Verbal and visual cognition: Individual differences in the lab, in the brain, and in the classroom
Abstract
In many ways, individuals vary in their thought processes, and in their cognitive strengths and weaknesses. Among the findings revealed by individual differences research, one major dividing line highlighted recurrently by decades of experimental studies is that between linguistically-mediated cognitive operations (verbal cognition), versus cognition, which primarily operates on visual - or visuospatial - representations (visual cognition). In this article, we review findings from three research areas-cognitive abilities, working memory, and task strategies-focusing on individual differences in verbal and visual cognition. In each area we highlight behavioral, neuroimaging, and classroom-based findings, bridging the perspectives of these different methodologies.
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One possible explanation is that verbal processing may facilitate more abstract or relational representations, whereas nonverbal materials may more often elicit concrete and feature-specific coding.
“One possible explanation is that verbal processing may facilitate more abstract or relational representations, whereas nonverbal materials may more often elicit concrete and feature-specific coding (Alfred & Kraemer, 2017).”
From The asymmetry of working memory training transfer: A systematic review and meta-analysis (2026) · cites this paper as Alfred & Kraemer, 2017
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The asymmetry of working memory training transfer: A systematic review and meta-analysis
Fu, J., Zhou, Y., Yuan, M., & Cai, Y. (2026) · Psychonomic Bulletin & Review · doi:10.3758/s13423-026-02994-5
“One possible explanation is that verbal processing may facilitate more abstract or relational representations, whereas nonverbal materials may more often elicit concrete and feature-specific coding (Alfred & Kraemer, 2017).”
- Authors
- Alfred, K. L., & Kraemer, D. J. M.
- Affiliations
- Dartmouth College (US)
- Corresponding author
- Kraemer, David J. M.
- Venue
- Developmental Neuropsychology
- Publisher
- Informa UK Limited
- Published
- 2017-12
- Volume
- 42
- Issue
- 7-8
- Pages
- 507-520
- ISSN
- 1532-6942 (ISSN-L)
- 8756-5641
- OpenAlex
- W2790265344
- Semantic Scholar
- 99a6a0ab16598dd513d412abd68e1202e7303f38
- Cited by
- 11
- References
- 75
- Citations by year
- 2025: 1 · 2023: 1 · 2022: 2 · 2021: 2 · 2020: 2 · 2019: 2 · 2018: 1
- FWCI
- 1.77
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Developmental Neuropsychology (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- individual differences, verbal cognition, visual cognition, visuospatial representation, linguistic mediation, cognitive ability, working memory, task strategies, neuroimaging, classroom performance
- MeSH terms
- Brain, Cognition, Female, Humans, Individuality, Laboratories, Male, Schools, Verbal Behavior, Visual Acuity, Neuroimaging
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