Scholars always look for the ideal supportive museum environment where people can easily learn. Many psychological aspects such as motivation, emotion, and attention, affect human learning. The goal of this paper is to analyze whether a well known psychological phenomenon such as priming can enhance learning in museums. Priming, as defined by McNamara (2005), is an improvement (in speed or accuracy to respond to a stimulus) in performance, in a perceptual or cognitive task, relative to an appropriate baseline, produced by context or prior experience. Priming triggers implicit memory processes. Hence it may help people with remembering subjects, colours, and shapes of art works. It is essential to underline the different performance efficacies of explicit memory and implicit memory: whereas retention on standard explicit memory tests typically declines with the passage of time, perceptual priming effects are long-lasting in normal adults and amnesic patients. This strong persistent kind of memory could encourage museum visitors to learn more and better. This paper proposes a future set of museum-based experiments designed to assess whether the effect of facilitation, as previously described, may be produced and exploited in a real environment such as a museum of fine arts.
|Keywords:||Education, Implicit Memory, Learning, Museum Visitor, Museum of Fine Arts, Priming|
Ph.D. Student in Psychology, Institute of Consumer, Behaviour and Organizational Communication Giampaolo Fabris, Libera Università di Lingue e Comunicazione IULM, Milan, Italy
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