, 203231.
  • Begg, I., & Clark, J. M. (1975). Contextual imagery in meaning and memory. Memory and Cognition, 3, 117122.
  • Bergen, B. K., Lindsay, S., Matlock, T., & Narayanan, S. (2007). Spatial and linguistic aspects of visual imagery in sentence comprehension. Cognitive Science, 31, 733764.
  • Caramazza, A. (1997). How many levels of processing are there in lexical access? Cognitive Neuropsychology, 14, 177208.
  • Coltheart, M. (2004). Are there lexicons? The Quarterly Journal of Experimental Psychology, 57A, 11531171.
  • Croft, D., & Thagard, P. (2002). A computational model of motion and visual analogy. In L.Magnani & N. J.Nessessian (Eds.), Model-based reasoning: Scientific discovery, technological innovation, values (pp. 259274). New York: Kluwer/Plenum.
  • Elman, J. L. (2004). An alternative view of the mental lexicon. Trends in Cognitive Sciences, 8, 301305.
  • Elman, J. L. (2009). On the meaning of words and dinosaur bones: Lexical knowledge without a lexicon. Cognitive Science, 33, 136.
  • Glenberg, A., & Kaschak, M. (2002). Grounding language in action. Psychonomic Bulletin & Review, 9, 558565.
  • Holcomb, P. J., Kounios, J., Anderson, J. E., & West, W. C. (1999). Dual-coding, context-availability, and concreteness effects in sentence comprehension: An electrophysiological investigation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25, 721742.
  • Kintsch, W. (1998). Comprehension: A paradigm for cognition. New York: Cambridge University Press.
  • Kintsch, W. (2004). The construction-integration model of text comprehension and its implications for instruction. In R. B.Ruddell & N. J.Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 12701328). Newark, DE: International Reading Association.
  • Kiss, G. R. (1975). An associative thesaurus of English: Structural analysis of a large relevance network. In A.Kennedy & A.Wilkes (Eds.), Studies in long-term memory (pp. 103121). New York: Wiley.
  • Kosslyn, S. M., Van Kleek, M. H., & Kirby, K. N. (1990). A neurologically plausible model of individual differences in visual mental imagery. In P. J.Hampson, D. E.Marks, & J. T. E.Richardson (Eds.), Imagery: Current developments (pp. 3977). London: Routledge.
  • Krasny, K. A., & Sadoski, M. (2008). Mental imagery and affect in English/French bilingual readers: A cross-linguistic perspective. Canadian Modern Language Review, 64, 399428.
  • Landauer, T. K., & Dumais, S. T. (1997). A solution to Plato’s problem: The Latent Structure Analysis theory of the acquisition, induction, and representation of knowledge. Psychological Review, 104, 211240.
  • Langacker, R. W. (1991). Foundation of cognitive grammar 2. Stanford, CA: Stanford University Press.
  • Lockhart, R. S. (1987). Code duelling. Canadian Journal of Psychology, 41, 387389.
  • Louwerse, M. M. (2008). Embodied relations are encoded in language. Psychonomic Bulletin & Review, 15, 838844.
  • Mayer, R. E. (2001). Multimedia learning. London: Cambridge University Press.
  • Mel, B. W. (1986). A connectionist learning model for 3-D mental rotation, zoom, and pan. In Proceedings of the eighth annual conference of the cognitive science society (pp. 562571). New York: Erlbaum.
  • Morton, J. (1979). Facilitation in word recognition: Experiments causing change in the logogen model. In P. A.Kolers, M.Wrolstead, & H.Bouma (Eds.), Processing of visible language (Vol. 1, pp. 259268). New York: Plenum Press.
  • Nowak, M. A., Plotkin, J. B., & Jansen, V. A. A. (2000). The evolution of syntactic communication. Nature, 404, 495498.
  • O’Neill, B. J., & Paivio, A. (1978). Semantic constraints in encoding judgments and free recall of concrete and abstract sentences. Canadian Journal of Psychology, 32, 318.
  • Paivio, A. (1971). Imagery and verbal processes. New York: Holt, Rinehart, and Winston.
  • Paivio, A. (1978). The relationship between verbal and perceptual codes. In E. C.Carterette & M. P.Friedman (Eds.), Handbook of perception. Vol. IX: Perceptual processing (pp. 113131). New York: Academic Press.
  • Paivio, A. (1983). The empirical case for dual coding. In J. C.Yuille (Ed.), Imagery, memory and cognition: Essays in honor of Allan Paivio (pp. 307332. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Paivio, A. (1986). Mental representations: A dual coding approach. New York: Oxford University press.
  • Paivio, A. (2007). Mind and its evolution: A dual coding theoretical approach. New York: Psychology Press. Previously published by Lawrence Erlbaum Associates.
  • Paivio, A., & Begg, I. (1971). Imagery and comprehension latencies as a function of sentence concreteness and structure. Perception & Psychophysics, 10, 408412.
  • Paivio, A., Khan, M., & Begg, I. M. (2000). Concreteness and relational effects on recall of adjective-noun pairs. Canadian Journal of Experimental Psychology, 54, 149159.
  • Paivio, A., Walsh, M., & Bons, T. (1994). Concreteness and memory: When and Why? Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 11961204.
  • Richardson, J. T. E. (2003). Dual coding versus relational processing in memory for concrete and abstract words. European Journal of Cognitive Psychology, 15, 48150l.
  • Rumelhart, D. E. (1979). Some problems with the notion that words have literal meanings. In A.Ortony (Ed.), Metaphor and thought (pp. 7182). Cambridge, England: Cambridge University Press.
  • Sadoski, M., Goetz, E. T., & Avila, E. (1995). Concreteness effects in text recall: Dual coding or context availability? Reading Research Quarterly, 30, 278288.
  • Sadoski, M., Goetz, E. T., & Fritz, J. (1993). Impact of concreteness on comprehensibility, interest, and memory for text: Implications for dual coding theory and text design. Journal of Educational Psychology, 85, 291304.
  • Sadoski, M., Goetz, E. T., Olivarez, A., Lee, S., & Roberts, N. M. (1990). Imagination in story reading: The role of imagery, verbal recall, story analysis, and processing levels. Journal of Reading Behavior, 22, 5570.
  • Sadoski, M., Goetz, E. T., & Rodriguez, M. (2000). Engaging texts: Effects of concreteness on comprehensibility, interest, and recall in four text types. Journal of Educational Psychology, 92, 8595.
  • Sadoski, M., & Paivio, A. (2001). Imagery and text: A dual coding theory of reading and writing. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Sadoski, M., & Paivio, A. (2004). A dual coding theoretical model of reading. In R. B.Ruddell & N. J.Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 13291362). Newark, DE: International Reading Association.
  • Sadoski, M., & Paivio, A. (2007). Toward a unified theory of reading. Scientific Studies of Reading, 11, 337356.
  • Sadoski, M., Paivio, A., & Goetz, E. T. (1991). A critique of schema theory in reading and a dual coding alternative. Reading Research Quarterly, 26, 463484.
  • Schönefeld, D. (2001). Where lexicon and syntax meet. New York: Mouton de Gruyter.
  • Schwanenflugel, P. J., & Shoben, E. J. (1983). Differential context effects in the comprehension of abstract and concrete verbal materials. Journal of Experimental Psychology: Learning, Memory, and Cognition, 9, 82102.
  • Setchi, R., Lagos, N., & Froud, D. (2007). Computational imagination: Research agenda. In M. A.Orgun & J.Thornton (Eds.), Proceedings of the 20th Australian joint conference on artificial intelligence (pp. 387393). Berlin: Springer-Verlag. AI 2007, LNAI 4830.
  • Werner, H., & Kaplan, B. (1963). Symbol formation: An organismic-developmental approach to the psychology of language and the expression of thought. New York: Wiley.
  • Woollams, A. M., Joanisse, M., & Patterson, K. (2009). Past-tense generation from form versus meaning: Behavioural data and simulation evidence. Journal of Memory and Language, 61, 5576.
  • Zwaan, R. A. (2004). The immersed experiencer: Toward an embodied theory of language comprehension. In B. H.Ross (Ed.), The psychology of learning and motivation (Vol. 44, pp. 3562). New York: Academic Press.