Memoria implicita e alfabetizzazione visiva nel contesto museale / Implicit memory and visual literacy in museums

Published

2014-06-30

Issue

Section

Essays

DOI:

https://doi.org/10.13138/2039-2362/736

Authors

  • Annalisa Banzi Libera Università di Lingue e Comunicazione IULM
  • Raffaella Folgieri Università degli Studi di Milano

Abstract

Storici dell’arte ed esperti del settore museale lamentano la difficoltà del pubblico a “leggere” le opere esposte in un museo di arti visive. Guardare e cogliere gli aspetti relativi alla grammatica visiva di un oggetto sono abilità che si apprendono, in generale non sono innate o spontanee. I fruitori potrebbero beneficiare di un metodo che sviluppa e potenzia le loro capacità visive. Lo scopo di questo articolo è presentare e valutare se un modello basato sul priming percettivo, una forma di memoria implicita, possa migliorare la metodologia per leggere gli aspetti visivi del patrimonio artistico. A complemento del lavoro proposto, vengono qui introdotti anche alcuni risultati preliminari di un nuovo promettente approccio sperimentato, che consiste nella analisi dei segnali elettroencefalografici dei soggetti coinvolti, raccolti attraverso un dispositivo per EEG durante la fase di verifica dell’esperimento sul priming percettivo.


Art historians and museum practitioners complained about the lack of “reading skills” in observing artworks by museum visitors. Reading and analysing visual grammar aspects of an artistic object are skills that require learning: not innate or spontaneous. Museum goers could benefit from method developing and enhancing their visualization skills. The purpose of this article is to present and assess whether a model based on “visual-perceptual priming”, a form of implicit memory, could improve the methodology of reading visual aspects of artworks. We also introduce some preliminary results obtained from a promising new approach consisting the analysis of electroencephalographic signals from individuals, collected through an EEG device during the experiment on the visual-perceptual priming

References

Allison B.Z., Wolpaw E.W., Wolpaw J.R. (2007), Brain-computer interface systems: progress and prospects, «Expert Rev Med Devices», n. 4, pp. 463-74.

Baxandall M. (2000), Forme dell’intenzione. Sulla spiegazione storica delle opere d’arte, Torino: Einaudi; ed. or. Patterns of intention: on the historical explanation of picture, New Haven: Yale University Press, 1986.

Bear M., Connors B., Paradiso M. (2007), Neuroscience: Exploring the Brain. 3rd edition, Philadelphia: Lippincott Williams & Wilkins.

Cave C.B. (1997), Very long-lasting priming in picture naming, «Psychological Science», n. 8, pp. 322-325.

Cataldo L., Paraventi M. (2007), Il museo oggi: linee guida per una museologia contemporanea, Milano: Ulrico Hoelpli Editore.

Clarke R.G.B., Morton J. (1983), Cross modality facilitation in tachistoscopic word recognition, «Quarterly Journal of Experimental Psychology», n. 35A, pp. 79-96.

Debes J. (1969), The Loom of Visual Literacy, in Audiovisual Instruction, 14, n. 8, pp. 25-27.

DeLong M.R. (1987), The way we look: A framework for visual analysis of dress, Ames: Iowa State University Press.

Eysench M.W., Keane M.T. (2008), Cognitive psychology. A student’s handbook, New York: Psychology Press.

Feist G., Rosenberg E. (2009), Psychology. Making connection, New York: McGraw-Hill.

GRAM (2011), Learning to Look. Gathering Meaning Through Observation, http://www.artmuseumgr.org/uploads/assets/LearningtoLookPacket.pdf, 11.04.2011.

Graf P., Schacter D.L. (1985), Implicit and explicit memory for new associations in normal and amnesic subjects, «Journal of Experimental Psychology: Learning, Memory, and Cognition», n. 11, pp. 501-518.

Heinich R., Molenda M., Russell J.D., Smaldino S.E. (1999), Instructional media and technologies for learning, N.J.: Prentice Hall.

Kleinman E.B., Dwyer F.M. (1999), Analysis of computerized visual skills: Relationships to intellectual skills and achievement, «International Journal of Instructional Media», 26, n. 1, pp. 53-69.

Jacoby L.L., Dallas M. (1981), On the relationship between autobiographical and perceptual learning, «Journal of Experimental Psychology: General», n. 110, pp. 306-340.

Learning to look: discussion guide (2011), http://www.nps.gov/saga/forteachers/upload/H)%20Unit%203-Sculpture,%20part%202.doc, 11.04.2011.

Marcel A.J. (1983), Conscious and unconscious perception: an approach to the relations between phenomenal experience and perceptual processes, «Cognitive Psychology», n. 15, pp. 238-300.

Meyer D.E., Schvaneveldt R.W. (1971), Facilitation in recognizing pairs of words: Evidence of a dependence between retrieval operations, «Journal of Experimental Psychology», n. 90, pp. 227-234.

McNamara T.P. (2005), Semantic Priming: Perspectives from Memory and Word Recognition, New York: Psychology Press.

Niedermeyer E., Silva F. (2004), Electroencephalography: Basic Principles, Clinical Applications, and Related Fields, Philadelphia: Lippincott Williams & Wilkins.

Poldrack R.A., Wagner A.D., Prull M.W., Desmond J.E., Glover G.H., Gabrieli J.D.E. (1999), Functional Specialization for Semantic and Phonological Processing in the Left Inferior Prefrontal Cortex, «NeuroImage», 10, n. 1, pp. 15-35.

Priestley M. (1991), Spectral Analysis and Time Series, London: Academic Press.

Roediger H.L., McDermott K.B. (1993), Implicit memory in normal human subjects, in «Handbook of Neuropsychology», edited by F. Boller, J.Grafman, n. 8, pp. 63-131, Amsterdam: Elsevier.

Rountree J., Wong W., Hannah R. (2002), Learning to Look: Real and Virtual Artefacts, http://www.ifets.info/journals/5_1/rountree.html, 13.05.2011.

Rybash J.M. (1996), Implicit memory and aging - a cognitive neuropsychological perspective, «Dev. Neuropsychol», n. 12, p. 127.

Schacter D.L., Chiu C.Y.P., Ochsner K.N. (1993), Implicit memory: A selective review, «Annual Review of Neuroscience», n. 16, pp. 159-182.

Sinatra R. (1986), Visual literacy connections to thinking, reading and writing, Springfi eld: Charles C. Thomas.

Sloman S.A., Hayman C.A.G., Ohta N., Law J., Tulving E. (1988), Forgetting in primed fragment completion, «Journal of Experimental Psychology: Learning, Memory, and Cognition», n. 14, pp. 223-239.

Tardif T., Craik F.I.M. (1989), Reading a week later: perceptual and conceptual factors, «Journal of Memory and Language», n. 28, pp. 107-125.

Taylor J. (1981), Learning to Look: A Handbook for the Visual Arts, Chicago: University of Chicago Press.

Tulving E., Schacter D.L. (1990), Priming and human memory systems, «Science», n. 247, pp. 301-306.

Tulving E., Schacter D.L., Stark H.A. (1982), Priming effects in wordfragment completion are independent of recognition memory, «Journal of Experimental Psychology: Learning, Memory, and Cognition», 8, n. 4, pp. 336-342.

Wileman R.E. (1993), Visual communicating, Englewood Cliffs: Educational Technology Publications.

Wiggs C.L., Martin A. (1998), Properties and Mechanisms of Perceptual Priming, «Current Opinion in Neurobiology», 8, n. 2, pp. 227-233.

How to Cite

Banzi, A., & Folgieri, R. (2014). Memoria implicita e alfabetizzazione visiva nel contesto museale / Implicit memory and visual literacy in museums. Il Capitale Culturale. Studies on the Value of Cultural Heritage, (9), 69–87. https://doi.org/10.13138/2039-2362/736

Most read articles by the same author(s)