Psychology For Teachers Author:C. Lloyd Morgan Purchase of this book includes free trial access to www.million-books.com where you can read more than a million books for free. This is an OCR edition with typos. Excerpt from book: tional procedure are the visual, the auditory, those of touch, and those which accompany active behaviour. Any or all of them take part also in giving rise to re... more »-presentative imagery; but probably in varying degrees in different individuals. One or other may take the lead, and be dominant in revival of what has occurred in past experience. For example, three men go to an operatic performance, an artist, a musician, and an actor. In subsequent memory the artist may see most clearly the pictured scenes, auditory images and those of action may play only a subordinate part. His type of imagery is mainly, but probably not exclusively, visual. The musician perhaps recalls most vividly the melodies and harmonies, the rich sound effects; but if he is a violinist or a singer he may, both when he hears the opera and when he recalls it, supplement the auditory impressions or images with those re-presentative of what it would feel like to play this passage or sing that aria. On the other hand, the actor may have a strong tendency to reproduce the gestures and attitudes of the players: he cannot sit still when he tells you about the piece; he must reenact the scenes and mimic the performers on the stage. His type of imagery is predominantly that which introduces motor activity. Some of us remember best what we have read ourselves, visualising the words and sentences; others recall more clearly what they have heard, having clear auditory images of the tones and inflexions of the voice. Yet others find that they revive with most ease what they have read aloud, or at any rate with silent movement of the lips, or what they have written. The typist may clearly recall the movements of the fingers in tapping off the words; and so on. It is not unlikely that we are born with, or inherit a tendency for...« less