Harold Dexter R.

Ediza
AB – Psychology
PYM102 – Psychology

Module II, Lesson 3 Assessment:

1. What is mental imagery? Briefly explain the theories discussed in the presentation.
2. What are the kinds of mental imagery?
3. How do we practice visualization and mental imagery as explained and demonstrated by Dr. Gerald
Epstein in his presentation?
4. What is Latent Learning discussed by the experiment of Edward Tolman? How is latent (hidden) learning
experienced by human experiences, give an example?
5. What is a cognitive map? What does it serve?
6. How do we create a concept map?

Answers:

1. Mental Imagery (a.k.a Imagination) is a representation in the mind of a sensory experience: visual,
auditory, gustatory, motor, olfactory or tactile. Pretty much any sensory system you can create
mental images for. Theories of metal imagery includes:
A. Abstract/Symbolic theories – metal “images” aren’t images at all. Mental imagery merely
consists of the manipulation of abstract symbols in the brain (like computer code).
B. Analog/Pictorial theories – mental imagery is similar to perception. These are the current
dominant theories.

2. The kinds of mental imagery are:

A. Stored image – image retrieved from memory. Every time a stored image is retrieved it may be
revised (can lead to false memories).
B. Created image – image that has been assembled or invented rather than remembered. Often is
the result of combining two or more stored images.

3. Dr. Gerald Epstein indicates a three-step process to practice visualization and mental imagery. It is
very simple, it’s comprised of:

A. Vertical Posture – which is sitting up straight in your chair, you pull your arms in the arms of the
chair so your back is straight and you want to be in a vertical position. It’s the position of
wakefulness.
B. Close Your Eyes – closing your eyes and by doing that you’re blocking out the distractions and
the sensations of the everyday life so that you’re able to turn your senses inward, and by doing
that you’re discovering the store has consciousness in a world called the imaginal which is the
repository of all the knowledge of ourselves.
C. Breathing – it is done in a way that allows you to become quite and have a moment or more of
this quietude which allows you to focus and concentrate more directly and intensely on the
image process and make the discoveries in this in the world that it has to offer to you.

4. Latent learning, as discussed by Edward Tolman, is a concept in psychology that refers to learning
that occurs without any immediate reinforcement or reward and is not immediately demonstrated
in behavior. In other words, the knowledge or understanding acquired during latent learning is not
immediately apparent in the actions of the learner. This hidden or latent knowledge becomes
evident when there is a motivation or need to use it. Edward Tolman's experiments, particularly
those conducted with rats in mazes, helped illustrate the idea of latent learning. He conducted
experiments where rats were placed in a maze without any explicit rewards or punishments for
 finding their way through it. He noticed that even though the rats did not exhibit any immediate
improvement in maze-solving behavior, they seemed to acquire a mental map of the maze. When
rewards were introduced later on, the rats that had experienced latent learning were able to
navigate the maze more efficiently than rats that had not undergone the latent learning process.

Example:
Imagine someone named Mary who has recently moved to a new city. She doesn't know the
streets, landmarks, or neighborhoods very well. She starts exploring the city by walking around,
taking buses, and using a map. Over time, she learns the layout of the city and how different areas
connect.

One day, Mary's car breaks down and she's forced to navigate without her map or GPS. Surprisingly,
she finds herself able to navigate the city quite effectively, even though she hadn't consciously
memorized all the routes. Her latent learning of the city's layout and her mental map of the streets
become evident as she confidently finds her way around.

In this example, Mary's experience demonstrates latent learning. While she was exploring the city
and learning its layout, she might not have been consciously aware of all the details she was
absorbing. However, this hidden knowledge becomes apparent when she needs to use it without
the aid of external tools like maps or GPS.

5. A cognitive map is a mental representation or internalized mental model that an individual

develops to understand and navigate their physical environment. It's a mental framework that
allows a person to organize and store information about spatial relationships, locations, and the
layout of their surroundings. Cognitive maps help individuals mentally navigate through spaces,
plan routes, and make decisions about how to move from one location to another. Cognitive maps
are not limited to physical spaces but can also encompass abstract concepts, relationships, and
ideas. They provide a way for individuals to mentally grasp the spatial or conceptual relationships
between different elements, even if those elements are not physically present. The term "cognitive
map" was popularized by psychologist Edward Tolman, the same researcher who conducted
experiments on latent learning. He used the concept to describe the mental maps that rats seemed
to develop as they navigated mazes in his experiments. He proposed that animals (including
humans) form these cognitive maps to help them make sense of their environment. In essence, a
cognitive map is like an internal representation of a person's understanding of their surroundings,
allowing them to mentally navigate and interact with the world around them. It's a crucial concept
in psychology for understanding how individuals perceive, remember, and interact with their
environment.

6. Creating a concept map involves visually representing the relationships and connections between
different ideas, concepts, or pieces of information. Concept maps are useful tools for organizing
thoughts, understanding complex topics, and identifying the links between various elements.
Here's a seven-step guide on how to create a concept map:

Step 1: Main Topic – start by selecting a central concept or main topic or idea that serves as the
core of your concept map. This idea will be positioned at the center of your map.

Step 2: Organize the Information – arrange the key concepts in an organize manner, with the
central idea at the top and the related concepts branching out from it. Use lines or arrows to
connect the concepts and indicate the nature of their relationships.

Step 3: Concept – identify the key concepts, ideas, or pieces of information that are related to the
central idea. These concepts will form the branches radiating from the central concept.
Step 4: Review your Map – step back and review your concept map. Check for accuracy, logical flow,
and completeness. Make any necessary revisions to improve the clarity and coherence of your
map.

Step 5: Definitions – ensure that your concept map is visually clear and easy to understand. Use a
clean layout, appropriate spacing, and consistent formatting to make the map visually appealing
and user-friendly.

Step 6: Organize – label each concept and connection with clear and concise text. The labels should
succinctly convey the meaning of each element and the relationship between them.

Step 7: Update – once your concept map is complete, you can share it with others to gather
feedback or collaborate on ideas. Concept maps can be valuable for group discussions,
presentations, and educational purposes.