Mnemonic techniques intertwine their history with the Hellenic tradition, starting from the mythical figure of the Titaness Mnemosyne and from the first formalization of a mnemonic technique by the lyric poet Simonides of Ceos. With the succession of the various historical periods, these strategies have crossed different cultural paths (Yates, 1966). From arts of memory functional to orality, they have progressively been reconfigured as structured cognitive strategies, capable of supporting the encoding, retrieval, and organization of information (Dresler et al., 2017; Horsley, 2022). In the contemporary world, the renewed scientific interest in mnemonic techniques could be linked to the need to promote inclusive and meaningful learning. Particularly in relation to visual impairment, these techniques could assume relevant importance. Indeed, the olysensory dimension and the associative capacity of these practices would allow the construction of mental images to be reworked, even in the absence of the visual channel, emphasizing the value of residual senses (Dunn & Pogrund, 2020; Berthoz, 015). The validity of these strategies seems to be connected to their ability to convert abstract data into structured representations, linking the emotional dimension and semantic organization through the synergistic involvement of cortical and subcortical systems (Dresler et al., 2017; Briggs et al., 1970). In relation to visual impairment, this framework could be enriched through the concept of vicariance. Indeed, according to this theoretical perspective, memorization processes could be reconfigured as a dynamic space of re-elaboration based on the activation of alternative and non-linear trajectories, connected to the use of vicarious senses (Sibilio, 2017; Berthoz, 2015). Based on these reflections, the aim of the present exploratory study was to investigate the perception of future professionals in the educational and health fields in relation to the didactic and inclusive value of mnemonic techniques for students with visual mpairment, also evaluating the validity and limits of the instrument used through the conducted investigation.
The Vicarious Dimension of Memory: An Exploratory Study on the Didactic Value of Mnemonic Techniques in Visual Impairment
Giovanni Petrillo;Davide Saggese;Diana Carmela Di Gennaro
2026
Abstract
Mnemonic techniques intertwine their history with the Hellenic tradition, starting from the mythical figure of the Titaness Mnemosyne and from the first formalization of a mnemonic technique by the lyric poet Simonides of Ceos. With the succession of the various historical periods, these strategies have crossed different cultural paths (Yates, 1966). From arts of memory functional to orality, they have progressively been reconfigured as structured cognitive strategies, capable of supporting the encoding, retrieval, and organization of information (Dresler et al., 2017; Horsley, 2022). In the contemporary world, the renewed scientific interest in mnemonic techniques could be linked to the need to promote inclusive and meaningful learning. Particularly in relation to visual impairment, these techniques could assume relevant importance. Indeed, the olysensory dimension and the associative capacity of these practices would allow the construction of mental images to be reworked, even in the absence of the visual channel, emphasizing the value of residual senses (Dunn & Pogrund, 2020; Berthoz, 015). The validity of these strategies seems to be connected to their ability to convert abstract data into structured representations, linking the emotional dimension and semantic organization through the synergistic involvement of cortical and subcortical systems (Dresler et al., 2017; Briggs et al., 1970). In relation to visual impairment, this framework could be enriched through the concept of vicariance. Indeed, according to this theoretical perspective, memorization processes could be reconfigured as a dynamic space of re-elaboration based on the activation of alternative and non-linear trajectories, connected to the use of vicarious senses (Sibilio, 2017; Berthoz, 2015). Based on these reflections, the aim of the present exploratory study was to investigate the perception of future professionals in the educational and health fields in relation to the didactic and inclusive value of mnemonic techniques for students with visual mpairment, also evaluating the validity and limits of the instrument used through the conducted investigation.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
