Master's Theses

Department

Psychology

Degree Name

Master of Science (MS)

Abstract

This study explored the possible relationships between eidetic imagery, memory for shapes, IQ, and reading ability. Fifty-nine third graders (34 boys and 25 girls) participated in determining the association values of certain shapes. An independent sample of 56 third graders (28 girls and 28 boys) from two different schools were tested for eidetic ability on a picture description task and also completed a form memory task developed by Zelhart and Johnson (1959). A major assumption underlying the Zelhart and Johnson (1959) study was that the form memory task could be used as an indicator of eidetic ability. Here an attempt was made to validate the form memory task as an eidetic indicator. Standardized IQ and reading ability scores, as well as teacher ratings of reading ability were also obtained for each subject. The major findings indicated that the relationship between performance on the picture description and form memory task were insignificant , making the form memory task an invalid indicator of eidetic ability , and thus indicating that Zelhart and Johnson (1959) were measuring memory ability. Performance on the picture description task was not found to be significantly related to sex, school, IQ, or measures of reading ability. Performance on the form memory task was highly related to IQ, and measures of reading ability, but was not related to sex or school attended. As the form memory task was found to be an invalid indicator of eidetic ability, more research is still needed to establish an objective measure of eidetic ability.

Keywords

Psychology

Advisor

Paul Zelhart

Date of Award

Spring 1980

Document Type

Thesis - campus only access

Rights

© The Author(s)

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