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Concept Imagery
Indicators of weak concept imagery would include the following:
- Poor critical thinking skills
- Weak expressive language skills
- Disorganized or underdeveloped thought process in written expression
- Weak reading comprehension
- Inability to follow multiple oral directions
An individual struggling with weak concept imagery may present with the following signs:
- Needs to read context more than once to hold information-he/she may get parts of what is read, but not the “bigger picture.”
- Studies for a test, appears to know the material the night before the test, and then can not remember the material the following day.
- Appears frustrated due to an inability to readily express what he/she is thinking.
- Uses simple terminology to describe something, despite the fact that he/she has strong receptive vocabulary skills.
- Writing may appear disorganized or lack substance. When comparing verbal expression to his/her writing skills, you may notice a discrepancy with the former presented as much stronger.
- Directions will need to be repeated.
- Has difficulty understanding and following conversation.
- May be labeled as lazy or a poor listener who needs to apply him/herself more.
Identify the cause and apply the appropriate instruction
 The sensory cognitive function of concept imagery is responsible for an individual's ability to create an image for the whole concept (gestalt) contained in a unit of language. Rather than conceptualize the “big picture,” a person with weak concept imagery has the propensity to process only parts. This person has difficulty in receiving, interpreting, and expressing language and may present with a weakness in the specific cognitive functions of reading comprehension, listening comprehension, oral/written language expression, problem solving, following directions, and critical thinking.
It is evident through time and research that people need to be able to make an image in their minds of what they are trying to understand or think about. If an individual is unable to automatically make this image, the reading process can become tedious and painful. When struggling with this weakness, one would benefit from intensive instruction in the Visualizing and Verbalizing®* Program, which will stimulate gestalt imagery and helps the student apply this to language comprehension and expression, as well as critical thinking skills and overall conceptualization. The Visualizing and Verbalizing®* program involves Socratic questioning to stimulate sensory information related to cognitive processing. In a structured, intensive, instructional progression, focus is placed on developing a conscious ability to visualize and verbalize language concepts—dual coding of language and imagery. Pictures, words, sentences, and paragraphs are dual coded to develop an imaged gestalt for oral and written language. Once the imaged gestalt is developed to an automatic level, the imagery is applied to higher order thinking skills, initially from contextual reading, and then applied to following sequential oral directions and problem solving, as well as expressive writing and general language comprehension and expression. The goal is to help the student automatically process information based on the newly learned gestalt imagery and dually code this sensory feedback and integration as a spontaneous function. A newly developed sense of success and self confidence is apparent as the student emerges a stronger reader and more effective and efficient communicator (both verbally and in writing). Amazingly enough, much of this transformation is not only apparent in the academic setting, but also in the social arena with friends and family.
*London Achievement Processes is NOT Lindamood-Bell Learning Processes® nor is it affiliated with, certified, endorsed, licensed, monitored or sponsored by Lindamood-Bell, Nanci Bell, Phyllis Lindamood or Pat Lindamood. Lindamood-Bell-an international organization creating and implementing unique instructional methods and programs for quality intervention to advance language and literacy skills-in no way endorses or monitors the services provided by London Achievement Processes. |
