Starns, JeffreyMcCarter, Anna2025-08-112025-08-112025-05https://hdl.handle.net/20.500.14394/55798This dissertation explores the impact of drawing and tracing on subsequent visual long-term memory of object images. Aim 1 tested whether producing a secondary representation (through describing) or gaining additional visual experience (through drawing) was more beneficial for learning visual materials. We found that performance was considerably better for images that participants described and drew compared to items that were studied, with a slight advantage of describing over drawing. This contrasts with studies of verbal content in which drawing leads to significantly better memory than describing. Aim 2 explored how describing, drawing, and tracing impact memory precision. In this experiment, participants viewed images of objects and either copied the image, traced the image, described the image, or simply studied the image. They then completed a 3-alternative forced choice test with very visually similar alternatives. We found that memory was much better for items that were drawn and described compared to items that were traced or studied, with a benefit of drawing over describing. This shows that, in comparison to Aim 1, when the goal is very detailed visual memory, drawing is superior to describing. Aim 3 and Aim 4 of this dissertation explored how drawing and tracing impact the binding of object features in memory. In these experiments, participants viewed images of colored objects in a specific location in a box and either copied the image, traced the image, described the image, or simply studied the image. To test binding, participants were presented with an image of the object and selected the color and location of it. Aim 3 was conducted with younger adults and Aim 4 was conducted with older adults. For young adults, describing and drawing led to the best memory binding. For older adults, describing and studying were optimal. Overall, this work shows that drawing and describing are useful strategies for learning images compared to simply studying. In addition, it emphasizes that the optimal learning strategy depends on the content, the test format, and the age group.en-USAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/Dissertation (Open Access)https://orcid.org/0000-0002-1107-2494