Sample records for imagination

  1. Exploration of Korean Students' Scientific Imagination Using the Scientific Imagination Inventory

    ERIC Educational Resources Information Center

    Mun, Jiyeong; Mun, Kongju; Kim, Sung-Won

    2015-01-01

    This article reports on the study of the components of scientific imagination and describes the scales used to measure scientific imagination in Korean elementary and secondary students. In this study, we developed an inventory, which we call the Scientific Imagination Inventory (SII), in order to examine aspects of scientific imagination. We…

  2. Children’s imagination and belief: Prone to flights of fancy or grounded in reality?

    PubMed Central

    Lane, Jonathan D.; Ronfard, Samuel; Francioli, Stéphane P.; Harris, Paul L.

    2016-01-01

    Children ranging from 4 to 8 years (n = 39) reported whether they could imagine various improbable phenomena (e.g., a person making onion juice) as well as various impossible phenomena (e.g., a person turning an onion into a banana) and then described what they imagined. In their descriptions, children mentioned ordinary causes much more often than extraordinary causes. Descriptions of such ordinary causes were provided more often in relation to improbable (rather than impossible) phenomena. Following these imaginative efforts, children judged if each phenomenon could really happen. To check whether these reality judgments were affected by children’s attempts to imagine, a control group (n = 39) made identical reality judgments but were not first prompted to imagine each phenomenon. Children across the age range judged that impossible phenomena cannot really happen but, with increasing age, judged that improbable phenomena can happen. This pattern emerged in both the imagination and control groups; thus simply prompting children to imagine did not alter their reality judgments. However, within the imagination group, judgments that phenomena can really happen were associated with children’s claims to have successfully imagined the phenomena and with certain characteristics of their descriptions: imagining ordinary causes and imagining phenomena obtain. Results highlight close links between imagination and reality judgments in childhood. Contrary to the notion that young children have a rich imagination that readily defies reality, results indicate that their imagination is grounded in reality, as are their beliefs. PMID:27060420

  3. The Relationships among Imagination, Future Imagination Tendency, and Future Time Perspective of Junior High School Students

    ERIC Educational Resources Information Center

    Tsai, Min-Ying

    2015-01-01

    The main purpose of the study were to investigate the relationships among imagination, future imagination tendency, and future time perspective of junior high school students, then to explore the future time perspective which is predicted by background variables, imaginative qualities, and future imagination tendency. The subjects were 331 from…

  4. Drawing links between the autism cognitive profile and imagination: Executive function and processing bias in imaginative drawings by children with and without autism.

    PubMed

    Ten Eycke, Kayla D; Müller, Ulrich

    2018-02-01

    Little is known about the relation between cognitive processes and imagination and whether this relation differs between neurotypically developing children and children with autism. To address this issue, we administered a cognitive task battery and Karmiloff-Smith's drawing task, which requires children to draw imaginative people and houses. For children with autism, executive function significantly predicted imaginative drawing. In neurotypically developing controls, executive function and cognitive-perceptual processing style predicted imaginative drawing, but these associations were moderated by mental age. In younger (neurotypically developing) children, better executive function and a local processing bias were associated with imagination; in older children, only a global bias was associated with imagination. These findings suggest that (a) with development there are changes in the type of cognitive processes involved in imagination and (b) children with autism employ a unique cognitive strategy in imaginative drawing.

  5. Progression of Chinese Students' Creative Imagination from Elementary Through High School

    NASA Astrophysics Data System (ADS)

    Ren, Fujun; Li, Xiuju; Zhang, Huiliang; Wang, Lihui

    2012-09-01

    For almost a century, researchers have studied creative imagination, most typically that of children. This article reports on a study of the development of creative imagination of Chinese youths and its relation to the educational environment. Data consisted of 4,162 students from grades 4 through 12. Findings showed that students' creative imagination increased as the grade in school increased from grades 4 through 11, but decreased slightly at grade 12. Students' creative imagination was lower in elementary school than that in middle school. The pace of development was also different in different stages. In different grades, youths used different ways to express their imagination. Students of 'excellent' academic performance had the highest creative imagination, followed by students of 'fairly good', 'medium' and 'poor' academic performance. Student-centred teaching methods were associated with higher creative imagination. Students whose teachers had a more supportive attitude showed better creative imagination. Finally, taking part in science-related competitions and frequently visiting science venues were related to the development of students' creative imagination. Some implications and recommendations for development of students' creative imagination are also proposed.

  6. Enhancing imagined contact to reduce prejudice against people with schizophrenia

    PubMed Central

    West, Keon; Holmes, Emily; Hewstone, Miles

    2015-01-01

    Four studies investigated the effect of imagining intergroup contact on prejudice against people with schizophrenia. Experiments 1 and 2 demonstrated that a neutral imagined contact task can have negative effects, compared to a control condition, even when paired with incidental positive information (Experiment 2). Experiments 3 and 4 demonstrated, however, that an integrated positive imagined contact scenario does result in less intergroup anxiety and more positive attitudes, even toward this challenging group. Analyses of participants’ descriptions of the imagined interactions in and across the first three studies confirm that positive and high quality imagined contact is important for reducing prejudice, but failing to ensure that imagined contact is positive may have deleterious consequences. We emphasize the importance of investigating the quality of the imagined contact experience, and discuss the implications for using imagined contact as a prejudice-reducing intervention. PMID:26435686

  7. The self-imagination effect: benefits of a self-referential encoding strategy on cued recall in memory-impaired individuals with neurological damage.

    PubMed

    Grilli, Matthew D; Glisky, Elizabeth L

    2011-09-01

    Knowledge of oneself is preserved in many memory-impaired individuals with neurological damage. Therefore, cognitive strategies that capitalize on mechanisms related to the self may be particularly effective at enhancing memory in this population. The present study investigated the effect of "self-imagining," imagining an event from a personal perspective, on short and long delayed cued recall in memory-impaired individuals with neurological damage. Sixteen patients intentionally encoded word pairs under four separate conditions: visual imagery, semantic elaboration, other person imagining, and self-imagining. The results revealed that self-imagining led to better performance than other-imagining, semantic elaboration, and visual imagery. Furthermore, the "self-imagination effect" (SIE) was preserved after a 30-min delay and was independent of memory functioning. These findings indicate that self-imagining provides a mnemonic advantage in brain-injured individuals, even those with relatively poor memory functioning, and suggest that self-imagining may tap into mnemonic mechanisms related to the self.

  8. Musical Expertise and the Ability to Imagine Loudness

    PubMed Central

    Bishop, Laura; Bailes, Freya; Dean, Roger T.

    2013-01-01

    Most perceived parameters of sound (e.g. pitch, duration, timbre) can also be imagined in the absence of sound. These parameters are imagined more veridically by expert musicians than non-experts. Evidence for whether loudness is imagined, however, is conflicting. In music, the question of whether loudness is imagined is particularly relevant due to its role as a principal parameter of performance expression. This study addressed the hypothesis that the veridicality of imagined loudness improves with increasing musical expertise. Experts, novices and non-musicians imagined short passages of well-known classical music under two counterbalanced conditions: 1) while adjusting a slider to indicate imagined loudness of the music and 2) while tapping out the rhythm to indicate imagined timing. Subtests assessed music listening abilities and working memory span to determine whether these factors, also hypothesised to improve with increasing musical expertise, could account for imagery task performance. Similarity between each participant’s imagined and listening loudness profiles and reference recording intensity profiles was assessed using time series analysis and dynamic time warping. The results suggest a widespread ability to imagine the loudness of familiar music. The veridicality of imagined loudness tended to be greatest for the expert musicians, supporting the predicted relationship between musical expertise and musical imagery ability. PMID:23460791

  9. Musical expertise and the ability to imagine loudness.

    PubMed

    Bishop, Laura; Bailes, Freya; Dean, Roger T

    2013-01-01

    Most perceived parameters of sound (e.g. pitch, duration, timbre) can also be imagined in the absence of sound. These parameters are imagined more veridically by expert musicians than non-experts. Evidence for whether loudness is imagined, however, is conflicting. In music, the question of whether loudness is imagined is particularly relevant due to its role as a principal parameter of performance expression. This study addressed the hypothesis that the veridicality of imagined loudness improves with increasing musical expertise. Experts, novices and non-musicians imagined short passages of well-known classical music under two counterbalanced conditions: 1) while adjusting a slider to indicate imagined loudness of the music and 2) while tapping out the rhythm to indicate imagined timing. Subtests assessed music listening abilities and working memory span to determine whether these factors, also hypothesised to improve with increasing musical expertise, could account for imagery task performance. Similarity between each participant's imagined and listening loudness profiles and reference recording intensity profiles was assessed using time series analysis and dynamic time warping. The results suggest a widespread ability to imagine the loudness of familiar music. The veridicality of imagined loudness tended to be greatest for the expert musicians, supporting the predicted relationship between musical expertise and musical imagery ability.

  10. Ease of imagination, message framing, and physical activity messages.

    PubMed

    Berry, Tanya R; Carson, Valerie

    2010-02-01

    The purpose of this research was to replicate a study that examined how message framing and ease of imagination interact to influence attitudes towards the prevention of heart disease through physical activity and a healthy diet. Changes were made such that only physical activity behaviour was profiled and assessed as a moderating variable. It was hypothesized that gain-framed messages would positively influence attitudes with hard to imagine symptoms, that loss-framed messages would positively influence attitudes with easy to imagine symptoms and exercise frequency would moderate the findings. This study employed a 2 (easy or hard to imagine symptoms) by 2 (gain- or loss-framed) Solomon square design whereby participants, half of whom completed a pre-test, were randomly assigned to one of four conditions: easy to imagine/gain-framed, hard to imagine/gain-framed, easy to imagine/loss-framed, or hard to imagine/loss-framed. Participants included adults over the age of 55 years (N=57) and undergraduate students (18-22 years; N=118). They were described either hard to imagine or easy to imagine symptoms of heart disease and diabetes and asked to imagine them. Participants then read either a gain- or loss-framed physical activity message followed by post-test questionnaires that assessed attitudes, exercise frequency, and demographics. Regression analyses showed no significant framing effects but significant effects for ease of imagination and exercise frequency as a moderating variable. This study failed to replicate the original research findings but showed that participants who exercised the least and were in the hard to imagine condition had the worst attitudes towards physical activity.

  11. Rousseau's Imaginary Friend: Childhood, Play, and Suspicion of the Imagination in "Emile"

    ERIC Educational Resources Information Center

    Shuffelton, Amy B.

    2012-01-01

    In this essay Amy Shuffelton considers Jean-Jacques Rousseau's suspicion of imagination, which is, paradoxically, offered in the context of an imaginative construction of a child's upbringing. First, Shuffelton articulates Rousseau's reasons for opposing children's development of imagination and their engagement in the sort of imaginative play…

  12. "Holy Cow! This Stuff Is Real!" from Imagining Ministry to Pastoral Imagination

    ERIC Educational Resources Information Center

    Campbell-Reed, Eileen R.; Scharen, Christian

    2011-01-01

    How do seminarians move from imagining ministry to embodying pastoral imagination? Stories gathered from seminarians in their final year of study show the complexity of shifting from classroom work, which foregrounds theory and intellectual imagination, to more embodied, relational, and emotionally intense engagements of ministry. Stories about…

  13. Exploration of Korean Students' Scientific Imagination Using the Scientific Imagination Inventory

    NASA Astrophysics Data System (ADS)

    Mun, Jiyeong; Mun, Kongju; Kim, Sung-Won

    2015-09-01

    This article reports on the study of the components of scientific imagination and describes the scales used to measure scientific imagination in Korean elementary and secondary students. In this study, we developed an inventory, which we call the Scientific Imagination Inventory (SII), in order to examine aspects of scientific imagination. We identified three conceptual components of scientific imagination, which were composed of (1) scientific sensitivity, (2) scientific creativity, and (3) scientific productivity. We administered SII to 662 students (4th-8th grades) and confirmed validity and reliability using exploratory factor analysis and Cronbach α coefficient. The characteristics of Korean elementary and secondary students' overall scientific imagination and difference across gender and grade level are discussed in the results section.

  14. In Search of an Index of Imagination for Virtual Experience Designers

    ERIC Educational Resources Information Center

    Liang, Chaoyun; Hsu, Yuling; Chang, Chi-Cheng; Lin, Li-Jhong

    2013-01-01

    Imagination is a gift to humans, and a creative faculty of the mind. Although early studies in the fields of philosophy and psychology appreciated the value of imagination, little work has been done pertaining to indicators of imagination. This study synthesized early works on imagination carried out between 1900 and 2012 to clarify its meaning…

  15. Individual differences in imagination inflation.

    PubMed

    Heaps, C; Nash, M

    1999-06-01

    Garry, Manning, Loftus, and Sherman (1996) found that when adult subjects imagined childhood events, these events were subsequentlyjudged as more likely to have occurred than were not-imagined events. The authors termed this effect imagination inflation. We replicated the effect, using a novel set of Life Events Inventory events. Further, we tested whether the effect is related to four subject characteristics possibly associated with false memory creation. The extent to which subjects inflated judged likelihood following imagined events was associated with indices of hypnotic suggestibility and dissociativity, but not with vividness of imagery or interrogative suggestibility. Results suggest that imagination plays a role in subsequent likelihood judgments regarding childhood events, and that some individuals are more likely than others to experience imagination inflation.

  16. Imagination and Experience: An Integrative Framework

    ERIC Educational Resources Information Center

    Fettes, Mark

    2013-01-01

    Three variations of experience identified in the educational literature entail different ways of thinking about and developing learners' imaginations. The relationship between these different imaginative modes resembles shifts between different kinds of understanding in Kieran Egan's theory of imaginative development. From this theoretical…

  17. Moral Imagination and the Philosophy of School Leadership.

    ERIC Educational Resources Information Center

    Maxcy, Spencer J.; Caldas, Stephen J.

    1991-01-01

    Reviews four models of moral imagination applied to school leadership (as discovery, moral authority, faculty of mind, and super science) and discusses their inherent difficulties. Replacing "moral imagination" with "critical imagination," coupled with "democratic value deliberation," yields a richer leadership that…

  18. Does order and timing in performance of imagined and actual movements affect the motor imagery process? The duration of walking and writing task.

    PubMed

    Papaxanthis, Charalambos; Pozzo, Thierry; Skoura, Xanthi; Schieppati, Marco

    2002-08-21

    The purpose of the present study was to investigate the effects on the duration of imagined movements of changes in timing and order of performance of actual and imagined movement. Two groups of subjects had to actually execute and imagine a walking and a writing task. The first group first executed 10 trials of the actual movements (block A) and then imagined the same movements at different intervals: immediately after actual movements (block I-1) and after 25 min (I-2), 50 min (I-3) and 75 min (I-4) interval. The second group first imagined and then actually executed the tasks. The duration of actual and imagined movements, recorded by means of an electronic stopwatch operated by the subjects, was analysed. The duration of imagined movements was very similar to those of actual movements, for both tasks, regardless of either the interval elapsed from the actual movements (first group) or the order of performance (second group). However, the variability of imagined movement duration was significantly increased compared to variability of the actual movements, for both motor tasks and groups. The findings give evidence of similar cognitive processes underlying both imagination and actual performance of movement. Copyright 2002 Elsevier Science B.V.

  19. Imagery of Errors in Typing

    ERIC Educational Resources Information Center

    Rieger, Martina; Martinez, Fanny; Wenke, Dorit

    2011-01-01

    Using a typing task we investigated whether insufficient imagination of errors and error corrections is related to duration differences between execution and imagination. In Experiment 1 spontaneous error imagination was investigated, whereas in Experiment 2 participants were specifically instructed to imagine errors. Further, in Experiment 2 we…

  20. Imagination Deficit

    ERIC Educational Resources Information Center

    Agee, Remy; Welch, Marlene

    2012-01-01

    Imagination is one component of creativity; self-expression is another. The early childhood classroom should be full of creative possibilities that allow children to use their imaginations. For creativity to flourish, staff must provide an environment that fosters creative expression. Imagination itself is "the act or power of forming a mental…

  1. Imagination Embodied: The Sacraments Reappropriated

    ERIC Educational Resources Information Center

    O'Gorman, Robert T.

    2016-01-01

    Inspired by the 2015 REA Atlanta conference theme, "The Power of Imagining: The Life Giving Possibilities of Education in Faith," this article proposes a postmodern reclamation of imagination as the human bridge to sacramentally encounter the Divine. It re-examines sacramental religious education retrieving imagination from material…

  2. Enhancement of suggestibility and imaginative ability with nitrous oxide.

    PubMed

    Whalley, M G; Brooks, G B

    2009-05-01

    Imaginative suggestibility, a trait closely related to hypnotic suggestibility, is modifiable under some circumstances. Nitrous oxide (laughing gas) is commonly used for sedation in dentistry and is reported to be more effective when combined with appropriate suggestions. The aim of this study was to determine whether nitrous oxide inhalation alters imaginative suggestibility and imagery vividness. Thirty participants were tested twice in a within-subjects design, once during inhalation of 25% nitrous oxide and once during inhalation of air plus oxygen. Before the study, participants' expectancies regarding the effects of nitrous oxide were assessed. Participants were blinded to drug administration. During each session, participants were verbally administered detailed measures of imagination and suggestibility: the Sheehan-Betts Quality of Mental Imagery scale and the Stanford Hypnotic Susceptibility Scale Form C, minus the hypnotic induction. Imaginative suggestibility and imaginative ability (imagery vividness) were both elevated in the nitrous oxide condition. This effect was unrelated to participants' expectations regarding the effects of the drug. Nitrous oxide increased imaginative suggestibility and imaginative ability. Possible explanations of these findings are discussed with respect to the effects of N-methyl-d-aspartate antagonists and to other pharmacological effects upon suggestibility and imagination.

  3. Complexes and imagination.

    PubMed

    Kast, Verena

    2014-11-01

    Fantasies as imaginative activities are seen by Jung as expressions of psychic energy. In the various descriptions of active imagination the observation of the inner image and the dialogue with inner figures, if possible, are important. The model of symbol formation, as Jung describes it, can be experienced in doing active imagination. There is a correspondence between Jung's understanding of complexes and our imaginations: complexes develop a fantasy life. Complex episodes are narratives of difficult dysfunctional relationship episodes that have occurred repeatedly and are internalized with episodic memory. This means that the whole complex episode (the image for the child and the image for the aggressor, connected with emotions) is internalized and can get constellated in everyday relationship. Therefore inner dialogues do not necessarily qualify as active imaginations, often they are the expression of complex-episodes, very similar to fruitless soliloquies. If imaginations of this kind are repeated, new symbols and new possibilities of behaviour are not found. On the contrary, old patterns of behaviour and fantasies are perpetuated and become cemented. Imaginations of this kind need an intervention by the analyst. In clinical examples different kinds of imaginations are discussed. © 2014, The Society of Analytical Psychology.

  4. Imagination in Education

    ERIC Educational Resources Information Center

    Vaillancourt Menton, Maureen

    2015-01-01

    Imagination in Education was a qualitative inquiry that explored the effects the implementation of the Common Core State Standards (CCSS) had on imagination within high school cultures. The central question for this study was: How do New York City Department of Education (NYC DOE) high school principals conceptualize imagination within their…

  5. The Nature of Imagination in Education for Sustainability

    ERIC Educational Resources Information Center

    Jensen, Sally

    2015-01-01

    The importance of imagination in education has a significant history (Egan, 1986, 2001; Eisner, 1976; Greene, 1988; Steiner, 1954; Warnock, 1976); however, scholarship is often theoretical, and the involvement of imagination in understanding sustainability is often overlooked (Jones, 1995; Judson, 2010; Stewart, 2009). Imagination has rarely been…

  6. Intrinsic Motivation as a Mediator on Imaginative Capability Development

    ERIC Educational Resources Information Center

    Liang, Chaoyun; Hsu, Yuling; Chang, Chi-Cheng

    2013-01-01

    The present study explored which environmental and psychological variables influenced the imagination of video/film major university students, and the effects these variables had on their imaginative capability development. The hypothesis of the study--that "intrinsic motivation" played a mediating role in imaginative capability development--was…

  7. Constructing Memory, Imagination, and Empathy: A Cognitive Neuroscience Perspective

    PubMed Central

    Gaesser, Brendan

    2012-01-01

    Studies on memory, imagination, and empathy have largely progressed in isolation. Consequently, humans’ empathic tendencies to care about and help other people are considered independent of our ability to remember and imagine events. Despite this theoretical autonomy, work from across psychology, and neuroscience suggests that these cognitive abilities may be linked. In the present paper, I tentatively propose that humans’ ability to vividly imagine specific events (as supported by constructive memory) may facilitate prosocial intentions and behavior. Evidence of a relationship between memory, imagination, and empathy comes from research that shows imagination influences the perceived and actual likelihood an event occurs, improves intergroup relations, and shares a neural basis with memory and empathy. Although many questions remain, this paper outlines a new direction for research that investigates the role of imagination in promoting empathy and prosocial behavior. PMID:23440064

  8. Imagination in human social cognition, autism, and psychotic-affective conditions.

    PubMed

    Crespi, Bernard; Leach, Emma; Dinsdale, Natalie; Mokkonen, Mikael; Hurd, Peter

    2016-05-01

    Complex human social cognition has evolved in concert with risks for psychiatric disorders. Recently, autism and psychotic-affective conditions (mainly schizophrenia, bipolar disorder, and depression) have been posited as psychological 'opposites' with regard to social-cognitive phenotypes. Imagination, considered as 'forming new ideas, mental images, or concepts', represents a central facet of human social evolution and cognition. Previous studies have documented reduced imagination in autism, and increased imagination in association with psychotic-affective conditions, yet these sets of findings have yet to be considered together, or evaluated in the context of the diametric model. We first review studies of the components, manifestations, and neural correlates of imagination in autism and psychotic-affective conditions. Next, we use data on dimensional autism in healthy populations to test the hypotheses that: (1) imagination represents the facet of autism that best accounts for its strongly male-biased sex ratio, and (2) higher genetic risk of schizophrenia is associated with higher imagination, in accordance with the predictions of the diametric model. The first hypothesis was supported by a systematic review and meta-analysis showing that Imagination exhibits the strongest male bias of all Autism Quotient (AQ) subscales, in non-clinical populations. The second hypothesis was supported, for males, by associations between schizophrenia genetic risk scores, derived from a set of single-nucleotide polymorphisms, and the AQ Imagination subscale. Considered together, these findings indicate that imagination, especially social imagination as embodied in the default mode human brain network, mediates risk and diametric dimensional phenotypes of autism and psychotic-affective conditions. Copyright © 2016 Elsevier B.V. All rights reserved.

  9. Imagine This

    ERIC Educational Resources Information Center

    Kenney, Brian

    2005-01-01

    This article features ImaginOn: The Joe and Joan Martin Center," a learning facility wherein students are provided with an original approach to education, learning, and the arts. ImaginOn is a joint venture of the Public Library of Charlotte & Mecklenburg County (PLMC) and the Children's Theater of Charlotte. ImaginOn's mission is to "bring…

  10. Empathy and Imagination in Education for Sustainability

    ERIC Educational Resources Information Center

    Jensen, Sally

    2016-01-01

    The importance of imagination in understanding sustainability has often been overlooked. This paper examines acts of imagining in teaching and learning that elicit and enable the emotive experience of empathy. I frame ways of thinking about imagination and empathy through theoretical perspectives of otherness. I report on research findings into…

  11. No Strings Attached: Open Source Solutions

    ERIC Educational Resources Information Center

    Fredricks, Kathy

    2009-01-01

    Imagine downloading a new software application and not having to worry about licensing, finding dollars in the budget, or incurring additional maintenance costs. Imagine finding a Web design tool in the public domain--free for use. Imagine major universities that provide online courses with no strings attached. Imagine online textbooks without a…

  12. Imagination First: Unlocking the Power of Possibility

    ERIC Educational Resources Information Center

    Liu, Eric; Noppe-Brandon, Scott

    2011-01-01

    The best corporations know that innovative thinking is the only competitive advantage that cannot be outsourced. The best schools are those that create cultures of imagination. Now in paperback, "Imagination First" introduces a wide-variety of individuals who make a habit of imaginative thinking and creative action, offering a set of universal…

  13. Imagining the Good Organization: Educational Restructuring in a Coastal Community.

    ERIC Educational Resources Information Center

    Harris, Carol E.

    2002-01-01

    Describes town of Burnt Island, Newfoundland, including its need for imaginative survival; explores the nature of imaginative thought, including benefits to the individual and to society; describes threats to imaginative teaching within town's restructured school; describes characteristics common to the work of Greenfield, Greene, and Habermas…

  14. The Exploration of Indicators of Imagination

    ERIC Educational Resources Information Center

    Liang, Chaoyun; Chang, Chi-Cheng; Chang, Yuhsuan; Lin, Li-Jhong

    2012-01-01

    Although early studies in the fields of education and psychology appreciated the value of imagination, little work has been done pertaining to indicators of imagination. This study synthesized early works on imagination done between 1900 and 2011 to clarify its meaning and identify potential indicators. Then, two groups of samples were collected…

  15. Imagination and the Magic of Libraries.

    ERIC Educational Resources Information Center

    The Bookmark, 1990

    1990-01-01

    This issue of "The Bookmark" presents 20 articles focusing on the theme that libraries foster imagination. The articles are: (1) "Imagination and the Magic of Libraries" (Elizabeth S. Manion); (2) "Powerful Partners--Discovery and Democracy, An Interview with Cynthia Jenkins" (Anne E. Simon); (3) "Fostering Imagination in Children" (Susan Lehr);…

  16. Evidence for Motor Simulation in Imagined Locomotion

    ERIC Educational Resources Information Center

    Kunz, Benjamin R.; Creem-Regehr, Sarah H.; Thompson, William B.

    2009-01-01

    A series of experiments examined the role of the motor system in imagined movement, finding a strong relationship between imagined walking performance and the biomechanical information available during actual walking. Experiments 1 through 4 established the finding that real and imagined locomotion differ in absolute walking time. We then tested…

  17. The Need for Imagination and Creativity in Instructional Design

    ERIC Educational Resources Information Center

    Gibson, Pat

    2013-01-01

    The purpose of this article is to explore the need for imagination and creativity in adult education instructional design both online and face-to-face. It defines both imagination and creativity as well as provides an overview of the history of instructional design. It provides an examination of imagination and its application in educational…

  18. Bringing Imagination Back to Science

    ERIC Educational Resources Information Center

    Linfield, Rachel Sparks

    2007-01-01

    Albert Einstein once said, "Imagination is more important than knowledge." In order to develop his theories, he had to use his imagination and go beyond the facts generally accepted. He needed time to think and to imagine. Knowledge has a valuable part to play, but the current emphasis in England on end-of-key-stage assessments and…

  19. Imagination: Three Models of Imagination in the Age of the Knowledge Economy

    ERIC Educational Resources Information Center

    Murphy, Peter; Peters, Michael A.; Marginson, Simon

    2010-01-01

    Advancement in the arts and sciences is a primary driver of economic production and social policy in post-industrial societies. Imagination steps back and asks "what advances the arts and sciences?" This book explores the collective, social and global dimension of human imagining-and the ambivalent relationship of social institutions, including…

  20. The New ICE-Age: Frozen and Thawing Perceptions of Imagination

    ERIC Educational Resources Information Center

    Hatt, Blaine E.

    2018-01-01

    The article examines the importance of imagination in adult-child relationships in 21st-century experiential learning, where ICE is an acronym for Imagination Creativity Education. It explores, through hermeneutic phenomenology, the impact of imagination in the life-experiences of three school-aged children through the wonder of toying, through…

  1. Young children's imagination in science education and education for sustainability

    NASA Astrophysics Data System (ADS)

    Caiman, Cecilia; Lundegård, Iann

    2017-09-01

    This research is concerned with how children's processes of imagination, situated in cultural and social practices, come into play when they invent, anticipate, and explore a problem that is important to them. To enhance our understanding of young children's learning and meaning-making related to science and sustainability, research that investigates children's use of imagination is valuable. The specific aim of this paper is to empirically scrutinize how children's imaginations emerge, develop, and impact their experiences in science. We approach imagination as a situated, open, and unscripted act that emerges within transactions. This empirical study was conducted in a Swedish pre-school, and the data was collected `in between' a science inquiry activity and lunchtime. We gathered specific video-sequences wherein the children, lived through the process of imagination, invented a problem together and produced something new. Our analysis showed that imagination has a great significance when children provide different solutions which may be useful in the future to sustainability-related problems. If the purpose of an educational experience in some way supports children's imaginative flow, then practicing an open, listening approach becomes vital. Thus, by encouraging children to explore their concerns and questions related to sustainability issues more thoroughly without incautious recommendations or suggestions from adults, the process of imagination might flourish.

  2. Self-imagining enhances recognition memory in memory-impaired individuals with neurological damage.

    PubMed

    Grilli, Matthew D; Glisky, Elizabeth L

    2010-11-01

    The ability to imagine an elaborative event from a personal perspective relies on several cognitive processes that may potentially enhance subsequent memory for the event, including visual imagery, semantic elaboration, emotional processing, and self-referential processing. In an effort to find a novel strategy for enhancing memory in memory-impaired individuals with neurological damage, we investigated the mnemonic benefit of a method we refer to as self-imagining-the imagining of an event from a realistic, personal perspective. Fourteen individuals with neurologically based memory deficits and 14 healthy control participants intentionally encoded neutral and emotional sentences under three instructions: structural-baseline processing, semantic processing, and self-imagining. Findings revealed a robust "self-imagination effect (SIE)," as self-imagination enhanced recognition memory relative to deep semantic elaboration in both memory-impaired individuals, F(1, 13) = 32.11, p < .001, η2 = .71; and healthy controls, F(1, 13) = 5.57, p < .05, η2 = .30. In addition, results indicated that mnemonic benefits of self-imagination were not limited by severity of the memory disorder nor were they related to self-reported vividness of visual imagery, semantic processing, or emotional content of the materials. The findings suggest that the SIE may depend on unique mnemonic mechanisms possibly related to self-referential processing and that imagining an event from a personal perspective makes that event particularly memorable even for those individuals with severe memory deficits. Self-imagining may thus provide an effective rehabilitation strategy for individuals with memory impairment.

  3. Activation of sensory cortex by imagined genital stimulation: an fMRI analysis.

    PubMed

    Wise, Nan J; Frangos, Eleni; Komisaruk, Barry R

    2016-01-01

    During the course of a previous study, our laboratory made a serendipitous finding that just thinking about genital stimulation resulted in brain activations that overlapped with, and differed from, those generated by physical genital stimulation. This study extends our previous findings by further characterizing how the brain differentially processes physical 'touch' stimulation and 'imagined' stimulation. Eleven healthy women (age range 29-74) participated in an fMRI study of the brain response to imagined or actual tactile stimulation of the nipple and clitoris. Two additional conditions - imagined dildo self-stimulation and imagined speculum stimulation - were included to characterize the effects of erotic versus non-erotic imagery. Imagined and tactile self-stimulation of the nipple and clitoris each activated the paracentral lobule (the genital region of the primary sensory cortex) and the secondary somatosensory cortex. Imagined self-stimulation of the clitoris and nipple resulted in greater activation of the frontal pole and orbital frontal cortex compared to tactile self-stimulation of these two bodily regions. Tactile self-stimulation of the clitoris and nipple activated the cerebellum, primary somatosensory cortex (hand region), and premotor cortex more than the imagined stimulation of these body regions. Imagining dildo stimulation generated extensive brain activation in the genital sensory cortex, secondary somatosensory cortex, hippocampus, amygdala, insula, nucleus accumbens, and medial prefrontal cortex, whereas imagining speculum stimulation generated only minimal activation. The present findings provide evidence of the potency of imagined stimulation of the genitals and that the following brain regions may participate in erogenous experience: primary and secondary sensory cortices, sensory-motor integration areas, limbic structures, and components of the 'reward system'. In addition, these results suggest a mechanism by which some individuals may be able to generate orgasm by imagery in the absence of physical stimulation.

  4. Précis of The rational imagination: how people create alternatives to reality.

    PubMed

    Byrne, Ruth M J

    2007-12-01

    The human imagination remains one of the last uncharted terrains of the mind. People often imagine how events might have turned out "if only" something had been different. The "fault lines" of reality, those aspects more readily changed, indicate that counterfactual thoughts are guided by the same principles as rational thoughts. In the past, rationality and imagination have been viewed as opposites. But research has shown that rational thought is more imaginative than cognitive scientists had supposed. In The Rational Imagination, I argue that imaginative thought is more rational than scientists have imagined. People exhibit remarkable similarities in the sorts of things they change in their mental representation of reality when they imagine how the facts could have turned out differently. For example, they tend to imagine alternatives to actions rather than inactions, events within their control rather than those beyond their control, and socially unacceptable events rather than acceptable ones. Their thoughts about how an event might have turned out differently lead them to judge that a strong causal relation exists between an antecedent event and the outcome, and their thoughts about how an event might have turned out the same lead them to judge that a weaker causal relation exists. In a simple temporal sequence, people tend to imagine alternatives to the most recent event. The central claim in the book is that counterfactual thoughts are organised along the same principles as rational thought. The idea that the counterfactual imagination is rational depends on three steps: (1) humans are capable of rational thought; (2) they make inferences by thinking about possibilities; and (3) their counterfactual thoughts rely on thinking about possibilities, just as rational thoughts do. The sorts of possibilities that people envisage explain the mutability of certain aspects of mental representations and the immutability of other aspects.

  5. On Major Developments in Preschoolers' Imagination

    ERIC Educational Resources Information Center

    Diachenko, Olga M.

    2011-01-01

    The role of the imagination in adult thinking is to go beyond reality and to express generalised laws. The researcher's job is to specify the cultural tools that preschool children use in the development of their imagination. Previous research has identified two main stages in the development of imagination up until the age of six, a third stage…

  6. Imagined Identity of Ethnic Koreans and Its Implication for Bilingual Education in China

    ERIC Educational Resources Information Center

    Gao, Fang

    2012-01-01

    Imagined identity is the way of positioning individuals or being positioned by others in an imagined world, where individuals' cultural identifications interplay with cultural and language practices. This lays the basis for the current research on the construction of imagined memberships by two young ethnic Korean students in China. An analysis of…

  7. Imagineering in Education: A Framework to Enhance Students' Learning Performance and Creativity in Thinking

    ERIC Educational Resources Information Center

    Nilsook, Prachyanun; Utakrit, Nattakant; Clayden, Judy

    2014-01-01

    Imagination is a powerful engine that can drive people to bring their ideas, dreams, and desires to reality. The imagination constructs stories that lead people to create. Combining imagination with engineering knowledge creates inventions which initially might seem fantastic. The authors provide in this article a brief overview of a successful…

  8. Undergraduate Leadership Students' Self-Perceived Level of Moral Imagination: An Innovative Foundation for Morality-Based Leadership Curricula

    ERIC Educational Resources Information Center

    Odom, Summer F.; Andenoro, Anthony C.; Sandlin, M'Randa R.; Jones, Jaron L.

    2015-01-01

    Leadership educators are faced with the challenge of preparing students to serve organizations and people in dynamic and ever changing contexts. The purpose of this study was to examine undergraduate leadership students' self-perceived level of moral imagination to make recommendations for moral imagination curricula. Moral imagination is the…

  9. "The Things They" [All] "Carried": Discovering Theme through Imagined Stories of Votive Offerings

    ERIC Educational Resources Information Center

    Krajeck, Amy J.

    2009-01-01

    Imaginations are the best tools people have to avoid future conflicts and unpopular wars. People may never find the panacea to eliminate all violence, but perhaps if students develop their imaginations today, America as a nation can begin to solve more problems with creativity than with fists. Imaginations allow for better decision-making.…

  10. The predictive utility of hypnotizability: the change in suggestibility produced by hypnosis.

    PubMed

    Milling, Leonard S; Coursen, Elizabeth L; Shores, Jessica S; Waszkiewicz, Jolanta A

    2010-02-01

    The predictive utility of hypnotizability, conceptualized as the change in suggestibility produced by a hypnotic induction, was investigated in the suggested reduction of experimental pain. One hundred and seventy-three participants were assessed for nonhypnotic imaginative suggestibility. Thereafter, participants experienced hypnotic and nonhypnotic imaginative analgesia suggestions, counterbalanced for order. Hypnotic suggestibility was then assessed. Hypnotizability, operationalized as hypnotic suggestibility with imaginative suggestibility statistically controlled (Braffman & Kirsch, 1999), predicted intraindividual differences in responding to the hypnotic and imaginative analgesia suggestions. Higher hypnotizability was associated with relatively greater response to the hypnotic analgesia suggestion than to the imaginative analgesia suggestion. Operationalized in this way, hypnotizability may be a useful predictor of the effect of adding a hypnotic induction to a specific imaginative suggestion.

  11. The Incredibly Shrinking World of Imagination.

    ERIC Educational Resources Information Center

    Kassem, Lou

    1992-01-01

    Suggests that children's imaginations are not shrinking. Discusses seven ways in which English teachers, librarians, publishers, and authors have used adolescent literature in creative and imaginative ways. (RS)

  12. Self-Imagining Enhances Recognition Memory in Memory-Impaired Individuals with Neurological Damage

    PubMed Central

    Grilli, Matthew D.; Glisky, Elizabeth L.

    2010-01-01

    Objective The ability to imagine an elaborative event from a personal perspective relies on a number of cognitive processes that may potentially enhance subsequent memory for the event, including visual imagery, semantic elaboration, emotional processing, and self-referential processing. In an effort to find a novel strategy for enhancing memory in memory-impaired individuals with neurological damage, the present study investigated the mnemonic benefit of a method we refer to as “self-imagining” – or the imagining of an event from a realistic, personal perspective. Method Fourteen individuals with neurologically-based memory deficits and fourteen healthy control participants intentionally encoded neutral and emotional sentences under three instructions: structural-baseline processing, semantic processing, and self-imagining. Results Findings revealed a robust “self-imagination effect” as self-imagination enhanced recognition memory relative to deep semantic elaboration in both memory-impaired individuals, F (1, 13) = 32.11, p < .001, η2 = .71, and healthy controls, F (1, 13) = 5.57, p < .05, η2 = .30. In addition, results indicated that mnemonic benefits of self-imagination were not limited by severity of the memory disorder nor were they related to self-reported vividness of visual imagery, semantic processing, or emotional content of the materials. Conclusions The findings suggest that the self-imagination effect may depend on unique mnemonic mechanisms possibly related to self-referential processing, and that imagining an event from a personal perspective makes that event particularly memorable even for those individuals with severe memory deficits. Self-imagining may thus provide an effective rehabilitation strategy for individuals with memory impairment. PMID:20873930

  13. Behavioral and Neural Correlates of Imagined Walking and Walking-While-Talking in the Elderly

    PubMed Central

    Blumen, Helena M.; Holtzer, Roee; Brown, Lucy L.; Gazes, Yunglin; Verghese, Joe

    2014-01-01

    Cognition is important for locomotion and gait decline increases the risk for morbidity, mortality, cognitive decline, and dementia. Yet, the neural correlates of gait are not well established, because most neuroimaging methods cannot image the brain during locomotion. Imagined gait protocols overcome this limitation. This study examined the behavioral and neural correlates of a new imagined gait protocol that involved imagined walking (iW), imagined talking (iT), and imagined walking-while-talking (iWWT). In Experiment 1, 82 cognitively-healthy older adults (M = 80.45) walked (W), iW, walked while talking (WWT) and iWWT. Real and imagined walking task times were strongly correlated, particularly real and imagined dual-task times (WWT and iWWT). In Experiment 2, 33 cognitively-healthy older adults (M = 73.03) iW, iT, and iWWT during functional Magnetic Resonance Imaging. A multivariate Ordinal Trend (OrT) Covariance analysis identified a pattern of brain regions that: 1) varied as a function of imagery task difficulty (iW, iT and iWWT), 2) involved cerebellar, precuneus, supplementary motor and other prefrontal regions, and 3) were associated with kinesthetic imagery ratings and behavioral performance during actual WWT. This is the first study to compare the behavioral and neural correlates of imagined gait in single and dual-task situations, an issue that is particularly relevant to elderly populations. These initial findings encourage further research and development of this imagined gait protocol as a tool for improving gait and cognition among the elderly. PMID:24522972

  14. Temporal characteristics of imagined and actual walking in frail older adults.

    PubMed

    Nakano, Hideki; Murata, Shin; Shiraiwa, Kayoko; Iwase, Hiroaki; Kodama, Takayuki

    2018-05-09

    Mental chronometry, commonly used to evaluate motor imagery ability, measures the imagined time required for movements. Previous studies investigating mental chronometry of walking have investigated healthy older adults. However, mental chronometry in frail older adults has not yet been clarified. To investigate temporal characteristics of imagined and actual walking in frail older adults. We investigated the time required for imagined and actual walking along three walkways of different widths [width(s): 50, 25, 15 cm × length: 5 m] in 29 frail older adults and 20 young adults. Imagined walking was measured with mental chronometry. We observed significantly longer imagined and actual walking times along walkways of 50, 25, and 15 cm width in frail older adults compared with young adults. Moreover, temporal differences (absolute error) between imagined and actual walking were significantly greater in frail older adults than in young adults along walkways with a width of 25 and 15 cm. Furthermore, we observed significant differences in temporal differences (constant error) between frail older adults and young adults for walkways with a width of 25 and 15 cm. Frail older adults tended to underestimate actual walking time in imagined walking trials. Our results suggest that walkways of different widths may be a useful tool to evaluate age-related changes in imagined and actual walking in frail older adults.

  15. Examination of Athletes' Anxiety, Motivation, Imagination Value in Competitions with Different Severity Level

    ERIC Educational Resources Information Center

    Sallayici, Mustafa; Eroglu Kolayis, Ipek; Kesilmis, Inci; Kesilmis, Mehmet Melih

    2018-01-01

    The objective of this study was to examine athletes' anxiety, motivation, and imagination value in competitions with different severity level. The research was conducted on swimming athlete in elite level 18 female and 19 male totally 37. To measure the level of imagination, imagine inventory in sports and to measure trait anxiety levels STAI were…

  16. Generativity and imagination in autism spectrum disorder: evidence from individual differences in children's impossible entity drawings.

    PubMed

    Low, Jason; Goddard, Elizabeth; Melser, Joseph

    2009-06-01

    This study examined the cognitive underpinnings of spontaneous imagination in autism spectrum disorder (ASD) by way of individual differences. Children with ASD (N = 27) and matched typically developing (TD) children were administered Karmiloff-Smith's (1990) imaginative drawing task, along with measures that tapped specific executive functions (generativity, visuospatial planning, and central coherence processing style) and false belief theory of mind (ToM) understanding. The ASD group drawings displayed deficits in imaginative content and a piecemeal pictorial style. ASD participants also showed group deficits in generativity, planning and ToM, and exhibited weak coherence. Individual differences in generativity were related to imaginative drawing content in the ASD group, and the association was mediated through planning ability. Variations in weak coherence were separately related to a piecemeal drawing style in the ASD group. Variations in generativity were also linked with imaginative drawing content in the TD group; the connection unfolded when it received pooled variance from receptive language ability, and thereupon mediated through false belief reasoning to cue imaginative content. Results are discussed in terms of how generativity plays a broad and important role for imagination in ASD and typical development, albeit in different ways.

  17. Mental imagery interventions reduce subsequent food intake only when self-regulatory resources are available.

    PubMed

    Missbach, Benjamin; Florack, Arnd; Weissmann, Lukas; König, Jürgen

    2014-01-01

    Research has shown that imagining food consumption leads to food-specific habituation effects. In the present research, we replicated these effects and further examined whether the depletion of self-regulatory resources would reduce the habituation effects of imagined food consumption. Since self-regulatory resources have been shown to reduce habituation effects during the perception of emotional stimuli, we expected a reduction in habituation effects from imagined food consumption when self-regulatory resources were depleted. In Study 1, we replicated habituation effects as a response to imagining gummy bear consumption with a high (36) and medium number (18) of repetitions in a camouflaged taste test. Participants imagining gummy bear intake showed decreased food intake compared with participants who imagined putting a coin into a laundry machine. The number of repetitions did not significantly moderate the observed habituation effect. In Study 2, we investigated whether self-regulatory depletion would impede habituation effects evoked by the imagination of walnut consumption. Participants in a depleted state did not show a reduction in food intake after imagining walnut intake compared with participants in a non-depleted state. We discuss directions for future research and processes that might underlie the observed moderating effect of self-regulatory resources.

  18. A Phenomenological Approach to Psychopathology of Imagination: Development of a Descriptive Instrument - Examination of Anomalous Fantasy and Imagination.

    PubMed

    Rasmussen, Andreas Rosén; Stephensen, Helene; Nordgaard, Julie; Parnas, Josef

    2018-05-14

    This paper serves as an introduction to the Examination of Anomalous Fantasy and Imagination (EAFI) - a novel instrument for a semistructured, phenomenological exploration of psychopathology of imagination. We present an account of the phenomenology of imagination and proceed to a presentation of the disorders of imagination that are addressed in the EAFI. Furthermore, the interrater reliability of the EAFI was examined in a diagnostically heterogeneous sample of 20 in-patients. The interrater agreement ranged from 0.6 to 1.0, with an average κ of 0.84. The internal consistency of the EAFI as measured by Cronbach's α was above 0.88. We suggest that the anomalies of imagination explored by the EAFI reflect an alteration of the structure of consciousness and belong to a fundamental, generative layer of psychopathology. These disorders may have relevance for differential diagnostic purposes, especially in first-contact, young patients. © 2018 S. Karger AG, Basel.

  19. Brief report: new evidence for a social-specific imagination deficit in children with autism spectrum disorder.

    PubMed

    Ten Eycke, Kayla D; Müller, Ulrich

    2015-01-01

    Previous research suggests that children with autism have deficits in drawing imaginative content. However, these conclusions are largely based on tasks that require children to draw impossible persons, and performance on this task may be limited by social deficits. To determine the generality of the deficit in imagination in children with autism, we asked 25 children with autism (mean age 9;7) and 29 neurotypically developing children (mean age 8;7) to draw an imaginative person and house. Drawings of imaginary houses by children with autism did not differ from those by neurotypically developing controls, but drawings of persons were significantly less imaginative. These findings suggest that the impairment in imagination among children with autism may be specific to social stimuli.

  20. Drawing Links between the Autism Cognitive Profile and Imagination: Executive Function and Processing Bias in Imaginative Drawings by Children with and without Autism

    ERIC Educational Resources Information Center

    Ten Eycke, Kayla D.; Müller, Ulrich

    2018-01-01

    Little is known about the relation between cognitive processes and imagination and whether this relation differs between neurotypically developing children and children with autism. To address this issue, we administered a cognitive task battery and Karmiloff-Smith's drawing task, which requires children to draw imaginative people and houses. For…

  1. A Reduction in Delay Discounting by Using Episodic Future Imagination and the Association with Episodic Memory Capacity

    PubMed Central

    Hu, Xiaochen; Kleinschmidt, Helena; Martin, Jason A.; Han, Ying; Thelen, Manuela; Meiberth, Dix; Jessen, Frank; Weber, Bernd

    2017-01-01

    Delay discounting (DD) refers to the phenomenon that individuals discount future consequences. Previous studies showed that future imagination reduces DD, which was mediated by functional connectivity between medial prefrontal valuation areas and a key region for episodic memory (hippocampus). Future imagination involves an initial period of construction and a later period of elaboration, with the more elaborative latter period recruiting more cortical regions. This study examined whether elaborative future imagination modulated DD, and if so, what are the underlying neural substrates. It was assumed that cortical areas contribute to the modulation effect during the later period of imagination. Since future imagination is supported by episodic memory capacity, we additionally hypothesize that the neural network underlying the modulation effect is related to individual episodic memory capacity. Twenty-two subjects received an extensive interview on personal future events, followed by an fMRI DD experiment with and without the need to perform elaborative future imagination simultaneously. Subjects' episodic memory capacity was also assessed. Behavioral results replicate previous findings of a reduced discount rate in the DD plus imagination condition compared to the DD only condition. The behavioral effect positively correlated with: (i) subjective value signal changes in midline brain structures during the initial imagination period; and (ii) signal changes in left prefrontoparietal areas during the later imagination period. Generalized psychophysiological interaction (gPPI) analyses reveal positive correlations between the behavioral effect and functional connectivity among the following areas: right anterior cingulate cortex (ACC) and left hippocampus; left inferior parietal cortex (IPC) and left hippocampus; and left IPC and bilateral occipital cortices. These changes in functional connectivity are also associated with episodic memory capacity. A hierarchical multiple regression indicates that the model with both the valuation related signal changes in the right ACC and the imagination related signal changes in the left IPC best predicts the reduction in DD. This study illustrates interactions between the left hippocampus and multiple cortical regions underlying the modulation effect of elaborative episodic future imagination, demonstrating, for the first time, empirical support for a relation to individual episodic memory capacity. PMID:28105009

  2. A Reduction in Delay Discounting by Using Episodic Future Imagination and the Association with Episodic Memory Capacity.

    PubMed

    Hu, Xiaochen; Kleinschmidt, Helena; Martin, Jason A; Han, Ying; Thelen, Manuela; Meiberth, Dix; Jessen, Frank; Weber, Bernd

    2016-01-01

    Delay discounting (DD) refers to the phenomenon that individuals discount future consequences. Previous studies showed that future imagination reduces DD, which was mediated by functional connectivity between medial prefrontal valuation areas and a key region for episodic memory (hippocampus). Future imagination involves an initial period of construction and a later period of elaboration, with the more elaborative latter period recruiting more cortical regions. This study examined whether elaborative future imagination modulated DD, and if so, what are the underlying neural substrates. It was assumed that cortical areas contribute to the modulation effect during the later period of imagination. Since future imagination is supported by episodic memory capacity, we additionally hypothesize that the neural network underlying the modulation effect is related to individual episodic memory capacity. Twenty-two subjects received an extensive interview on personal future events, followed by an fMRI DD experiment with and without the need to perform elaborative future imagination simultaneously. Subjects' episodic memory capacity was also assessed. Behavioral results replicate previous findings of a reduced discount rate in the DD plus imagination condition compared to the DD only condition. The behavioral effect positively correlated with: (i) subjective value signal changes in midline brain structures during the initial imagination period; and (ii) signal changes in left prefrontoparietal areas during the later imagination period. Generalized psychophysiological interaction (gPPI) analyses reveal positive correlations between the behavioral effect and functional connectivity among the following areas: right anterior cingulate cortex (ACC) and left hippocampus; left inferior parietal cortex (IPC) and left hippocampus; and left IPC and bilateral occipital cortices. These changes in functional connectivity are also associated with episodic memory capacity. A hierarchical multiple regression indicates that the model with both the valuation related signal changes in the right ACC and the imagination related signal changes in the left IPC best predicts the reduction in DD. This study illustrates interactions between the left hippocampus and multiple cortical regions underlying the modulation effect of elaborative episodic future imagination, demonstrating, for the first time, empirical support for a relation to individual episodic memory capacity.

  3. Enhanced Neural Responses to Imagined Primary Rewards Predict Reduced Monetary Temporal Discounting.

    PubMed

    Hakimi, Shabnam; Hare, Todd A

    2015-09-23

    The pervasive tendency to discount the value of future rewards varies considerably across individuals and has important implications for health and well-being. Here, we used fMRI with human participants to examine whether an individual's neural representation of an imagined primary reward predicts the degree to which the value of delayed monetary payments is discounted. Because future rewards can never be experienced at the time of choice, imagining or simulating the benefits of a future reward may play a critical role in decisions between alternatives with either immediate or delayed benefits. We found that enhanced ventromedial prefrontal cortex response during imagined primary reward receipt was correlated with reduced discounting in a separate monetary intertemporal choice task. Furthermore, activity in enhanced ventromedial prefrontal cortex during reward imagination predicted temporal discounting behavior both between- and within-individual decision makers with 62% and 73% mean balanced accuracy, respectively. These results suggest that the quality of reward imagination may impact the degree to which future outcomes are discounted. Significance statement: We report a novel test of the hypothesis that an important factor influencing the discount rate for future rewards is the quality with which they are imagined or estimated in the present. Previous work has shown that temporal discounting is linked to individual characteristics ranging from general intelligence to the propensity for addiction. We demonstrate that individual differences in a neurobiological measure of primary reward imagination are significantly correlated with discounting rates for future monetary payments. Moreover, our neurobiological measure of imagination can be used to accurately predict choice behavior both between and within individuals. These results suggest that improving reward imagination may be a useful therapeutic target for individuals whose high discount rates promote detrimental behaviors. Copyright © 2015 the authors 0270-6474/15/3513103-07$15.00/0.

  4. Medial Prefrontal Cortex: Adding Value to Imagined Scenarios

    PubMed Central

    Lin, Wen-Jing; Horner, Aidan J.; Bisby, James A.; Burgess, Neil

    2016-01-01

    The medial prefrontal cortex (mPFC) is consistently implicated in the network supporting autobiographical memory. Whereas more posterior regions in this network have been related to specific processes, such as the generation of visuospatial imagery or the association of items and contexts, the functional contribution of the mPFC remains unclear. However, the involvement of mPFC in estimation of value during decision-making suggests that it might play a similar role in memory. We investigated whether mPFC activity reflects the subjective value of elements in imagined scenarios. Participants in an MRI scanner imagined scenarios comprising a spatial context, a physiological state of need (e.g., thirst), and two items that could be congruent (e.g., drink) or incongruent (e.g., food) with the state of need. Memory for the scenarios was tested outside the scanner. Our manipulation of subjective value by imagined need was verified by increased subjective ratings of value for congruent items and improved subsequent memory for them. Consistent with our hypothesis, fMRI signal in mPFC reflected the modulation of an item’s subjective value by the imagined physiological state, suggesting the mPFC selectively tracked subjective value within our imagination paradigm. Further analyses showed uncorrected effects in non-mPFC regions, including increased activity in the insula when imagining states of need, the caudate nucleus when imagining congruent items, and the anterior hippocampus/amygdala when imagining subsequently remembered items. We therefore provide evidence that the mPFC plays a role in constructing the subjective value of the components of imagined scenarios and thus potentially in reconstructing the value of components of autobiographical recollection. PMID:26042501

  5. "Minding the gap": imagination, creativity and human cognition.

    PubMed

    Pelaprat, Etienne; Cole, Michael

    2011-12-01

    Inquiry into the nature of mental images is a major topic in psychology where research is focused on the psychological faculties of imagination and creativity. In this paper, we draw on the work of L.S. Vygotsky to develop a cultural-historical approach to the study of imagination as central to human cognitive processes. We characterize imagination as a process of image making that resolves "gaps" arising from biological and cultural-historical constraints, and that enables ongoing time-space coordination necessary for thought and action. After presenting some basic theoretical considerations, we offer a series of examples to illustrate for the reader the diversity of processes of imagination as image making. Applying our arguments to contemporary digital media, we argue that a cultural-historical approach to image formation is important for understanding how imagination and creativity are distinct, yet inter-penetrating processes.

  6. Neural Entrainment to Auditory Imagery of Rhythms.

    PubMed

    Okawa, Haruki; Suefusa, Kaori; Tanaka, Toshihisa

    2017-01-01

    A method of reconstructing perceived or imagined music by analyzing brain activity has not yet been established. As a first step toward developing such a method, we aimed to reconstruct the imagery of rhythm, which is one element of music. It has been reported that a periodic electroencephalogram (EEG) response is elicited while a human imagines a binary or ternary meter on a musical beat. However, it is not clear whether or not brain activity synchronizes with fully imagined beat and meter without auditory stimuli. To investigate neural entrainment to imagined rhythm during auditory imagery of beat and meter, we recorded EEG while nine participants (eight males and one female) imagined three types of rhythm without auditory stimuli but with visual timing, and then we analyzed the amplitude spectra of the EEG. We also recorded EEG while the participants only gazed at the visual timing as a control condition to confirm the visual effect. Furthermore, we derived features of the EEG using canonical correlation analysis (CCA) and conducted an experiment to individually classify the three types of imagined rhythm from the EEG. The results showed that classification accuracies exceeded the chance level in all participants. These results suggest that auditory imagery of meter elicits a periodic EEG response that changes at the imagined beat and meter frequency even in the fully imagined conditions. This study represents the first step toward the realization of a method for reconstructing the imagined music from brain activity.

  7. Scene construction in schizophrenia.

    PubMed

    Raffard, Stéphane; D'Argembeau, Arnaud; Bayard, Sophie; Boulenger, Jean-Philippe; Van der Linden, Martial

    2010-09-01

    Recent research has revealed that schizophrenia patients are impaired in remembering the past and imagining the future. In this study, we examined patients' ability to engage in scene construction (i.e., the process of mentally generating and maintaining a complex and coherent scene), which is a key part of retrieving past experiences and episodic future thinking. 24 participants with schizophrenia and 25 healthy controls were asked to imagine new fictitious experiences and described their mental representations of the scenes in as much detail as possible. Descriptions were scored according to various dimensions (e.g., sensory details, spatial reference), and participants also provided ratings of their subjective experience when imagining the scenes (e.g., their sense of presence, the perceived similarity of imagined events to past experiences). Imagined scenes contained less phenomenological details (d = 1.11) and were more fragmented (d = 2.81) in schizophrenia patients compared to controls. Furthermore, positive symptoms were positively correlated to the sense of presence (r = .43) and the perceived similarity of imagined events to past episodes (r = .47), whereas negative symptoms were negatively related to the overall richness of the imagined scenes (r = -.43). The results suggest that schizophrenic patients' impairments in remembering the past and imagining the future are, at least in part, due to deficits in the process of scene construction. The relationships between the characteristics of imagined scenes and positive and negative symptoms could be related to reality monitoring deficits and difficulties in strategic retrieval processes, respectively. Copyright 2010 APA, all rights reserved.

  8. Application of System Identification Methods for Decoding Imagined Single-Joint Movements in an Individual with High Tetraplegia

    PubMed Central

    Ajiboye, A. Bolu; Hochberg, Leigh R.; Donoghue, John P.; Kirsch, Robert F.

    2013-01-01

    This study investigated the decoding of imagined arm movements from M1 in an individual with high level tetraplegia. The participant was instructed to imagine herself performing a series of single-joint arm movements, aided by the visual cue of an animate character performing these movements. System identification was used offline to predict the trajectories of the imagined movements and compare these predictions to the trajectories of the actual movements. We report rates of 25 – 50% for predicting completely imagined arm movements in the absence of a priori movements to aid in decoder building. PMID:21096197

  9. Let's not, and say we would: imagined and actual responses to witnessing homophobia.

    PubMed

    Crosby, Jennifer Randall; Wilson, Johannes

    2015-01-01

    We compared imagined versus actual affective and behavioral responses to witnessing a homophobic slur. Participants (N = 72) witnessed a confederate using a homophobic slur, imagined the same scenario, or were not exposed to the slur. Those who imagined hearing the slur reported significantly higher levels of negative affect than those who actually witnessed the slur, and nearly one half of them reported that they would confront the slur, whereas no participants who actually heard the slur confronted it. These findings reveal a discrepancy between imagined and real responses to homophobic remarks, and they have implications for the likelihood that heterosexuals will actually confront homophobic remarks.

  10. The representation of conceptual knowledge: visual, auditory, and olfactory imagery compared with semantic processing.

    PubMed

    Palmiero, Massimiliano; Di Matteo, Rosalia; Belardinelli, Marta Olivetti

    2014-05-01

    Two experiments comparing imaginative processing in different modalities and semantic processing were carried out to investigate the issue of whether conceptual knowledge can be represented in different format. Participants were asked to judge the similarity between visual images, auditory images, and olfactory images in the imaginative block, if two items belonged to the same category in the semantic block. Items were verbally cued in both experiments. The degree of similarity between the imaginative and semantic items was changed across experiments. Experiment 1 showed that the semantic processing was faster than the visual and the auditory imaginative processing, whereas no differentiation was possible between the semantic processing and the olfactory imaginative processing. Experiment 2 revealed that only the visual imaginative processing could be differentiated from the semantic processing in terms of accuracy. These results showed that the visual and auditory imaginative processing can be differentiated from the semantic processing, although both visual and auditory images strongly rely on semantic representations. On the contrary, no differentiation is possible within the olfactory domain. Results are discussed in the frame of the imagery debate.

  11. Enhancing memory and imagination improves problem solving among individuals with depression.

    PubMed

    McFarland, Craig P; Primosch, Mark; Maxson, Chelsey M; Stewart, Brandon T

    2017-08-01

    Recent work has revealed links between memory, imagination, and problem solving, and suggests that increasing access to detailed memories can lead to improved imagination and problem-solving performance. Depression is often associated with overgeneral memory and imagination, along with problem-solving deficits. In this study, we tested the hypothesis that an interview designed to elicit detailed recollections would enhance imagination and problem solving among both depressed and nondepressed participants. In a within-subjects design, participants completed a control interview or an episodic specificity induction prior to completing memory, imagination, and problem-solving tasks. Results revealed that compared to the control interview, the episodic specificity induction fostered increased detail generation in memory and imagination and more relevant steps on the problem-solving task among depressed and nondepressed participants. This study builds on previous work by demonstrating that a brief interview can enhance problem solving among individuals with depression and supports the notion that episodic memory plays a key role in problem solving. It should be noted, however, that the results of the interview are relatively short-lived.

  12. Moon colonization and the imagination: A psychological interpretation of Robert A. Heinlein's ``Requiem''

    NASA Astrophysics Data System (ADS)

    Eckman, Barbara

    1986-08-01

    Heinlein's ``Requiem'' depicts Delos D. Harriman's longing for the Moon. Reaching his final resting place on the Moon is, to Harriman, coming home. Why does Harriman long for the Moon as one longs for home? This question is addressed using the interpretive method of James Hillman's archetypal psychology. To Hillman the Moon metaphorically represents the imagination. If Moon is imagination, then Harriman's desire to walk the surface of the Moon amounts to a desire to be ``grounded'' in the imagination; and his desire to view the Earth as a lunar ``satellite'' amounts to a desire to overcome the alienation between the imagination and the ``natural [earthly] perspective,'' which recognizes as real only the physical and the noetic, neglecting the imaginal. This understanding of the longing for a home on the Moon suggests some potential benefits for actual Moon colonization.

  13. Plunging into the pool of death: Imagining a dangerous outcome influences distance perception

    PubMed Central

    Stefanucci, Jeanine K.; Gagnon, Kyle T.; Tompkins, Christopher L.; Bullock, Kendall E.

    2012-01-01

    The current studies examined whether manipulating the imagined consequences of falling would influence the perception of height, distance, and size. In Experiment 1, height and size perception were measured when participants stood at a short height (.89 m) or a medium height (1.91 m) above either an empty pool or a pool filled with a bed of nails. Participants who viewed the bed of nails and imagined falling into it estimated both the height as taller and the size of the bed of nails as larger than participants who imagined falling into an empty pool. In a second experiment, participants overestimated the horizontal ground distance to and across the bed of nails after being told to imagine jumping over it. Overall, these experiments suggest that costs associated with imagined actions can influence the perception of both vertical and horizontal extents that are not inherently dangerous. PMID:22611659

  14. Do you remember proposing marriage to the Pepsi machine? False recollections from a campus walk.

    PubMed

    Seamon, John G; Philbin, Morgan M; Harrison, Liza G

    2006-10-01

    During a campus walk, participants were given familiar or bizarre action statements (e.g., "Check the Pepsi machine for change" vs. "Propose marriage to the Pepsi machine") with instructions either to perform the actions or imagine performing the actions (Group 1) or to watch the experimenter perform the actions or imagine the experimenter performing the actions (Group 2). One day later, some actions were repeated, along with new actions, on a second walk. Two weeks later, the participants took a recognition test for actions presented during the first walk, and they specified whether a recognized action was imagined or performed. Imagining themselves or the experimenter performing familiar or bizarre actions just once led to false recollections of performance for both types of actions. This study extends previous research on imagination inflation by demonstrating that these false performance recollections can occur in a natural, real-life setting following just one imagining.

  15. The Future of Memory: Remembering, Imagining, and the Brain

    PubMed Central

    Schacter, Daniel L.; Addis, Donna Rose; Hassabis, Demis; Martin, Victoria C.; Spreng, R. Nathan; Szpunar, Karl K.

    2013-01-01

    During the past few years, there has been a dramatic increase in research examining the role of memory in imagination and future thinking. This work has revealed striking similarities between remembering the past and imagining or simulating the future, including the finding that a common brain network underlies both memory and imagination. Here we discuss a number of key points that have emerged during recent years, focusing in particular on the importance of distinguishing between temporal and non-temporal factors in analyses of memory and imagination, the nature of differences between remembering the past and imagining the future, the identification of component processes that comprise the default network supporting memory-based simulations, and the finding that this network can couple flexibly with other networks to support complex goal-directed simulations. This growing area of research has broadened our conception of memory by highlighting the many ways in which memory supports adaptive functioning. PMID:23177955

  16. The imaginative mind.

    PubMed

    Abraham, Anna

    2016-11-01

    The astounding capacity for the human imagination to be engaged across a wide range of contexts is limitless and fundamental to our day-to-day experiences. Although processes of imagination are central to human psychological function, they rarely occupy center stage in academic discourse or empirical study within psychological and neuroscientific realms. The aim of this paper is to tackle this imbalance by drawing together the multitudinous facets of imagination within a common framework. The processes fall into one of five categories depending on whether they are characterized as involving perceptual/motor related mental imagery, intentionality or recollective processing, novel combinatorial or generative processing, exceptional phenomenology in the aesthetic response, or altered psychological states which range from commonplace to dysfunctional. These proposed categories are defined on the basis of theoretical ideas from philosophy as well as empirical evidence from neuroscience. By synthesizing the findings across these domains of imagination, this novel five-part or quinquepartite classification of the human imagination aids in systematizing, and thereby abets, our understanding of the workings and neural foundations of the human imagination. It would serve as a blueprint to direct further advances in the field of imagination while also promoting crosstalk with reference to stimulus-oriented facets of information processing. A biologically and ecologically valid psychology is one that seeks to explain fundamental aspects of human nature. Given the ubiquitous nature of the imaginative operations in our daily lives, there can be little doubt that these quintessential aspects of the mind should be central to the discussion. Hum Brain Mapp 37:4197-4211, 2016. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

  17. Imagining the Truth. Discussion of Prince's "The Self in Pain: The Paradox of Memory. The Paradox of Testimony".

    PubMed

    Tylim, Isaac

    2009-12-01

    The discussion highlights the significant role played by imagination in representing the horrors that resist representation. It is Dr. Tylim's position that imagination assists patient and analyst in overcoming the limitations of memory. Imagination is the gateway to truth. In working with survivors, the therapeutic encounter may become a stage where unspeakable experiences attain presence in their absence. The silence or the gaps are then the victim's testimony.

  18. An fMRI investigation of the relationship between future imagination and cognitive flexibility

    PubMed Central

    Roberts, R.P.; Wiebels, K.; Sumner, R.L.; van Mulukom, V.; Grady, C.L.; Schacter, D.L.; Addis, D.R.

    2016-01-01

    While future imagination is largely considered to be a cognitive process grounded in default mode network activity, studies have shown that future imagination recruits regions in both default mode and frontoparietal control networks. In addition, it has recently been shown that the ability to imagine the future is associated with cognitive flexibility, and that tasks requiring cognitive flexibility result in increased coupling of the default mode network with frontoparietal control and salience networks. In the current study, we investigated the neural correlates underlying the association between cognitive flexibility and future imagination in two ways. First, we experimentally varied the degree of cognitive flexibility required during future imagination by manipulating the disparateness of episodic details contributing to imagined events. To this end, participants generated episodic details (persons, locations, objects) within three social spheres; during fMRI scanning they were presented with sets of three episodic details all taken from the same social sphere (Congruent condition) or different social spheres (Incongruent condition) and required to imagine a future event involving the three details. We predicted that, relative to the Congruent condition, future simulation in the Incongruent condition would be associated with increased activity in regions of the default mode, frontoparietal and salience networks. Second, we hypothesized that individual differences in cognitive flexibility, as measured by performance on the Alternate Uses Task, would correspond to individual differences in the brain regions recruited during future imagination. A task partial least squares (PLS) analysis showed that the Incongruent condition resulted in an increase in activity in regions in salience networks (e.g. the insula) but, contrary to our prediction, reduced activity in many regions of the default mode network (including the hippocampus). A subsequent functional connectivity (within-subject seed PLS) analysis showed that the insula exhibited increased coupling with default mode regions during the Incongruent condition. Finally, a behavioral PLS analysis showed that individual differences in cognitive flexibility were associated with differences in activity in a number of regions from frontoparietal, salience and default-mode networks during both future imagination conditions, further highlighting that the cognitive flexibility underlying future imagination is grounded in the complex interaction of regions in these networks. PMID:27908591

  19. Imagination: Beginnings Workshop.

    ERIC Educational Resources Information Center

    Haugen, Kirsten; Elkind, David; Lutton, Alison; Krissansen, Dianne

    2002-01-01

    Contains the following articles to help teachers support children's imagination: (1) "Time, Trust, and Tools: Opening Doors to Imagination for All Children" (Kirsten Haugen); (2) "The Connection between Play and Character" (David Elkind); (3) "Magnets Can Dance and Vanilla Smells Warm" (Alison Lutton); and (4)…

  20. Activation of sensory cortex by imagined genital stimulation: an fMRI analysis

    PubMed Central

    Wise, Nan J.; Frangos, Eleni; Komisaruk, Barry R.

    2016-01-01

    Background During the course of a previous study, our laboratory made a serendipitous finding that just thinking about genital stimulation resulted in brain activations that overlapped with, and differed from, those generated by physical genital stimulation. Objective This study extends our previous findings by further characterizing how the brain differentially processes physical ‘touch’ stimulation and ‘imagined’ stimulation. Design Eleven healthy women (age range 29–74) participated in an fMRI study of the brain response to imagined or actual tactile stimulation of the nipple and clitoris. Two additional conditions – imagined dildo self-stimulation and imagined speculum stimulation – were included to characterize the effects of erotic versus non-erotic imagery. Results Imagined and tactile self-stimulation of the nipple and clitoris each activated the paracentral lobule (the genital region of the primary sensory cortex) and the secondary somatosensory cortex. Imagined self-stimulation of the clitoris and nipple resulted in greater activation of the frontal pole and orbital frontal cortex compared to tactile self-stimulation of these two bodily regions. Tactile self-stimulation of the clitoris and nipple activated the cerebellum, primary somatosensory cortex (hand region), and premotor cortex more than the imagined stimulation of these body regions. Imagining dildo stimulation generated extensive brain activation in the genital sensory cortex, secondary somatosensory cortex, hippocampus, amygdala, insula, nucleus accumbens, and medial prefrontal cortex, whereas imagining speculum stimulation generated only minimal activation. Conclusion The present findings provide evidence of the potency of imagined stimulation of the genitals and that the following brain regions may participate in erogenous experience: primary and secondary sensory cortices, sensory-motor integration areas, limbic structures, and components of the ‘reward system’. In addition, these results suggest a mechanism by which some individuals may be able to generate orgasm by imagery in the absence of physical stimulation. PMID:27791966

  1. Remembering the past and imagining the future: Identifying and enhancing the contribution of episodic memory

    PubMed Central

    Schacter, Daniel L; Madore, Kevin P

    2016-01-01

    Recent studies have shown that imagining or simulating future events relies on many of the same cognitive and neural processes as remembering past events. According to the constructive episodic simulation hypothesis (Schacter and Addis, 2007), such overlap indicates that both remembered past and imagined future events rely heavily on episodic memory: future simulations are built on retrieved details of specific past experiences that are recombined into novel events. An alternative possibility is that commonalities between remembering and imagining reflect the influence of more general, non-episodic factors such as narrative style or communicative goals that shape the expression of both memory and imagination. We consider recent studies that distinguish the contributions of episodic and non-episodic processes in remembering the past and imagining the future by using an episodic specificity induction – brief training in recollecting the details of a past experience – and also extend this approach to the domains of problem solving and creative thinking. We conclude by suggesting that the specificity induction may target a process of scene construction that contributes to episodic memory as well as to imagination, problem solving, and creative thinking. PMID:28163775

  2. Analysis of EEG signal by flicker-noise spectroscopy: identification of right-/left-hand movement imagination.

    PubMed

    Broniec, A

    2016-12-01

    Flicker-noise spectroscopy (FNS) is a general phenomenological approach to analyzing dynamics of complex nonlinear systems by extracting information contained in chaotic signals. The main idea of FNS is to describe an information hidden in correlation links, which are present in the chaotic component of the signal, by a set of parameters. In the paper, FNS is used for the analysis of electroencephalography signal related to the hand movement imagination. The signal has been parametrized in accordance with the FNS method, and significant changes in the FNS parameters have been observed, at the time when the subject imagines the movement. For the right-hand movement imagination, abrupt changes (visible as a peak) of the parameters, calculated for the data recorded from the left hemisphere, appear at the time corresponding to the initial moment of the imagination. In contrary, for the left-hand movement imagination, the meaningful changes in the parameters are observed for the data recorded from the right hemisphere. As the motor cortex is activated mainly contralaterally to the hand, the analysis of the FNS parameters allows to distinguish between the imagination of the right- and left-hand movement. This opens its potential application in the brain-computer interface.

  3. Priming, not inhibition, of related concepts during future imagining.

    PubMed

    Campbell, Karen L; Benoit, Roland G; Schacter, Daniel L

    2017-10-01

    Remembering the past and imagining the future both involve the retrieval of details stored in episodic memory and rely on the same core network of brain regions. Given these parallels, one might expect similar component processes to be involved in remembering and imagining. While a strong case can be made for the role of inhibition in memory retrieval, few studies have examined whether inhibition is also necessary for future imagining and results to-date have been mixed. In the current study, we test whether related concepts are inhibited during future imagining using a modified priming approach. Participants first generated a list of familiar places and for each place, the people they most strongly associate with it. A week later, participants imagined future events involving recombinations of people and places, immediately followed by a speeded response task in which participants made familiarity decisions about people's names. Across two experiments, our results suggest that related concepts are not inhibited during future imagining, but rather are automatically primed. These results fit with recent work showing that autobiographically significant concepts (e.g., friends' names) are more episodic than semantic in nature, automatically activating related details in memory and potentially fuelling the flexible simulation of future events.

  4. Stimulating the Imaginative Capacities of Agricultural Extension Students

    ERIC Educational Resources Information Center

    Liang, Chaoyun; Chang, Wen-Shan; Yao, Shu-Nung; King, Jung-Tai; Chen, Shi-An

    2016-01-01

    Purpose: To address the dynamic challenges associated with developing a globally sustainable society, numerous scholars have stressed the need to cultivate the imagination of agricultural students. This study aimed to explore how pictorial representations stimulate the imaginative capacities of agricultural extension students.…

  5. EAFI: Examination of Anomalous Fantasy and Imagination.

    PubMed

    Rasmussen, Andreas Rosén; Stephensen, Helene; Parnas, Josef

    2018-05-14

    The Examination of Anomalous Fantasy and Imagination (EAFI) is an instrument for a semistructured, phenomenological exploration of psychopathology of imagination. The EAFI provides a conceptual-descriptive framework to address such experiences. It consists of 16 main items, sometimes divided into subtypes. We suggest that the anomalies of imagination explored by the EAFI reflect an alteration in the structure of consciousness and belong to a fundamental, generative layer of psychopathology with relevance to differential diagnostic purposes. © 2018 S. Karger AG, Basel.

  6. Interactive, mobile, AGIle and novel education (IMAGINE): a conceptual framework to support students with mobility challenges in higher education.

    PubMed

    Goldberg, Mary; Karimi, Hassan; Pearlman, Jonathan L

    2016-01-01

    Interactive, mobile, AGIle and novel education (IMAGINE) is a conceptual framework to help students with disabilities (SwD) participate more in the physical space and become more engaged in school. IMAGINE recommends and reminds students, and allows them to make requests of key learning resources (LRs). The goal of IMAGINE is to provide SwD with the location and time for attending a LR that is most optimal with respect to their learning style and preference, learning performance and other activities. IMAGINE will be a means through which SWD will be provided with tailored recommendations with respect to their daily activities to improve learning outcomes. A pilot was conducted with SwD who used IMAGINE's navigation and wayfinding functionality, and the subjects reported that it aligns well with their needs. Preliminary results suggest that after completing a training and using the tool, SwD reported that they are more likely to use the tool and their participation may increase as a result. In contrast to before the trial, the SwD were also able to better describe the tool's benefits and how to improve its functionality after using the tool for four weeks. Implications for Rehabilitation The IMAGINE tool may be a means through which SwD can be provided with tailored recommendations with respect to their daily activities to improve learning outcomes. PWD should be involved (as research study participants and research study team members) in the design and development of tools like IMAGINE to improve participation. IMAGINE and similar tools may not only encourage better learning outcomes, but also more physical participation in the community, and could be used across education and employment settings.

  7. Imagined Self-Motion Differs from Perceived Self-Motion: Evidence from a Novel Continuous Pointing Method

    PubMed Central

    Campos, Jennifer L.; Siegle, Joshua H.; Mohler, Betty J.; Bülthoff, Heinrich H.; Loomis, Jack M.

    2009-01-01

    Background The extent to which actual movements and imagined movements maintain a shared internal representation has been a matter of much scientific debate. Of the studies examining such questions, few have directly compared actual full-body movements to imagined movements through space. Here we used a novel continuous pointing method to a) provide a more detailed characterization of self-motion perception during actual walking and b) compare the pattern of responding during actual walking to that which occurs during imagined walking. Methodology/Principal Findings This continuous pointing method requires participants to view a target and continuously point towards it as they walk, or imagine walking past it along a straight, forward trajectory. By measuring changes in the pointing direction of the arm, we were able to determine participants' perceived/imagined location at each moment during the trajectory and, hence, perceived/imagined self-velocity during the entire movement. The specific pattern of pointing behaviour that was revealed during sighted walking was also observed during blind walking. Specifically, a peak in arm azimuth velocity was observed upon target passage and a strong correlation was observed between arm azimuth velocity and pointing elevation. Importantly, this characteristic pattern of pointing was not consistently observed during imagined self-motion. Conclusions/Significance Overall, the spatial updating processes that occur during actual self-motion were not evidenced during imagined movement. Because of the rich description of self-motion perception afforded by continuous pointing, this method is expected to have significant implications for several research areas, including those related to motor imagery and spatial cognition and to applied fields for which mental practice techniques are common (e.g. rehabilitation and athletics). PMID:19907655

  8. Imagining with the body in analytical psychology. Movement as active imagination: an interdisciplinary perspective from philosophy and neuroscience.

    PubMed

    Deligiannis, Ana

    2018-04-01

    This article explores how the body and imagination operate as pathways of knowledge through the use of Movement as Active Imagination in clinical practice. This method activates the transcendent function, thus encouraging new therapeutic responses. A philosophical perspective (Spinoza, Nietzsche, Merleau-Ponty) and some concepts from neuroscience (embodied cognition, somatic markers, image schema, mirror neurons, neuronal plasticity) will accompany us throughout this work, illustrated with a clinical vignette. Three levels of integration: 1) body, 2) body-emotion, 3) body-emotion-imagination are proposed: these mark a progressive sense of articulation and complexity. Finally the relation between creativity and neuronal plasticity will be considered. © 2018, The Society of Analytical Psychology.

  9. Parental influence on adolescents' imagination.

    PubMed

    Rabinowitz, A; Engelberg, D

    1984-09-01

    It was hypothesized that a permissive democratic parental attitude towards childrearing and favorable accepting attitude towards children's imagination are conducive to the development of their adolescent children's imaginative ability. It was also hypothesized that the mothers' role is more crucial than that of the fathers. The subjects were 104 adolescent Israeli boys and girls and their parents. The subjects were administered four scales of the Imaginal Processes Inventory and the Children's Report of Parental Behavior Inventory. The parents filled out a questionnaire devised to study their attitude to children's imagination. The first two hypotheses were not confirmed. The data point in the opposite direction as regards the first hypothesis. There was partial conformation for the third hypothesis. The data were also discussed in relation to healthy and neurotic daydreaming.

  10. Imagined Interactions

    ERIC Educational Resources Information Center

    Honeycutt, James M.

    2010-01-01

    Social scientists have been studying imagined interactions since the mid-1980s and have measured numerous physiological correlates (Honeycutt, 2010). In this commentary I assess the research reported in Crisp and Turner (May-June 2009) and highlight the underlying mechanisms of imagined interactions that have empirically been laid out across…

  11. Dissociable Contributions of Imagination and Willpower to the Malleability of Human Patience.

    PubMed

    Jenkins, Adrianna C; Hsu, Ming

    2017-07-01

    The ability to exercise patience is important for human functioning. Although it is known that patience can be promoted by using top-down control, or willpower, to override impatient impulses, patience is also malleable-in particular, susceptible to framing effects-in ways that are difficult to explain using willpower alone. So far, the mechanisms underlying framing effects on patience have been elusive. We investigated the role of imagination in these effects. In a behavioral experiment (Experiment 1), a classic framing manipulation (sequence framing) increased self-reported and independently coded imagination during intertemporal choice. In an investigation of neural responses during decision making (Experiment 2), sequence framing increased the extent to which patience was related to activation in brain regions associated with imagination, relative to activation in regions associated with willpower, and increased functional connectivity of brain regions associated with imagination, but not willpower, relative to regions associated with valuation. Our results suggest that sequence framing can increase the role of imagination in decision making without increasing the exertion of willpower.

  12. Disruption of human fear reconsolidation using imaginal and in vivo extinction.

    PubMed

    Agren, Thomas; Björkstrand, Johannes; Fredrikson, Mats

    2017-02-15

    Memories are not set forever, but can be altered following reactivation, which renders memories malleable, before they are again stabilized through reconsolidation. Fear memories can be attenuated by using extinction during the malleable period. The present study adopts a novel form of extinction, using verbal instructions, in order to examine whether fear memory reconsolidation can be affected by an imaginal exposure. The extinction using verbal instructions, called imaginal extinction, consists of a recorded voice encouraging participants to imagine the scene in which fear was acquired, and to envision the stimuli before their inner eye. The voice signals stimuli appearance, and identical to standard (in vivo) extinction, participants discover that the conditioned stimulus no longer is followed by unconditioned stimulus (UCS). In this way, imaginal extinction translates clinically used imaginal exposure into the standard experimental fear conditioning paradigm. Fear was acquired by pairing pictorial stimuli with an electric shock UCS. Then, both standard and imaginal extinction were given following fear memory reactivation, either after 10min, within the reconsolidation interval, or after 6h, outside of the reconsolidation interval. In vivo and imaginal extinction produced comparable reductions in conditioned responses during extinction and importantly, both disrupted reconsolidation of conditioned fear and abolished stimulus discrimination between reinforced and non-reinforced cues. Thus, disrupted reconsolidation of fear conditioning can be achieved without in vivo stimulus presentation, through purely cognitive means, suggesting possible therapeutic applications. Copyright © 2016 Elsevier B.V. All rights reserved.

  13. The sociological imagination in a time of climate change

    NASA Astrophysics Data System (ADS)

    Norgaard, Kari Marie

    2018-04-01

    Despite rising calls for social science knowledge in the face of climate change, too few sociologists have been engaged in the conversations about how we have arrived at such perilous climatic circumstances, or how society can change course. With its attention to the interactive dimensions of social order between individuals, social norms, cultural systems and political economy, the discipline of sociology is uniquely positioned to be an important leader in this conversation. In this paper I suggest that in order to understand and respond to climate change we need two kinds of imagination: 1) to see the relationships between human actions and their impacts on earth's biophysical system (ecological imagination) and 2) to see the relationships within society that make up this environmentally damaging social structure (sociological imagination). The scientific community has made good progress in developing our ecological imagination but still need to develop a sociological imagination. The application of a sociological imagination allows for a powerfully reframing of four key problems in the current interdisciplinary conversation on climate change: why climate change is happening, how we are being impacted, why we have failed to successfully respond so far, and how we might be able to effectively do so. I visit each of these four questions describing the current understanding and show the importance of the sociological imagination and other insights from the field of sociology. I close with reflections on current limitations in sociology's potential to engage climate change and the Anthropocene.

  14. Imagination and the Globalisation of Educational Policy Research

    ERIC Educational Resources Information Center

    Rizvi, Fazal

    2006-01-01

    A number of theorists, including Charles Taylor, Arjun Appadurai and Dilip Gaonkar all associated with the University of Chicago based journal, "Public Culture," have developed the idea of social imaginary. Their notion of imagination departs significantly from traditional philosophical and sociological analyses that view imagination as an…

  15. The Right to Remain Silent.

    ERIC Educational Resources Information Center

    Hillman, James

    1988-01-01

    Examines the relationship between imagination, silence, and democracy, and claims that all human rights depend on freedom of imagination and esthetic sensitivity. Concludes counselors are the advanced guard of imagination as it tries to break into civilization by touching its citizens though the symptoms of its discontents. (Author/ABL)

  16. Imagination "First": Unleash the Power of Possibility

    ERIC Educational Resources Information Center

    Handa, Manoj Chandra

    2015-01-01

    The creativity program, "imagination 'first': unleash the power of possibility," implemented in public primary and secondary schools in Northern Sydney, New South Wales, Australia, deals with the power of imagination in unleashing creativity among gifted students and teachers. Following an in-depth literature review on creativity for…

  17. Effects of Rehearsal on Perceived and Imagined Autobiographical Memories.

    ERIC Educational Resources Information Center

    Suengas, Aurora G.; Johnson, Marcia K.

    It has been shown that internally generated (thought or imagination) and externally generated (events, things, or people encountered in the past) autobiographical memories differ in characteristic ways. To examine the consequences of rehearsal on simulated perceived and imagined autobiographical memories, 36 undergraduate students participated in…

  18. The Journal of the Imagination in Language Learning, 1993-1994.

    ERIC Educational Resources Information Center

    Coreil, Clyde, Ed.; Napoliello, Mihri

    1994-01-01

    Articles in these two issues are as follows: "Imagination and Memory: Friends or Enemies" (Earl W. Stevick); "Imagination in Second Language Acquisition" (James J. Asher); "Where the Magic Lies" (Interview with Carolyn Graham); "Drawing on Experience: The Interview" (with John Dumicich); "What Color is…

  19. Discussion: Imagining the Languaged Worker's Language

    ERIC Educational Resources Information Center

    Urciuoli, Bonnie

    2016-01-01

    What people perceive as "a language"--a named entity--is abstracted from practices and notions about those practices. People take for granted that language is somehow a "thing," an objectively distinct and bounded entity. How languages come to be thus imagined indexes the conditions under which they are imagined. The articles…

  20. Ethical Imagination in Peace Studies: Beyond the Seville Statement.

    ERIC Educational Resources Information Center

    Rivage-Seul, M.

    1989-01-01

    Asks reader to look beyond Seville Statement, Social Darwinism, and utopian ideals and come to understand ethical imagination more fully as it relates to peace studies. Examines Seville Statement and its opposition to Social Darwinism. Explains how ethical imagination serves to provide radical alternative to biological determinism. (Author/NB)

  1. EFL Young Learners: Their Imagined Communities and Language Learning

    ERIC Educational Resources Information Center

    Yim, Su Yon

    2016-01-01

    This study explored how South Korean primary school students approach learning English, using the notion of an "imagined community". Twenty students from two primary schools were selected for semi-structured interviews. The data analysis shows that the construction of South Korean students' imagined communities seems to be influenced…

  2. The Law of Elasticity

    ERIC Educational Resources Information Center

    Cocco, Alberto; Masin, Sergio Cesare

    2010-01-01

    Participants estimated the imagined elongation of a spring while they were imagining that a load was stretching the spring. This elongation turned out to be a multiplicative function of spring length and load weight--a cognitive law analogous to Hooke's law of elasticity. Participants also estimated the total imagined elongation of springs joined…

  3. The Mediating Effects of Generative Cognition on Imagination Stimulation

    ERIC Educational Resources Information Center

    Hsu, Yuling; Liang, Chaoyun; Chang, Chi-Cheng

    2014-01-01

    This study, based in Taiwan, aims to explore what psychological factors influence imagination stimulation of education major students, and what the relationship is between these factors and imagination. Both principal component analysis and confirmatory factor analysis were employed to determine the most appropriate structure of the developed…

  4. Imagining Social Justice

    ERIC Educational Resources Information Center

    McArdle, Felicity; Knight, Linda; Stratigos, Tina

    2013-01-01

    This article examines how creativity and the arts can assist teachers who teach from a social justice perspective, and how knowledge built through meaningful experiences of difference can make a difference. Just as imagining is central to visual arts practice, so too is the capacity to imagine a necessity for social justice. The authors ask what…

  5. Exercising the Ecological Imagination: Representing the Future of Place

    ERIC Educational Resources Information Center

    Bertling, Joy

    2013-01-01

    The ecological realities of many communities are desperate but not determined. As teachers inevitably encounter these realities in their communities, they can respond by activating students' imaginations to conceive of better alternatives. Greene (1995) outlined how the imagination has the power to envision alternative realities and better…

  6. Remarkable-Tracking, Experiential Education of the Ecological Imagination

    ERIC Educational Resources Information Center

    Payne, Phillip G.

    2010-01-01

    Imagination might be understood as letting our senses, perceptions and sensibilities run free for no apparent reason. Here, for this special edition what might be "remarkable" is the "opening" of our imagination provided orally through storytelling. This opening involves the "placing" of our own and our listeners'…

  7. Towards a Pedagogy of Imagination: A Phenomenological Case Study of Holistic Education

    ERIC Educational Resources Information Center

    Nielsen, Thomas William

    2006-01-01

    This article offers a synthesis of my recently completed doctorate study of Rudolf Steiner's notion of imaginative teaching. Seven original imaginative teaching methods (drama, exploration, storytelling, routine, arts, discussion and empathy) are introduced via phenomenological moments, followed by analysis and discussion. The article concludes…

  8. Three-Dimensional Printing: A Journey in Visualization

    ERIC Educational Resources Information Center

    Poetzel, Adam; Muskin, Joseph; Munroe, Anne; Russell, Craig

    2012-01-01

    Imagine high school students glued to computer screens--not playing video games but applying their mathematical knowledge of functions to the design of three-dimensional sculptures. Imagine these students engaging in rich discourse as they transform functions of their choosing to design unique creations. Now, imagine these students using…

  9. Imagining Garage Start-Ups: Interactive Effects of Imaginative Capacities on Entrepreneurial Intention

    ERIC Educational Resources Information Center

    Chang, Chi-Cheng; Yao, Shu-Nung; Chen, Shi-An; King, Jung-Tai; Liang, Chaoyun

    2016-01-01

    This article describes a structural examination of the interaction among different imaginative capacities and the entrepreneurial intention of electrical and computer engineering students. Two studies were combined to confirm the factor structure of survey items and test the hypothesised interaction model. The results indicated that imaginative…

  10. Imagination Unlimited: A Guide for Creative Problem Solving, Upper Elementary Summer School.

    ERIC Educational Resources Information Center

    Cleveland Public Schools, OH. Div. of Major Work Classes.

    The guide gives procedures for helping gifted upper elementary school students in Major Work classes utilize their imagination. Appropriate literary quotes introduce a discussion on creativity, which involves the imaginative recombination of known ideas into something new. Considered are obstacles that work against creativity such as mental…

  11. Analysing Children's Drawings: Applied Imagination

    ERIC Educational Resources Information Center

    Bland, Derek

    2012-01-01

    This article centres on a research project in which freehand drawings provided a richly creative and colourful data source of children's imagined, ideal learning environments. Issues concerning the analysis of the visual data are discussed, in particular, how imaginative content was analysed and how the analytical process was dependent on an…

  12. Imagine the Universe!. Version 2

    NASA Technical Reports Server (NTRS)

    Whitlock, Laura A.; Bene, Meredith; Cliffe, J. Allie; Lochner, James C.

    1998-01-01

    Imagine the Universe! gives students, teachers, and the general public a window on how high-energy astrophysics is used to probe the structure and evolution of the Universe. This is the universe as revealed by X-rays, gamma-rays and cosmic rays. Information about this exciting branch of astronomy is available in Imagine the Universe! at a variety of reading levels, and is illustrated with on-line graphics, animations, and movies. Information is presented on topics ranging from the Sun to black holes to X-ray and gamma-ray satellites. Imagine! also features a Teacher's Corner with study guides, lesson plans, and information on other education resources. Further descriptions of features of the Imagine! site and the other sites included on the CD-ROM may be found in sections V and VI of the booklet file.

  13. Imagining physically impossible self-rotations: geometry is more important than gravity.

    PubMed

    Creem, S H; Wraga, M; Proffitt, D R

    2001-08-01

    Previous studies found that it is easier for observers to spatially update displays during imagined self-rotation versus array rotation. The present study examined whether either the physics of gravity or the geometric relationship between the viewer and array guided this self-rotation advantage. Experiments 1-3 preserved a real or imagined orthogonal relationship between the viewer and the array, requiring a rotation in the observer's transverse plane. Despite imagined self-rotations that defied gravity, a viewer advantage remained. Without this orthogonal relationship (Experiment 4), the viewer advantage was lost. We suggest that efficient transformation of the egocentric reference frame relies on the representation of body-environment relations that allow rotation around the observer's principal axis. This efficiency persists across different and conflicting physical and imagined postures.

  14. Imagining physically impossible self-rotations: geometry is more important than gravity

    NASA Technical Reports Server (NTRS)

    Creem, S. H.; Wraga, M.; Proffitt, D. R.; Kaiser, M. K. (Principal Investigator)

    2001-01-01

    Previous studies found that it is easier for observers to spatially update displays during imagined self-rotation versus array rotation. The present study examined whether either the physics of gravity or the geometric relationship between the viewer and array guided this self-rotation advantage. Experiments 1-3 preserved a real or imagined orthogonal relationship between the viewer and the array, requiring a rotation in the observer's transverse plane. Despite imagined self-rotations that defied gravity, a viewer advantage remained. Without this orthogonal relationship (Experiment 4), the viewer advantage was lost. We suggest that efficient transformation of the egocentric reference frame relies on the representation of body-environment relations that allow rotation around the observer's principal axis. This efficiency persists across different and conflicting physical and imagined postures.

  15. Moral imagination: Facilitating prosocial decision-making through scene imagery and theory of mind.

    PubMed

    Gaesser, Brendan; Keeler, Kerri; Young, Liane

    2018-02-01

    How we imagine and subjectively experience the future can inform how we make decisions in the present. Here, we examined a prosocial effect of imagining future episodes in motivating moral decisions about helping others in need, as well as the underlying cognitive mechanisms. Across three experiments we found that people are more willing to help others in specific situations after imagining helping them in those situations. Manipulating the spatial representation of imagined future episodes in particular was effective at increasing intentions to help others, suggesting that scene imagery plays an important role in the prosocial effect of episodic simulation. Path modeling analyses revealed that episodic simulation interacts with theory of mind in facilitating prosocial responses but can also operate independently. Moreover, we found that our manipulations of the imagined helping episode increased actual prosocial behavior, which also correlated with changes in reported willingness to help. Based on these findings, we propose a new model that begins to capture the multifaceted mechanisms by which episodic simulation contributes to prosocial decision-making, highlighting boundaries and promising future directions to explore. Implications for research in moral cognition, imagination, and patients with impairments in episodic simulation are discussed. Copyright © 2017 Elsevier B.V. All rights reserved.

  16. Effectiveness of adaptive pretend play on affective expression and imagination of children with cerebral palsy.

    PubMed

    Hsieh, Hsieh-Chun

    2012-01-01

    Children with cerebral palsy (CP) have difficulty participating in role-pretending activities. The concept of adaptive play makes play accessible by modifying play materials for different needs or treatment goals for children with CP. This study examines the affective expressions and imagination in children with CP as a function of ordinary versus adaptive pretend play. The Affect in Play Scale-Brief Rating measured the affective expression and imagination for 29 children with CP and 29 typically developing children (mean age=7.34 years). Two groups of children were observed while playing with a standard set of ordinary toys for ten times and with a standard procedure of adaptive pretend play for ten times. The results show significantly different affective expressions and imagination between the two groups. Typically developing children displayed much more affective expression and imagination. However, a more positive influence of affective expression and imagination occurred in children with CP than in typically developing children. In repeated measures analysis, the frequency of positive affective expression and imagination of children with CP was higher when pretending with adaptive toys. Adaptive pretend play can promote more role-pretending behaviors and a sense of environmental control during the manipulating process for children with CP. Copyright © 2012 Elsevier Ltd. All rights reserved.

  17. Leg deformation during imaginal ecdysis in the downy emerald, Cordulia aenea (Odonata, Corduliidae).

    PubMed

    Frantsevich, Leonid; Frantsevich, Ludmilla

    2018-04-01

    A dragonfly larva migrates from the water to the shore, perches on a plant stem and grasps it with strongly flexed legs. Adult legs inside the larval exoskeleton fit to the larval legs joint-to-joint. The adult emerges with stretched legs. During the molt, an imaginal leg must follow all the angles in exuvial joints. In turn, larval apodemes are withdrawn from imaginal legs. We visualized transient shapes of the imaginal legs by the instant fixation of insects at different moments of the molt, photographed isolated exuvial legs with the imaginal legs inside and then removed the exuvial sheath. Instant shapes of the imaginal tibia show sharp intrapodomere bends copying the angle in the larval femoro-tibial joint. The site of bending shifts distad during the molt. This is possible if the imaginal leg is pliable. The same problem of leg squeezing is also common in hemimetabolous insects as well as in other arthropods, whereas holometabolous insects overcome problems of a tight confinement either by using leg pliability in other ways but not squeezing (cyclorrhaphan flies, mosquitoes) or by pulling hardened legs out without change of their pupal zigzag configuration (moths, ants, honey bees). The pupal legs are not intended to grasp any external substrate. Copyright © 2018 Elsevier GmbH. All rights reserved.

  18. Brain mechanisms of perceiving tools and imagining tool use acts: a functional MRI study.

    PubMed

    Wadsworth, Heather M; Kana, Rajesh K

    2011-06-01

    The ability to conceptualize and manipulate tools in a complex manner is a distinguishing characteristic of humans, and forms a promising milestone in human evolution. While using tools is a motor act, proposals for executing such acts may be evoked by the mere perception of a tool. Imagining an action using a tool may invoke mental readjustment of body posture, planning motor movements, and matching such plans with the model action. This fMRI study examined the brain response in 32 healthy adults when they either viewed a tool or imagined using it. While both viewing and imagining tasks recruited similar regions, imagined tool use showed greater activation in motor areas, and in areas around the bilateral temporoparietal junction. Viewing tools, on the other hand, produced robust activation in the inferior frontal, occipital, parietal, and ventral temporal areas. Analysis of gender differences indicated males recruiting medial prefrontal and anterior cingulate cortices and females, left supramarginal gyrus and left anterior insula. While tool viewing seems to generate prehensions about using them, the imagined action using a tool mirrored brain responses underlying functional use of it. The findings of this study may suggest that perception and imagination of tools may form precursors to overt actions. Published by Elsevier Ltd.

  19. Historical imagination, narrative learning and nursing practice: graduate nursing students' reader-responses to a nurse's storytelling from the past.

    PubMed

    Wood, Pamela J

    2014-09-01

    Storytelling and narrative are widely used in nurse education and the value of narrative-based curricula, such as those governed by narrative pedagogy, is well recognised. Storytelling stimulates students' imagination, a central feature of narrative learning. One form of story and imagination yet to be fully considered by educators is the historical story and historical imagination. The use of historical storytelling creates a temporal dissonance between the story and reader that stimulates readers' imagination and response, and enables them to gain rich insights which can be applied to the present. Reader-response theory can support educators when using narrative and storytelling. This article presents an analysis of graduate nursing students' reader-responses to a nurse's story from the past. This narrative learning group used their historical imagination in responding to the story and prompted and challenged each other in their interpretation and in translating their responses to their current nursing practice. The article discusses this analysis within the context of reader-response theory and its potential application to narrative-based learning in nurse education. Historical stories stimulate historical imagination and offer a different frame of reference for students' development of textual competence and for applying insights to the present. Copyright © 2014 Elsevier Ltd. All rights reserved.

  20. Behaving as or behaving as if? Children's conceptions of personified robots and the emergence of a new ontological category.

    PubMed

    Severson, Rachel L; Carlson, Stephanie M

    2010-01-01

    Imagining another's perspective is an achievement in social cognition and underlies empathic concern and moral regard. Imagination is also within the realm of fantasy, and may take the form of imaginary play in children and imaginative production in adults. Yet, an interesting and provocative question emerges in the case of personified robots: How do people conceive of life-like robots? Do people imagine about robots' experiences? If so, do these imaginings reflect their actual or pretend beliefs about robots? The answers to these questions bear on the possibility that personified robots represent the emergence of a new ontological category. We draw on simulation theory as a framework for imagining others' internal states as well as a means for imaginative play. We then turn to the literature on people's and, in particular, children's conceptions of personified technologies and raise the question of the veracity of children's beliefs about personified robots (i.e., are they behaving as or behaving as if?). Finally, we consider the suggestion that such personified technologies represent the emergence of a new ontological category and offer some suggestions for future research in this important emerging area of social cognition. Copyright © 2010. Published by Elsevier Ltd.

  1. Mental contamination: the effects of imagined physical dirt and immoral behaviour.

    PubMed

    Elliott, Corinna M; Radomsky, Adam S

    2012-06-01

    There is a growing body of empirical support for Rachman's (1994, 2004, 2006) conceptualization of mental contamination. The aim of this study was to tease apart manipulations of imagined physical descriptions (i.e., clean versus dirty), in the context of both morally sound and reprehensible acts (i.e., consensual versus non-consensual kiss) to expand our understanding of the experimental variables which may evoke mental contamination and address limitations of previous research. Female undergraduate student participants (n = 140) were randomly assigned to listen to one of four audio recordings and imagine receiving either a consensual or non-consensual kiss from a man described as either physically clean or physically dirty. Results indicated that participants who imagined a non-consensual kiss from a physically dirty man reported the greatest feelings of mental contamination; whereas, participants who imagined a consensual kiss from a physically clean man reported the lowest feelings of mental contamination. However, there were few significant differences in mental contamination feelings between those who imagined a consensual kiss from a physically dirty man and those who imagined a non-consensual kiss from a physically clean man. Results are discussed in terms of cognitive-behavioural conceptualizations of and treatments for contamination fears. Copyright © 2012 Elsevier Ltd. All rights reserved.

  2. 'Not to escape the world but to join it': responding to climate change with imagination not fantasy.

    PubMed

    Davison, Andrew

    2017-06-13

    The work of climate scientists, demonstrating human-driven climate change, has not provoked the widespread and far-reaching changes to human behaviour necessary to avert potentially catastrophic environmental trajectories. This work has not yet sufficiently been able to engage the individual and collective imagination. Drawing on Samuel Taylor Coleridge (1772-1834) and Iris Murdoch (1919-1999), we can distinguish two modes under which the human imagination can operate: in Murdoch's terms, these are 'imagination' and 'fantasy'. To relate imaginatively is to be willing to allow one's internal image of the world to be changed by what one encounters, while an outlook characterized by fantasy relates to the world as one would wish it were, rather than how it actually is. Fantasy, therefore, operates not only among those who deny climate change, but also among those who entertain the promise of a technological solution too optimistically. An imaginative outlook, by contrast, evaluates actions and patterns of behaviour in terms of their relation to a wider whole. This is necessary for providing the degree of agency required to step out of a cycle of ever accelerating production, which is explored in terms of an analogy to a discussion of revenge and forgiveness from Hannah Arendt (1906-1975). Ultimately, the need to engage the imagination is an opportunity as well as a challenge. To live imaginatively is fulfilling, and that is precisely what the challenges of climate change require.This article is part of the themed issue 'Material demand reduction'. © 2017 The Author(s).

  3. `Not to escape the world but to join it': responding to climate change with imagination not fantasy

    NASA Astrophysics Data System (ADS)

    Davison, Andrew

    2017-05-01

    The work of climate scientists, demonstrating human-driven climate change, has not provoked the widespread and far-reaching changes to human behaviour necessary to avert potentially catastrophic environmental trajectories. This work has not yet sufficiently been able to engage the individual and collective imagination. Drawing on Samuel Taylor Coleridge (1772-1834) and Iris Murdoch (1919-1999), we can distinguish two modes under which the human imagination can operate: in Murdoch's terms, these are `imagination' and `fantasy'. To relate imaginatively is to be willing to allow one's internal image of the world to be changed by what one encounters, while an outlook characterized by fantasy relates to the world as one would wish it were, rather than how it actually is. Fantasy, therefore, operates not only among those who deny climate change, but also among those who entertain the promise of a technological solution too optimistically. An imaginative outlook, by contrast, evaluates actions and patterns of behaviour in terms of their relation to a wider whole. This is necessary for providing the degree of agency required to step out of a cycle of ever accelerating production, which is explored in terms of an analogy to a discussion of revenge and forgiveness from Hannah Arendt (1906-1975). Ultimately, the need to engage the imagination is an opportunity as well as a challenge. To live imaginatively is fulfilling, and that is precisely what the challenges of climate change require. This article is part of the themed issue 'Material demand reduction'.

  4. Sex-specific effects of posture on the attribution of handedness to an imagined agent.

    PubMed

    Marzoli, Daniele; Lucafò, Chiara; Rescigno, Carmine; Mussini, Elena; Padulo, Caterina; Prete, Giulia; D'Anselmo, Anita; Malatesta, Gianluca; Tommasi, Luca

    2017-04-01

    In a series of previous studies, we found that when participants were required to imagine another person performing a manual action, they imagined a significantly higher proportion of actions performed with their dominant rather than non-dominant hand, which indicates that shared motor representations between the self and the other are involved also during the imagination of others' actions. Interestingly, the activation of lateralized body-specific motor representations (as indexed by the congruence between the participant's handedness and the imagined person's handedness) appeared to be affected by the visual perspective adopted and participants' handedness. Given that past literature indicates that incongruent or unnatural postures interfere with motor imagery, we tested 480 right-handed participants to investigate whether subjects holding their right hand behind their back would have imagined right-handed actions less frequently than those holding their left hand behind their back. Moreover, we examined the effects of participant's sex, action category (simple or complex) and hand shape (open or fist). Contrary to our prediction, female participants holding their right hand behind their back imagined right-handed actions more frequently than those holding their left hand behind their back, whereas no significant effect was observed in male participants. We propose that the muscle contraction needed to keep a hand behind the back could activate the motor representations of that hand so as to increase the likelihood of imagining an action performed with the corresponding hand. Moreover, the sex difference observed is consistent with the greater use of embodied strategies by females than by males.

  5. Imaginative Interaction with Internet Games. For Children and Teachers

    ERIC Educational Resources Information Center

    Hannaford, Jeanette

    2012-01-01

    This article explores children's imaginative interaction with Internet games in the belief that an understanding of children's life experiences is essential to effective teaching and learning within the classroom. It is underpinned by the idea that imaginative play is, at least in some part, the work of children undertaking identity practice. It…

  6. Stories Lost and Found: Mobilizing Imagination in Literacy Research and Practice

    ERIC Educational Resources Information Center

    Enciso, Patricia E.

    2017-01-01

    As literacy scholars, we continually engage with the ongoing politics of imagination in everyday life across silenced histories and uncertain futures. In this article, I draw on sociocultural theories and philosophies of imagination as well as narrative and global discourse theories to argue that literacy research, in the context of social…

  7. The Role of Radical Imagination in Social Work Education, Practice, and Research

    ERIC Educational Resources Information Center

    Barnetz, Zion

    2015-01-01

    This article addresses the role of imagination in social work education, practice, and research. Following a brief discussion of terms, the author attempts to identify the various contributions of human imagination to social change processes. The second part presents the argument that the cultural structure known as Social Darwinism significantly…

  8. Children's Imagination and Fantasy: Implications for Development, Education, and Classroom Activities

    ERIC Educational Resources Information Center

    Smith, Maureen; Mathur, Ravisha

    2009-01-01

    The authors review the research on children's imagination and fantasy as they relate to children's socio-emotional and cognitive development and link those findings to children's academic and classroom competence. Specifically, children who are imaginative and/or fantasy prone tend to have better coping skills and the ability to regulate their…

  9. Fulfilling the Dream of Home Ownership

    ERIC Educational Resources Information Center

    Braswell, Gail; Sufficool, Mary Jane

    2009-01-01

    Imagine a neighborhood where residents share ownership of all the common areas but privately own their residence. Imagine these residents are a diverse group of individuals of various income levels, abilities, ages, and ethnic backgrounds. Imagine that this unique group of people has planned activities and look out for each other like an extended…

  10. From "The Twilight Zone" to "Avatar": Science Fiction Engages the Intellect, Touches the Emotions, and Fuels the Imagination of Gifted Learners

    ERIC Educational Resources Information Center

    Stutler, Susan Lee

    2011-01-01

    Dabrowski's Theory of Overexcitabilities suggests that gifted and creative children experience the world via heightened levels of psychomotor, sensual, intellectual, emotional, and imaginational intensity. According to Dabrowski and Piechowski (1977), "intellectual, emotional, and imaginational linkages are the basis for highly creative…

  11. Interpreting Tools by Imagining Their Uses

    ERIC Educational Resources Information Center

    Kwan, Alistair

    2017-01-01

    By prompting imagined or actual bodily experience, we can guide interpretation of tools to emphasize the action that those tools perform. The technique requires little more than an extension from looking at an object, to imagining how the body engages with it, perhaps even trying out those specialist postures, to nourish an interpretation centered…

  12. Moving off the Page: Tapping into Young Children's Imagination

    ERIC Educational Resources Information Center

    Miranda, Martina

    2015-01-01

    This article explores the interplay between young children's spontaneous engagement in learning through their imagination, and the mind-set of the teacher when approaching planning for instruction. Perhaps by connecting with our own imaginative thinking, we can gain insights about our young learners, and find additional strategies to promote…

  13. Secrets and the Sociological Imagination: Using PostSecret.com to Illustrate Sociological Concepts

    ERIC Educational Resources Information Center

    Noy, Shiri

    2014-01-01

    Introductory sociology classes afford instructors an opportunity to expose students, often from a variety of backgrounds and majors, to the sociological imagination. In this article, I describe how the use of secrets from a popular website, PostSecret.com, can help teach students about the sociological imagination and incorporate biographical…

  14. Dissociative Experiences, Creative Imagination, and Artistic Production in Students of Fine Arts

    ERIC Educational Resources Information Center

    Perez-Fabello, Maria Jose; Campos, Alfredo

    2011-01-01

    The current research was designed to assess the influence of dissociative experiences and creative imagination on the artistic production of Fine Arts students of the University of Vigo (Spain). The sample consisted of 81 students who were administered the Creative Imagination Scale and The Dissociative Experiences Scale. To measure artistic…

  15. Dewey's Notion of Imagination in Philosophy for Children

    ERIC Educational Resources Information Center

    Bleazby, Jennifer B.

    2012-01-01

    The imagination has traditionally been associated with unreality and is commonly thought to be the antithesis of reason. This is a notion of imagination that can be found in Plato's writing and has influenced modern Western epistemology and educational ideals. As such, traditional schooling, which has focused on the cultivation of reason and the…

  16. Can Movement Promote Creativity?

    ERIC Educational Resources Information Center

    Pica, Rae

    2009-01-01

    Creativity can be an elusive concept. It may be misunderstood and difficult to define, but it is clearly necessary, particularly in a world so rapidly changing. Creative people are those who can imagine. This means they can imagine solutions to problems and challenges faced. They can also imagine what it is like to be someone or something…

  17. Troublesome Sentiments: The Origins of Dewey's Antipathy to Children's Imaginative Activities

    ERIC Educational Resources Information Center

    Waddington, David I.

    2010-01-01

    One of the interesting aspects of Dewey's early educational thought is his apparent hostility toward children's imaginative pursuits, yet the question of why this antipathy exists remains unanswered. As will become clear, Dewey's hostility towards imaginative activities stemmed from a broad variety of concerns. In some of his earliest work, Dewey…

  18. Engaging Students' Imaginations in Second Language Learning

    ERIC Educational Resources Information Center

    Judson, Gillian; Egan, Kieran

    2013-01-01

    Imagination is rarely acknowledged as one of the main workhorses of learning. Unfortunately, disregarding the imagination has some clearly negative pedagogical impacts: Learning is more ineffective than it should be and much schooling is more tedious than it need be. In this paper, we outline a somewhat new way of thinking about the process of…

  19. Moral Perception through Aesthetics Engaging Imaginations in Educational Ethics

    ERIC Educational Resources Information Center

    Abowitz, Kathleen Knight

    2007-01-01

    Moral "seeing"--the ability to take in the particulars of a moral encounter, and to interpret and imagine its implications--is analogous to aesthetic perception. This article defends and explores the use of aesthetic experiences in educational ethics classrooms as a way to enhance students' abilities to perceive and imagine moral situations and…

  20. Teaching Mills in Tokyo: Developing a Sociological Imagination through Storytelling

    ERIC Educational Resources Information Center

    Storrs, Debbie

    2009-01-01

    Here I emphasize the applicability of the sociological imagination to an international audience by sharing my journey of teaching sociology in Japan. I found my own sociological imagination helpful in critically evaluating the literature on Japanese higher education and the construction of the Japanese student as a form of Orientalism. As I…

  1. Imagine Creating Rubrics that Develop Creativity

    ERIC Educational Resources Information Center

    Young, Linda Payne

    2009-01-01

    English teachers are by nature rather imaginative, a trait that is not taught in a methods class or listed as a disposition in standards for teacher preparation. Whether as part of a learning activity or a "what if" question posed in a literature discussion, imagination and creativity are integral parts of classrooms and their inclusion is as…

  2. The Effects of Creative Personality and Psychological Influences on Imagination

    ERIC Educational Resources Information Center

    Hsu, Yuling; Chang, Chi-Cheng; Liang, Chaoyun

    2015-01-01

    Film production involves numerous imaginative tasks. These tasks are closely associated to seeing the film-that-is-to-come through what is currently completed and what can be creatively added. The present study was aimed at examining the effects of both creative personality and psychological variables on the imagination of film majors. The…

  3. Macro or Micro: Teaching Fifth-Grade Economics Using Handheld Computers

    ERIC Educational Resources Information Center

    van't Hooft, Mark; Kelly, Jan

    2004-01-01

    Imagine a classroom where students beam their assignments to the teacher instead of handing them in. Imagine a classroom where technology is ubiquitous yet nearly invisible. Imagine a classroom where all students simultaneously work together using technology. This is the reality for students in the fifth grade classroom of Jan Kelly, an elementary…

  4. Exploring "Magic Cottage": A Virtual Reality Environment for Stimulating Children's Imaginative Writing

    ERIC Educational Resources Information Center

    Patera, Marianne; Draper, Steve; Naef, Martin

    2008-01-01

    This paper presents an exploratory study that created a virtual reality environment (VRE) to stimulate motivation and creativity in imaginative writing at primary school level. The main aim of the study was to investigate if an interactive, semi-immersive virtual reality world could increase motivation and stimulate pupils' imagination in the…

  5. When Norms Are Violated: Imagined Interactions as Processing and Coping Mechanisms.

    ERIC Educational Resources Information Center

    Berkos, Kristen M.; Allen, Terre H.; Kearney, Patricia; Plax, Timothy G.

    2001-01-01

    Explores undergraduate student receivers' symbolic cognitive processes in response to particular types of norm violations. Finds that imagined interactions were used in respect to all three types of violations profiled and that participants were significantly more likely to engage in imagined interactions than to interact with or confront norm…

  6. Using the Sociological Imagination to Teach about Academic Integrity

    ERIC Educational Resources Information Center

    Nell Trautner, Mary; Borland, Elizabeth

    2013-01-01

    The sociological imagination is a useful tool for teaching about plagiarism and academic integrity, and, in turn, academic integrity is a good case to help students learn about the sociological imagination. ?We present an exercise in which the class discusses reasons for and consequences of dishonest academic behavior and then examines a series of…

  7. Comparing Personal Characteristic Factors of Imagination between Expert and Novice Designers within Different Product Design Stages

    ERIC Educational Resources Information Center

    Huang, Yinghsiu; Li, Jianyou

    2015-01-01

    Imagination plays a key role in various domains in helping to create innovative ideas, drawings, poems, movies, products, etc. In product design domain, the personal characteristics of imagination are crucial abilities for conceiving novel ideas during design processes. This study focuses on personal characteristic differences and similarities…

  8. Visual Imagery for Letters and Words. Final Report.

    ERIC Educational Resources Information Center

    Weber, Robert J.

    In a series of six experiments, undergraduate college students visually imagined letters or words and then classified as rapidly as possible the imagined letters for some physical property such as vertical height. This procedure allowed for a preliminary assessment of the temporal parameters of visual imagination. The results delineate a number of…

  9. Imagination: Teachers' Perceptions of What It Is!

    ERIC Educational Resources Information Center

    Holman, E. Riley; Kumar, V. K.

    If education is concerned with imagination, it is important to know how educators perceive the term. For this purpose, an attempt was made to categorize ways in which teachers conceptualize imagination. Responses were obtained in a survey from 120 teachers who were registered in a graduate course on creative thinking. Participants ranged in age…

  10. Nurturing Child Imagination in the Contemporary World: Perspectives from Different Nations

    ERIC Educational Resources Information Center

    Maksic, Slavica; Pavlovic, Zoran

    2013-01-01

    Imagination and creativity in today's world are becoming increasingly relevant in the light of the fact that main human work products are innovations, knowledge, ideas, and creative solutions. Nurturing child imagination is the most promising way of building up a creative personality and contributing to individual creative production in the…

  11. Episodic and semantic components of autobiographical memories and imagined future events in post-traumatic stress disorder.

    PubMed

    Brown, Adam D; Addis, Donna Rose; Romano, Tracy A; Marmar, Charles R; Bryant, Richard A; Hirst, William; Schacter, Daniel L

    2014-01-01

    Individuals with post-traumatic stress disorder (PTSD) tend to retrieve autobiographical memories with less episodic specificity, referred to as overgeneralised autobiographical memory. In line with evidence that autobiographical memory overlaps with one's capacity to imagine the future, recent work has also shown that individuals with PTSD also imagine themselves in the future with less episodic specificity. To date most studies quantify episodic specificity by the presence of a distinct event. However, this method does not distinguish between the numbers of internal (episodic) and external (semantic) details, which can provide additional insights into remembering the past and imagining the future. This study employed the Autobiographical Interview (AI) coding scheme to the autobiographical memory and imagined future event narratives generated by combat veterans with and without PTSD. Responses were coded for the number of internal and external details. Compared to combat veterans without PTSD, those with PTSD generated more external than internal details when recalling past or imagining future events, and fewer internal details were associated with greater symptom severity. The potential mechanisms underlying these bidirectional deficits and clinical implications are discussed.

  12. Essaying the mechanical hypothesis: Descartes, La Forge, and Malebranche on the formation of birthmarks.

    PubMed

    Wilkin, Rebecca M

    2008-01-01

    This essay examines the determination by Cartesians to explain the maternal imagination's alleged role in the formation of birthmarks and the changing notion of monstrosity. Cartesians saw the formation of birthmarks as a challenge through which to demonstrate the heuristic capacity of mechanism. Descartes claimed to be able to explain the transmission of a perception from the mother's imagination to the fetus' skin without having recourse to the little pictures postulated by his contemporaries. La Forge offered a detailed account stating that the failure to explain the maternal imagination's impressions would cast doubt on mechanism. Whereas both characterized the birthmark as a deformation or monstrosity in miniature, Malebranche attributed a role to the maternal imagination in fashioning family likenesses. However, he also charged the mother's imagination with the transmission of original sin.

  13. Induction of Long-term Depression-like Plasticity by Pairings of Motor Imagination and Peripheral Electrical Stimulation

    PubMed Central

    Jochumsen, Mads; Signal, Nada; Nedergaard, Rasmus W.; Taylor, Denise; Haavik, Heidi; Niazi, Imran K.

    2015-01-01

    Long-term depression (LTD) and long-term potentiation (LTP)-like plasticity are models of synaptic plasticity which have been associated with memory and learning. The induction of LTD and LTP-like plasticity, using different stimulation protocols, has been proposed as a means of addressing abnormalities in cortical excitability associated with conditions such as focal hand dystonia and stroke. The aim of this study was to investigate whether the excitability of the cortical projections to the tibialis anterior (TA) muscle could be decreased when dorsiflexion of the ankle joint was imagined and paired with peripheral electrical stimulation (ES) of the nerve supplying the antagonist soleus muscle. The effect of stimulus timing was evaluated by comparing paired stimulation timed to reach the cortex before, at and after the onset of imagined movement. Fourteen healthy subjects participated in six experimental sessions held on non-consecutive days. The timing of stimulation delivery was determined offline based on the contingent negative variation (CNV) of electroencephalography brain data obtained during imagined dorsiflexion. Afferent stimulation was provided via a single pulse ES to the peripheral nerve paired, based on the CNV, with motor imagination of ankle dorsiflexion. A significant decrease (P = 0.001) in the excitability of the cortical projection of TA was observed when the afferent volley from the ES of the tibial nerve (TN) reached the cortex at the onset of motor imagination based on the CNV. When TN stimulation was delivered before (P = 0.62), or after (P = 0.23) imagined movement onset there was no significant effect. Nor was a significant effect found when ES of the TN was applied independent of imagined movement (P = 0.45). Therefore, the excitability of the cortical projection to a muscle can be inhibited when ES of the nerve supplying the antagonist muscle is precisely paired with the onset of imagined movement. PMID:26648859

  14. Induction of Long-term Depression-like Plasticity by Pairings of Motor Imagination and Peripheral Electrical Stimulation.

    PubMed

    Jochumsen, Mads; Signal, Nada; Nedergaard, Rasmus W; Taylor, Denise; Haavik, Heidi; Niazi, Imran K

    2015-01-01

    Long-term depression (LTD) and long-term potentiation (LTP)-like plasticity are models of synaptic plasticity which have been associated with memory and learning. The induction of LTD and LTP-like plasticity, using different stimulation protocols, has been proposed as a means of addressing abnormalities in cortical excitability associated with conditions such as focal hand dystonia and stroke. The aim of this study was to investigate whether the excitability of the cortical projections to the tibialis anterior (TA) muscle could be decreased when dorsiflexion of the ankle joint was imagined and paired with peripheral electrical stimulation (ES) of the nerve supplying the antagonist soleus muscle. The effect of stimulus timing was evaluated by comparing paired stimulation timed to reach the cortex before, at and after the onset of imagined movement. Fourteen healthy subjects participated in six experimental sessions held on non-consecutive days. The timing of stimulation delivery was determined offline based on the contingent negative variation (CNV) of electroencephalography brain data obtained during imagined dorsiflexion. Afferent stimulation was provided via a single pulse ES to the peripheral nerve paired, based on the CNV, with motor imagination of ankle dorsiflexion. A significant decrease (P = 0.001) in the excitability of the cortical projection of TA was observed when the afferent volley from the ES of the tibial nerve (TN) reached the cortex at the onset of motor imagination based on the CNV. When TN stimulation was delivered before (P = 0.62), or after (P = 0.23) imagined movement onset there was no significant effect. Nor was a significant effect found when ES of the TN was applied independent of imagined movement (P = 0.45). Therefore, the excitability of the cortical projection to a muscle can be inhibited when ES of the nerve supplying the antagonist muscle is precisely paired with the onset of imagined movement.

  15. Self, memory, and imagining the future in a case of psychogenic amnesia.

    PubMed

    Rathbone, Clare J; Ellis, Judi A; Baker, Ian; Butler, Chris R

    2015-01-01

    We report a case of psychogenic amnesia and examine the relationships between autobiographical memory impairment, the self, and ability to imagine the future. Case study JH, a 60-year-old male, experienced a 6-year period of pervasive psychogenic amnesia covering all life events from childhood to the age of 53. JH was tested during his amnesic period and again following hypnotherapy and the recovery of his memories. JH's amnesia corresponded with deficits in self-knowledge and imagining the future. Results are discussed with reference to models of self and memory and processes involving remembering and imagining.

  16. Vygotsky on Imagination: Why an Understanding of the Imagination Is an Important Issue for Schoolteachers

    ERIC Educational Resources Information Center

    Gajdamaschko, Natalia

    2005-01-01

    Lev Vygotsky was an educational theorist and psychologist of extraordinarily wide knowledge whose major writings deal with the entire learning-teaching-development enterprise. Despite wide-ranging interests towards Vygotskian theory, the issue of imagination remains outside of the main line of the general inquiries. Thus there is a gap in that…

  17. Differential Effects of Personality Traits and Environmental Predictors on Reproductive and Creative Imagination

    ERIC Educational Resources Information Center

    Liang, Chaoyun; Chang, Chi-Cheng; Hsu, Yuling

    2014-01-01

    The purpose of this study was twofold: (1) to analyze the effects of both personality and environmental variables on the imagination of video/film major university students; and (2) to test the mediator effect resulting from the variable of social climate. The results of this study supported both indicators of imaginative capabilities and…

  18. Writings of Healing and Resistance: Empathy and the Imagination-Intellect. Culture Critique. Volume 7

    ERIC Educational Resources Information Center

    Weems, Mary E., Ed.

    2013-01-01

    "Writings of Healing and Resistance: Empathy and the Imagination-Intellect" is a multi-authored, interdisciplinary journey. It continues the work started in Public Education and the Imagination-Intellect (Peter Lang, 2003) by extending the importance of empathy in developing an action-based social consciousness. Mary E. Weems doesn't argue for a…

  19. Constructive Episodic Simulation: Dissociable Effects of a Specificity Induction on Remembering, Imagining, and Describing in Young and Older Adults

    ERIC Educational Resources Information Center

    Madore, Kevin P.; Gaesser, Brendan; Schacter, Daniel L.

    2014-01-01

    According to the constructive episodic simulation hypothesis (Schacter & Addis, 2007), both remembered past and imagined future events rely heavily on episodic memory. An alternative hypothesis is that observed similarities between remembering and imagining reflect the influence of broader factors such as descriptive ability, narrative style,…

  20. Imaginary Companions in Childhood: Relations to Imagination Skills and Autobiographical Memory in Adults

    ERIC Educational Resources Information Center

    Firth, Lucy; Alderson-Day, Ben; Woods, Natalie; Fernyhough, Charles

    2015-01-01

    The presence of a childhood imaginary companion (IC) has been proposed to reflect heightened imaginative abilities. This study hypothesized that adults who reported having a childhood IC would score higher on a task requiring the imaginative construction of visual scenes. Additionally, it was proposed that individuals who produced more vivid and…

  1. Take a Walk on the Wild Side

    ERIC Educational Resources Information Center

    Robbins, Eric M.

    2010-01-01

    Imagine a magical treehouse hidden in the woods, with secret doors and rope swings--the stuff of one's wildest dreams! Imagine children rolling their wheelchairs all the way around a lake and arriving at this wondrous place. At Camp Twin Lakes (CTL), a not-for-profit organization in Georgia, one doesn't have to imagine--it's the real thing. Each…

  2. Educating Desire and Imagination in a "Faith in the World" Seminar

    ERIC Educational Resources Information Center

    Phelps, Matt; Waalkes, Scott

    2012-01-01

    Recent conversations about Christian teaching and learning have discussed educating students' imaginations and desires. But how might one begin to educate desire and imagination? To answer, we narrate the experience of teaching a course, Living Well in a Car Culture, within a general education seminar required of all fourth-year students at a…

  3. What More Needs Saying about Imagination?

    ERIC Educational Resources Information Center

    Spencer, Margaret Meek

    2003-01-01

    Contends that for children learning to read, imagination is not something separate or extra that their teachers add to their learning. Notes that how hard children work to make sense of the world is evinced in their play and in research analyses of it. Explains that young imaginations often move into a mental space they recognize from what they…

  4. Cultivating the Ethical Imagination in Education: Perspectives from Three Public Intellectuals

    ERIC Educational Resources Information Center

    Spector, Hannah

    2017-01-01

    Because the subject of imagination is both complex and can be conceived of in different ways, the focus of the first part of this article is to engage in a descriptive analysis of this faculty. With the help of Greene's intellectual predecessor and former teacher Hannah Arendt, Hannah Spector draws distinctions between imagination and other…

  5. Sisyphus Had It Easy: Reflections of Two Decades of Teaching the Sociological Imagination

    ERIC Educational Resources Information Center

    Dandaneau, Steven P.

    2009-01-01

    "The Sociological Imagination" is among the most recognized books in the history of American Sociology. Yet, the sociological imagination as such, a radical form of self-consciousness, is not commonly well understood nor easily acquired. This essay examines the challenges thus faced by instructors who seek to accurately impart what Mills…

  6. The Beat Goes on: Rhythmic Modulation of Cortical Potentials by Imagined Tapping

    ERIC Educational Resources Information Center

    Osman, Allen; Albert, Robert; Ridderinkhof, K. Richard; Band, Guido; van der Molen, Maurits

    2006-01-01

    A frequency analysis was used to tag cortical activity from imagined rhythmic movements. Participants synchronized overt and imagined taps with brief visual stimuli presented at a constant rate, alternating between left and right index fingers. Brain potentials were recorded from across the scalp and topographic maps made of their power at the…

  7. Training Preschool Children to Use Visual Imagining as a Problem-Solving Strategy for Complex Categorization Tasks

    ERIC Educational Resources Information Center

    Kisamore, April N.; Carr, James E.; LeBlanc, Linda A.

    2011-01-01

    It has been suggested that verbally sophisticated individuals engage in a series of precurrent behaviors (e.g., covert intraverbal behavior, grouping stimuli, visual imagining) to solve problems such as answering questions (Palmer, 1991; Skinner, 1953). We examined the effects of one problem solving strategy--visual imagining--on increasing…

  8. CTE Delivers Leaders

    ERIC Educational Resources Information Center

    Magnuson, Peter

    2013-01-01

    Imagine a football team without a quarterback. Imagine a ship without a captain. Imagine a kitchen without a chef. Right now, you are probably running a number of worst-case scenarios through your head: a losing season; a ship adrift; some not-so-tasty cookies. The reason your mind has conjured up these end results is because in each of these…

  9. Weaving Imagination into an Academic Framework: Attitudes, Assignments, and Assessments

    ERIC Educational Resources Information Center

    Miller, Jeanetta

    2009-01-01

    The author believes that imagination is alive in the high school classroom, but it is pale and sickly, suffering from a long decline in which teachers have confined it to its most decorous forms of expression--inference and interpretation--and become ambiguous about whether or not it is truly welcome. To rouse imagination in the high school…

  10. Fantasy, Lies and Imaginary Companions. Foundation for Child and Youth Studies Selected Papers Number 45.

    ERIC Educational Resources Information Center

    Phillips, Shelley

    This description of the development of imagination and fantasy in children outlines how children view their fantasies, imaginings, imaginary companions, and lies at different stages of development. Main topics include (1) the purposes of fantasy; (2) fantasy in preschool children; (3) imaginative games and dramas; (4) promotion or inhibition of…

  11. Development of the Correspondence between Real and Imagined Fine and Gross Motor Actions

    ERIC Educational Resources Information Center

    Sachet, Alison B.; Frey, Scott H.; Jacobs, Stéphane; Taylor, Marjorie

    2016-01-01

    The development of the correspondence between real and imagined motor actions was investigated in 2 experiments. Experiment 1 evaluated whether children imagine body position judgments of fine motor actions in the same way as they perform them. Thirty-two 8-year-old children completed a task in which an object was presented in different…

  12. Representation and disconnection in imaginal neglect.

    PubMed

    Rode, G; Cotton, F; Revol, P; Jacquin-Courtois, S; Rossetti, Y; Bartolomeo, P

    2010-08-01

    Patients with neglect failure to detect, orient, or respond to stimuli from a spatially confined region, usually on their left side. Often, the presence of perceptual input increases left omissions, while sensory deprivation decreases them, possibly by removing attention-catching right-sided stimuli (Bartolomeo, 2007). However, such an influence of visual deprivation on representational neglect was not observed in patients while they were imagining a map of France (Rode et al., 2007). Therefore, these patients with imaginal neglect either failed to generate the left side of mental images (Bisiach & Luzzatti, 1978), or suffered from a co-occurrence of deficits in automatic (bottom-up) and voluntary (top-down) orienting of attention. However, in Rode et al.'s experiment visual input was not directly relevant to the task; moreover, distraction from visual input might primarily manifest itself when representation guides somatomotor actions, beyond those involved in the generation and mental exploration of an internal map (Thomas, 1999). To explore these possibilities, we asked a patient with right hemisphere damage, R.D., to explore visual and imagined versions of a map of France in three conditions: (1) 'imagine the map in your mind' (imaginal); (2) 'describe a real map' (visual); and (3) 'list the names of French towns' (propositional). For the imaginal and visual conditions, verbal and manual pointing responses were collected; the task was also given before and after mental rotation of the map by 180 degrees . R.D. mentioned more towns on the right side of the map in the imaginal and visual conditions, but showed no representational deficit in the propositional condition. The rightward inner exploration bias in the imaginal and visual conditions was similar in magnitude and was not influenced by mental rotation or response type (verbal responses or manual pointing to locations on a map), thus suggesting that the representational deficit was robust and independent of perceptual input in R.D. Structural and diffusion MRI demonstrated damage to several white matter tracts in the right hemisphere and to the splenium of corpus callosum. A second right-brain damaged patient (P.P.), who showed signs of visual but not imaginal neglect, had damage to the same intra-hemispheric tracts, but the callosal connections were spared. Imaginal neglect in R.D. may result from fronto-parietal dysfunction impairing orientation towards left-sided items and posterior callosal disconnection preventing the symmetrical processing of spatial information from long-term memory. Copyright (c) 2010 Elsevier Ltd. All rights reserved.

  13. Characteristics of Near-Death Experiences Memories as Compared to Real and Imagined Events Memories

    PubMed Central

    Brédart, Serge; Dehon, Hedwige; Ledoux, Didier; Laureys, Steven; Vanhaudenhuyse, Audrey

    2013-01-01

    Since the dawn of time, Near-Death Experiences (NDEs) have intrigued and, nowadays, are still not fully explained. Since reports of NDEs are proposed to be imagined events, and since memories of imagined events have, on average, fewer phenomenological characteristics than real events memories, we here compared phenomenological characteristics of NDEs reports with memories of imagined and real events. We included three groups of coma survivors (8 patients with NDE as defined by the Greyson NDE scale, 6 patients without NDE but with memories of their coma, 7 patients without memories of their coma) and a group of 18 age-matched healthy volunteers. Five types of memories were assessed using Memory Characteristics Questionnaire (MCQ – Johnson et al., 1988): target memories (NDE for NDE memory group, coma memory for coma memory group, and first childhood memory for no memory and control groups), old and recent real event memories and old and recent imagined event memories. Since NDEs are known to have high emotional content, participants were requested to choose the most emotionally salient memories for both real and imagined recent and old event memories. Results showed that, in NDE memories group, NDE memories have more characteristics than memories of imagined and real events (p<0.02). NDE memories contain more self-referential and emotional information and have better clarity than memories of coma (all ps<0.02). The present study showed that NDE memories contained more characteristics than real event memories and coma memories. Thus, this suggests that they cannot be considered as imagined event memories. On the contrary, their physiological origins could lead them to be really perceived although not lived in the reality. Further work is needed to better understand this phenomenon. PMID:23544039

  14. Imagined Hand Clenching Force and Speed Modulate Brain Activity and Are Classified by NIRS Combined With EEG.

    PubMed

    Fu, Yunfa; Xiong, Xin; Jiang, Changhao; Xu, Baolei; Li, Yongcheng; Li, Hongyi

    2017-09-01

    Simultaneous acquisition of brain activity signals from the sensorimotor area using NIRS combined with EEG, imagined hand clenching force and speed modulation of brain activity, as well as 6-class classification of these imagined motor parameters by NIRS-EEG were explored. Near infrared probes were aligned with C3 and C4, and EEG electrodes were placed midway between the NIRS probes. NIRS and EEG signals were acquired from six healthy subjects during six imagined hand clenching force and speed tasks involving the right hand. The results showed that NIRS combined with EEG is effective for simultaneously measuring brain activity of the sensorimotor area. The study also showed that in the duration of (0, 10) s for imagined force and speed of hand clenching, HbO first exhibited a negative variation trend, which was followed by a negative peak. After the negative peak, it exhibited a positive variation trend with a positive peak about 6-8 s after termination of imagined movement. During (-2, 1) s, the EEG may have indicated neural processing during the preparation, execution, and monitoring of a given imagined force and speed of hand clenching. The instantaneous phase, frequency, and amplitude feature of the EEG were calculated by Hilbert transform; HbO and the difference between HbO and Hb concentrations were extracted. The features of NIRS and EEG were combined to classify three levels of imagined force [at 20/50/80% MVGF (maximum voluntary grip force)] and speed (at 0.5/1/2 Hz) of hand clenching by SVM. The average classification accuracy of the NIRS-EEG fusion feature was 0.74 ± 0.02. These results may provide increased control commands of force and speed for a brain-controlled robot based on NIRS-EEG.

  15. The Roles of Ethnicity, Sex, and Parental Pain Modeling in Rating of Experienced and Imagined Pain Events

    PubMed Central

    Boissoneault, Jeff; Bunch, Jennifer R.; Robinson, Michael

    2015-01-01

    To investigate the association of ethnicity, sex, and parental pain modeling on the evaluation of experienced and imagined painful events, 173 healthy volunteers (96 women) completed the Prior Pain Experience Questionnaire, a 79-question assessment of the intensity of painful events, and a questionnaire regarding exposure to parental pain models. Consistent with existing literature, greater ratings of experienced pain were noted among Black vs. White participants. Parental pain modeling was associated with higher imagined pain ratings, but only when the parent matched the participant’s sex. This effect was greater among White and Asian participants than Black or Hispanic participants, implying ethno-cultural effects may moderate the influence of pain modeling on the evaluation of imagined pain events. The clinical implications of these findings, as well as the predictive ability of imagined pain ratings for determining future experiences of pain, should be investigated in future studies. PMID:26085306

  16. The Effects of Spatial Contextual Familiarity on Remembered Scenes, Episodic Memories, and Imagined Future Events

    ERIC Educational Resources Information Center

    Robin, Jessica; Moscovitch, Morris

    2014-01-01

    Several recent studies have explored the effect of contextual familiarity on remembered and imagined events. The aim of this study was to examine the extent of this effect by comparing the effect of cuing spatial memories, episodic memories, and imagined future events with spatial contextual cues of varying levels of familiarity. We used…

  17. Brief Report: New Evidence for a Social-Specific Imagination Deficit in Children with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Ten Eycke, Kayla D.; Müller, Ulrich

    2015-01-01

    Previous research suggests that children with autism have deficits in drawing imaginative content. However, these conclusions are largely based on tasks that require children to draw impossible persons, and performance on this task may be limited by social deficits. To determine the generality of the deficit in imagination in children with autism,…

  18. Imagination in Twenty-First Century Teaching and Learning Teachers as Creative-Adaptive Leaders in the Classroom

    ERIC Educational Resources Information Center

    Dias, Shamini Samanlatha Elizabeth

    2013-01-01

    This dissertation explored the value and functions of imagination in leading learning in the twenty-first century, a knowledge-based age marked by diversity, change and unpredictability. In such a context, how can imagination enable teachers to be leaders of learning who optimally engage and prepare students for success? Research in cognitive…

  19. The Effects of Imaginal and Verbal Strategies on Prose Comprehension in Adults. Technical Report No. 110.

    ERIC Educational Resources Information Center

    Tirre, William C.; And Others

    A study involving 80 undergraduate students was undertaken to test the use of imaginal and verbal strategies to remember and comprehend concrete and abstract prose passages. Sets of three to five words were selected from each passage. After reading a passage, the subjects were instructed to process the words either verbally or imaginally by…

  20. Scholars in an Increasingly Open and Digital World: Imagined Audiences and Their Impact on Scholars' Online Participation

    ERIC Educational Resources Information Center

    Veletsianos, George; Shaw, Ashley

    2018-01-01

    This study investigates the audiences that scholars imagine encountering online and the ways in which these audiences impact scholars' online participation and presentation of self. Prior research suggests that imagined audiences affect what users share and how they present themselves on social media, but little research has examined this topic in…

  1. Future Generations: The Implied Importance of the Fantasy World in Development of a Child's Imagination. Opinion, Dialogue, Review.

    ERIC Educational Resources Information Center

    Machin, David; Davies, Maire Messenger

    2003-01-01

    Challenges the notion evident in discourse about children and television that fantasy and make-believe are self-evidently appropriate genres for children and that children are more imaginative than adults. Draws from social psychology and anthropology theories to argue that fantasy and imagination are basic to the way that all humans organize…

  2. "Imagination Bodies Forth the Forms of Things Unknown": Reflections on the Crisis in Education.

    ERIC Educational Resources Information Center

    Streeter, James H.

    The present crisis in education is so severe that to return to the "basics," or simply to improve the standard approach to instruction, will only make the situation worse. Missing is a recognition of the importance of the imagination in the learning process. I. A. Richards (1925) has identified six distinct aspects of the imagination: (1) the…

  3. Something Small, Something Simple: The Beginnings of Children's Conversations with the World

    ERIC Educational Resources Information Center

    Lewis, Richard

    2012-01-01

    This essay employs the images and voices of children to describe how their learning about the world is supported as they engage in experiences that invoke creativity and imagination. The author states his belief that this "imagining," this giving body and substance to the nature of "imagination" is one of the foundations of knowing, a means of…

  4. Professional Identity Formation and Development of Imagined Communities in an English Language Major in Mexico

    ERIC Educational Resources Information Center

    Villarreal Ballesteros, Ana Cecilia

    2010-01-01

    Recent work has shown the importance of identity in language learning and how the desire to belong to an imagined community drives individuals to invest in their learning (Norton, 2000). This work has documented that a mismatch between students' imagined community and the community envisioned by the teacher can have negative outcomes on students'…

  5. The Role of Imagination in Facilitating Deductive Reasoning in 2-, 3- and 4-Year-Olds.

    ERIC Educational Resources Information Center

    Richards, Cassandra A.; Sanderson, Jennifer A.

    1999-01-01

    Tested whether 2- to 4-year olds could reason with incongruent syllogisms when encouraged to use their imagination. Randomly assigned 2-, 3-, and 4-year olds to one of four conditions (no cue, word cue, fantasy planet, or imagery) and presented syllogistic reasoning problems with incongruent information. Found that in imagination conditions, 2-…

  6. Mindset Change in a Cross-Cultural Context

    ERIC Educational Resources Information Center

    Loeve, Martin

    2007-01-01

    Imagine you are Thai and a member of a management team from a European company that acts in an Asian emerging market. Imagine you are a European expat with the assignment to double the turnover from that Asian company in a few years. Imagine you are a Change Maker and they ask you to facilitate the (multinational) management team of that Asian…

  7. Brain model of text animation as a data mining strategy.

    PubMed

    Astakhova, Tamara; Astakhov, Vadim

    2009-01-01

    Imagination is the critical point in developing of realistic intelligence (AI) systems. One way to approach imagination would be simulation of its properties and operations. We developed two models "Brain Network Hierarchy of Languages," and "Semantical Holographic Calculus" and simulation system ScriptWriter that emulate the process of imagination through an automatic animation of English texts. The purpose of this paper is to demonstrate the model and present "ScriptWriter" system http://nvo.sdsc.edu/NVO/JCSG/get_SRB_mime_file2.cgi//home/tamara.sdsc/test/demo.zip?F=/home/tamara.sdsc/test/demo.zip&M=application/x-gtar for simulation of the imagination.

  8. More than vision: imagination as an elemental characteristic of being a nurse leader-mentor.

    PubMed

    McCloughen, Andrea; O'Brien, Louise; Jackson, Debra

    2010-01-01

    Mentoring relationships are dynamic alliances that can be used as a supportive mechanism for growing nurse leaders and promoting the future of the nursing profession. This article explores imagination as one of the central meanings of being a mentor for nursing leadership. Findings from a hermeneutic-phenomenological study concerned with Australian nurse leaders' experiences and understandings of mentorship for leadership revealed that imagination was a key characteristic of being a nurse leader-mentor. Imagination that moved beyond fantasy to closely connect with reason was essential for nurse leader-mentors to recognize and activate the myriad possibilities available to mentees and the nursing profession more broadly.

  9. The Existence of Alternative Framework in Students' Scientific Imagination on the Concept of Matter at Submicroscopic Level: Macro Imagination

    ERIC Educational Resources Information Center

    Abdullah, Nurdiana; Surif, Johari

    2015-01-01

    This study is conducted with the purpose of identifying the alternative framework contained in students' imagination on the concept of matter at submicroscopic level. Through the design of purposive sampling techniques, a total of 15 students are interviewed to obtain the data. Data from analysis document is utilized to strengthen the interview.…

  10. The Place of Imagination in Inclusive Pedagogy: Thinking with Maxine Greene and Hannah Arendt

    ERIC Educational Resources Information Center

    Harwood, Valerie

    2010-01-01

    Conceptualising difference is a key task for inclusive pedagogy, and vital to the politics of inclusion. My purpose in this paper is to consider the place that imagination has in helping us to conceptualise difference, and to argue that imagination has a key part to play in inclusive pedagogy. To do this I draw closely on the work of Maxine Greene…

  11. American Labor in U.S. History Textbooks: How Labor's Story Is Distorted in High School History Textbooks

    ERIC Educational Resources Information Center

    Cole, Paul F.; Megivern, Lori; Hilgert, Jeff

    2011-01-01

    Imagine opening a high school U.S. history textbook and finding no mention of--or at most a passing sentence about--Valley Forge, the Missouri Compromise, or the League of Nations. Imagine not finding a word about Benjamin Franklin, Lewis and Clark, Sitting Bull, Andrew Carnegie, or Rosa Parks. Imagine if these key events and people just…

  12. "What Is Critical Whiteness Doing in Our Nice Field Like Critical Race Theory?" Applying CRT and CWS to Understand the White Imaginations of White Teacher Candidates

    ERIC Educational Resources Information Center

    Matias, Cheryl E.; Viesca, Kara Mitchell; Garrison-Wade, Dorothy F.; Tandon, Madhavi; Galindo, Rene

    2014-01-01

    Critical Race Theory (CRT) revolutionized how we investigate race in education. Centralizing counter-stories from people of color becomes essential for decentralizing white normative discourse--a process we refer to as realities within the Black imagination. Yet, few studies examine how whites respond to centering the Black imagination, especially…

  13. Artes e imaginacion en la ensenanza-apprendizaje de ingles (The Arts and Imagination in the Teaching and Learning of English).

    ERIC Educational Resources Information Center

    Zoreda, Margaret Lee

    This paper reflects on the need to include the arts in the teaching of English as a Foreign Language, thus strengthening the students' imagination. The article begins by defining the concepts of "the arts, "imagination," and "emotion." It goes on to examine the perspectives and claims of studies from different disciplines on these concepts and…

  14. Emotional intensity in episodic autobiographical memory and counterfactual thinking.

    PubMed

    Stanley, Matthew L; Parikh, Natasha; Stewart, Gregory W; De Brigard, Felipe

    2017-02-01

    Episodic counterfactual thoughts-imagined alternative ways in which personal past events might have occurred-are frequently accompanied by intense emotions. Here, participants recollected positive and negative autobiographical memories and then generated better and worse episodic counterfactual events from those memories. Our results suggest that the projected emotional intensity during the simulated remembered/imagined event is significantly higher than but typically positively related to the emotional intensity while remembering/imagining the event. Furthermore, repeatedly simulating counterfactual events heightened the emotional intensity felt while simulating the counterfactual event. Finally, for both the emotional intensity accompanying the experience of remembering/imagining and the projected emotional intensity during the simulated remembered/imagined event, the emotional intensity of negative memories was greater than the emotional intensity of upward counterfactuals generated from them but lower than the emotional intensity of downward counterfactuals generated from them. These findings are discussed in relation to clinical work and functional theories of counterfactual thinking. Copyright © 2017 Elsevier Inc. All rights reserved.

  15. Guessing imagined and live chance events: adults behave like children with live events.

    PubMed

    Robinson, E J; Pendle, J E C; Rowley, M G; Beck, S R; McColgan, K L T

    2009-11-01

    An established finding is that adults prefer to guess before rather than after a chance event has happened. This is interpreted in terms of aversion to guessing when relatively incompetent: After throwing, the fall could be known. Adults (N=71, mean age 18;11, N=28, mean age 48;0) showed this preference with imagined die-throwing as in the published studies. With live die-throwing, children (N=64, aged 6 and 8 years; N=50, aged 5 and 6 years) and 15-year-olds (N=93, 46) showed the opposite preference, as did 17 adults. Seventeen-year-olds (N=82) were more likely to prefer to guess after throwing with live rather than imagined die-throwing. Reliance on imagined situations in the literature on decision-making under uncertainty ignores the possibility that adults imagine inaccurately how they would really feel: After a real die has been thrown, adults, like children, may feel there is less ambiguity about the outcome.

  16. Visual perspective in remembering and episodic future thought.

    PubMed

    McDermott, Kathleen B; Wooldridge, Cynthia L; Rice, Heather J; Berg, Jeffrey J; Szpunar, Karl K

    2016-01-01

    According to the constructive episodic simulation hypothesis, remembering and episodic future thinking are supported by a common set of constructive processes. In the present study, we directly addressed this assertion in the context of third-person perspectives that arise during remembering and episodic future thought. Specifically, we examined the frequency with which participants remembered past events or imagined future events from third-person perspectives. We also examined the different viewpoints from which third-person perspective events were remembered or imagined. Although future events were somewhat more likely to be imagined from a third-person perspective, the spatial viewpoint distributions of third-person perspectives characterizing remembered and imagined events were highly similar. These results suggest that a similar constructive mechanism may be at work when people remember events from a perspective that could not have been experienced in the past and when they imagine events from a perspective that could not be experienced in the future. The findings are discussed in terms of their consistency with--and as extensions of--the constructive episodic simulation hypothesis.

  17. Imagined Steps: Mental Simulation of Coordinated Rhythmic Movements Effects on Pro-sociality

    PubMed Central

    Cross, Liam; Atherton, Gray; Wilson, Andrew D.; Golonka, Sabrina

    2017-01-01

    Rhythmically coordinating with a partner can increase pro-sociality, but pro-sociality does not appear to change in proportion to coordination success, or particular classes of coordination. Pro-social benefits may have more to do with simply coordinating in a social context than the details of the actual coordination (Cross et al., 2016). This begs the question, how stripped down can a coordination task be and still affect pro-sociality? Would it be sufficient simply to imagine coordinating with others? Imagining a social interaction can lead to many of the same effects as actual interaction (Crisp and Turner, 2009). We report the first experiments to explore whether imagined coordination affects pro-sociality similarly to actual coordination. Across two experiments and over 450 participants, mentally simulated coordination is shown to promote some, but not all, of the pro-social consequences of actual coordination. Imagined coordination significantly increased group cohesion and de-individuation, but did not consistently affect cooperation. PMID:29081761

  18. The Difference between Living Biblically and Just Imagining it: A Study on Experiential-Based Learning among Swedish Adolescents

    ERIC Educational Resources Information Center

    Rosenberg, Patricia; Sikström, Sverker; Garcia, Danilo

    2013-01-01

    As an assignment in their course on worldwide religions, a group of Swedish High School pupils followed 12 biblical rules for two weeks, while another group from the same school just imagined the experience. Groups were asked to reflect and write down either how it was (experience) or how it would have been (imagine) to follow the rules. By…

  19. Interrelations in the Development of Primary School Learners' Creative Imagination and Creative Activity When Depicting a Portrait in Visual Art Lessons

    ERIC Educational Resources Information Center

    Šlahova, Aleksandra; Volonte, Ilze; Cacka, Maris

    2017-01-01

    Creative imagination is a psychic process of creating a new original image, idea or art work based on the acquired knowledge, skills, and abilities as well as on the experience of creative activity. The best of all primary school learners' creative imagination develops at the lessons of visual art, aimed at teaching them to understand what is…

  20. Imagining the future in health anxiety: the impact of rumination on the specificity of illness-related memory and future thinking.

    PubMed

    Sansom-Daly, Ursula M; Bryant, Richard A; Cohn, Richard J; Wakefield, Claire E

    2014-01-01

    Individuals with health anxiety experience catastrophic fears relating to future illness. However, little research has explored cognitive processes involved in how health anxious individuals picture the future. Ruminative thinking has been shown to impede the ability to recall specific autobiographical memories, which in turn is related to maladaptive, categoric future thinking processes. This study examined the impact of rumination on memory and future thinking among 60 undergraduate participants with varying health anxiety (35% clinical-level health anxiety). Participants were randomized to experiential/ruminative self-focus conditions, then completed an Autobiographical Memory Test and Future Imaginings Task. Responses were coded for specificity and the presence of illness concerns. Rumination led to more specific illness-concerned memories overall, yet at the same time led to more categoric illness-related future imaginings. Rumination and health anxiety together best predicted overgeneral illness-related future imaginings. Highly specific illness-related memories may be maintained due to their personal salience. However, more overgeneral illness-related future imaginings may reflect cognitive avoidance in response to the threat of future illness. This divergent pattern of results between memory and future imaginings may exacerbate health anxiety, and may also serve to maintain maladaptive responses among individuals with realistic medical concerns, such as individuals living with chronic illness.

  1. Sex differences in components of imagined perspective transformation.

    PubMed

    Gardner, Mark R; Sorhus, Ingrid; Edmonds, Caroline J; Potts, Rosalind

    2012-05-01

    Little research to date has examined whether sex differences in spatial ability extend to the mental self rotation involved in taking on a third party perspective. This question was addressed in the present study by assessing components of imagined perspective transformations in twenty men and twenty women. Participants made speeded left-right judgements about the hand in which an object was held by front- and back- facing schematic human figures in an "own body transformation task." Response times were longer when the figure did not share the same spatial orientation as the participant, and were substantially longer than those made for a control task requiring left-right judgements about the same stimuli from the participant's own point of view. A sex difference in imagined perspective transformation favouring males was found to be restricted to the speed of imagined self rotation, and was not observed for components indexing readiness to take a third party point of view, nor in left-right confusion. These findings indicate that the range of spatial abilities for which a sex difference has been established should be extended to include imagined perspective transformations. They also suggest that imagined perspective transformations may not draw upon those empathic social-emotional perspective taking processes for which females show an advantage. Copyright © 2012 Elsevier B.V. All rights reserved.

  2. Simply Imagining Sunshine, Lollipops and Rainbows Will Not Budge the Bias: The Role of Ambiguity in Interpretive Bias Modification.

    PubMed

    Clarke, Patrick J F; Nanthakumar, Shenooka; Notebaert, Lies; Holmes, Emily A; Blackwell, Simon E; Macleod, Colin

    2014-01-01

    Imagery-based interpretive bias modification (CBM-I) involves repeatedly imagining scenarios that are initially ambiguous before being resolved as either positive or negative in the last word/s. While the presence of such ambiguity is assumed to be important to achieve change in selective interpretation, it is also possible that the act of repeatedly imagining positive or negative events could produce such change in the absence of ambiguity. The present study sought to examine whether the ambiguity in imagery-based CBM-I is necessary to elicit change in interpretive bias, or, if the emotional content of the imagined scenarios is sufficient to produce such change. An imagery-based CBM-I task was delivered to participants in one of four conditions, where the valence of imagined scenarios were either positive or negative, and the ambiguity of the scenario was either present (until the last word/s) or the ambiguity was absent (emotional valence was evident from the start). Results indicate that only those who received scenarios in which the ambiguity was present acquired an interpretive bias consistent with the emotional valence of the scenarios, suggesting that the act of imagining positive or negative events will only influence patterns of interpretation when the emotional ambiguity is a consistent feature.

  3. Divergent Thinking and Constructing Episodic Simulations

    PubMed Central

    Addis, Donna Rose; Pan, Ling; Musicaro, Regina; Schacter, Daniel L.

    2014-01-01

    Divergent thinking likely plays an important role in simulating autobiographical events. We investigated whether divergent thinking is differentially associated with the ability to construct detailed imagined future and imagined past events as opposed to recalling past events. We also examined whether age differences in divergent thinking might underlie the reduced episodic detail generated by older adults. The richness of episodic detail comprising autobiographical events in young and older adults was assessed using the Autobiographical Interview. Divergent thinking abilities were measured using the Alternate Uses Task. Divergent thinking was significantly associated with the amount of episodic detail for imagined future events. Moreover, while age was significantly associated with imagined episodic detail, this effect was strongly related to age-related changes in episodic retrieval rather than divergent thinking. PMID:25483132

  4. Divergent thinking and constructing episodic simulations.

    PubMed

    Addis, Donna Rose; Pan, Ling; Musicaro, Regina; Schacter, Daniel L

    2016-01-01

    Divergent thinking likely plays an important role in simulating autobiographical events. We investigated whether divergent thinking is differentially associated with the ability to construct detailed imagined future and imagined past events as opposed to recalling past events. We also examined whether age differences in divergent thinking might underlie the reduced episodic detail generated by older adults. The richness of episodic detail comprising autobiographical events in young and older adults was assessed using the Autobiographical Interview. Divergent thinking abilities were measured using the Alternative Uses Task. Divergent thinking was significantly associated with the amount of episodic detail for imagined future events. Moreover, while age was significantly associated with imagined episodic detail, this effect was strongly related to age-related changes in episodic retrieval rather than divergent thinking.

  5. The Neurobiology of Imagination: Possible Role of Interaction-Dominant Dynamics and Default Mode Network

    PubMed Central

    Agnati, Luigi F.; Guidolin, Diego; Battistin, L.; Pagnoni, G.; Fuxe, K.

    2013-01-01

    This work aims at presenting some hypotheses about the potential neurobiological substrate of imagery and imagination. For the present purposes, we will define imagery as the production of mental images associated with previous percepts, and imagination as the faculty of forming mental images of a novel character relating to something that has never been actually experienced by the subject but at a great extent emerges from his inner world. The two processes appear intimately related and imagery can arguably be considered as one of the main components of imagination. In this proposal, we argue that exaptation and redeployment, two basic concepts capturing important aspects of the evolution of biological structures and functions (Anderson, 2007), could also be useful in explaining imagery and imagination. As far as imagery is concerned it is proposed that neural structures originally implicated in performing certain functions, e.g., motor actions, can be reused for the imagery of the virtual execution of that function. As far as imagination is concerned we speculate that it can be the result of a “tinkering” that combines and modifies stored perceptual information and concepts leading to the creation of novel “mental objects” that are shaped by the subject peculiar inner world. Hence it is related to his self-awareness. The neurobiological substrate of the tinkering process could be found in a hierarchical model of the brain characterized by a multiplicity of functional modules (FMs) that can be assembled according to different spatial and temporal scales. Thus, it is surmised that a possible mechanism for the emergence of imagination could be represented by modulatory mechanisms controlling the perviousness of “modifiers” along the communication channels within and between FMs leading to their dynamically reassembling into novel configurations. PMID:23745117

  6. Functional Role of Internal and External Visual Imagery: Preliminary Evidences from Pilates

    PubMed Central

    Montuori, Simone; Sorrentino, Pierpaolo; Belloni, Lidia; Sorrentino, Giuseppe

    2018-01-01

    The present study investigates whether a functional difference between the visualization of a sequence of movements in the perspective of the first- (internal VMI-I) or third- (external VMI-E) person exists, which might be relevant to promote learning. By using a mental chronometry experimental paradigm, we have compared the time or execution, imagination in the VMI-I perspective, and imagination in the VMI-E perspective of two kinds of Pilates exercises. The analysis was carried out in individuals with different levels of competence (expert, novice, and no-practice individuals). Our results showed that in the Expert group, in the VMI-I perspective, the imagination time was similar to the execution time, while in the VMI-E perspective, the imagination time was significantly lower than the execution time. An opposite pattern was found in the Novice group, in which the time of imagination was similar to that of execution only in the VMI-E perspective, while in the VMI-I perspective, the time of imagination was significantly lower than the time of execution. In the control group, the times of both modalities of imagination were significantly lower than the execution time for each exercise. The present data suggest that, while the VMI-I serves to train an already internalised gesture, the VMI-E perspective could be useful to learn, and then improve, the recently acquired sequence of movements. Moreover, visual imagery is not useful for individuals that lack a specific motor experience. The present data offer new insights in the application of mental training techniques, especially in field of sports. However, further investigations are needed to better understand the functional role of internal and external visual imagery. PMID:29849565

  7. Helping health and social care professionals to develop an 'inequalities imagination': a model for use in education and practice.

    PubMed

    Hart, Angie; Hall, Valerie; Henwood, Flis

    2003-03-01

    The 'inequalities imagination model' originated from our own research, and led to findings and recommendations regarding clinical and education issues. This article focuses on the creation of the model which, we suggest, could be used to facilitate the development of an 'inequalities imagination' in health and social care professionals. To describe and critically analyse the thinking that led to the concept of an 'inequalities imagination' and provide the framework for the theoretical model. Influencing concepts from the fields of social work, sociology, nursing and midwifery, and debates around antidiscriminatory and antioppressive practice, cultural safety, cultural competence and individualized care are analysed. INEQUALITIES IMAGINATION MODEL: Ideas generated from an analysis of the concepts of antidiscriminatory/anti-oppressive practice and from the research data led us to conceptualize a flexible model that incorporated issues of individual and structural agency and a broad definition of disadvantage. The literature review underpinning the theoretical framework means that the model has the potential to be truly interdisciplinary. Professional educators face a difficult task in preparing practitioners to work with clients in ways that take account of differences in background and lifestyle and which respect human rights and dignity. The model makes explicit a process that enables practitioners to think about their current practice and move towards a greater understanding and awareness of the way they work with disadvantaged clients, and ways in which they prepare others to do so. We suggest that professionals develop an 'inequalities imagination' in order to enhance equality of care. The development of an 'inequalities imagination' helps practitioners to bridge the gap between the challenges they face in day-to-day practice and what they need to achieve to aspire to provide equality of care to all.

  8. Thriving Earth Exchange: AGU's new grand challenge

    NASA Astrophysics Data System (ADS)

    McEntee, Chris; Williams, Billy

    2012-11-01

    Imagine a world where scientists are acknowledged and celebrated for their good works. Imagine being able to make a powerful impact, applying your expertise and experience to create real solutions to ensure a sustainable future. Now imagine those two ideas linked: AGU scientists engaged in creating solutions that are recognized and celebrated for their positive impact on our world. The AGU Grand Challenge: Thriving Earth Exchange, a new idea from our member leaders, is about making this dream real.

  9. Multiversos: Rock'n'Astronomy

    NASA Astrophysics Data System (ADS)

    Caballero, J. A.; Arias, A.; García, N.

    2011-11-01

    Imagine that you can use your fingers only for typing target coordinates at thetelescope, reduce images and spectra with IRAF, or write papers for Astronomy &Astrophysics, but you would never be able to play an electric guitar.Imagine that you love music, work in front of the computer always withheadphones, and dream of playing with your favourite rock band in a tumultuousconcert.Imagine that you are an astronomer who, after a "cosmic fluke", share stagewith the band which themes you have always hummed since you were a teenager.Imagine that you were born for rock, played a main role in the best Spanishalbum of the 90s (Omega, with Enrique Morente), and your songs arerutinary played by Radio 3, but you would never be able to detect an exoplanetor a galaxy at a high redshift.Imagine that you love Astronomy, try to see the Moon craters and Andromeda withyour small telescope through the light pollution of your city, and explain yourdaughter that Pluto is not a planet any longer. Imagine that you are a musician who, after a "cosmic fluke", give a talk justafter a Nobel laureate that discovered the cosmic microwave backgroundradiation.Such "cosmic flukes" sometimes happen. If you were not at the dinner of the SEA meeting and do not believe us, visithttp://www.myspace.com/antonioariasmultiverso or open the proceedings DVD andlisten "El ordenador simula el nacimiento de las estrella...".

  10. Reversed cortical over-activity during movement imagination following neurofeedback treatment for central neuropathic pain.

    PubMed

    Hasan, Muhammad Abul; Fraser, Matthew; Conway, Bernard A; Allan, David B; Vučković, Aleksandra

    2016-09-01

    One of the brain signatures of the central neuropathic pain (CNP) is the theta band over-activity of wider cortical structures, during imagination of movement. The objective of the study was to investigate whether this over-activity is reversible following the neurofeedback treatment of CNP. Five paraplegic patients with pain in their legs underwent from twenty to forty neurofeedback sessions that significantly reduced their pain. In order to assess their dynamic cortical activity they were asked to imagine movements of all limbs a week before the first and a week after the last neurofeedback session. Using time-frequency analysis we compared EEG activity during imagination of movement before and after the therapy and further compared it with EEG signals of ten paraplegic patients with no pain and a control group of ten able-bodied people. Neurofeedback treatment resulted in reduced CNP and a wide spread reduction of cortical activity during imagination of movement. The reduction was significant in the alpha and beta band but was largest in the theta band. As a result cortical activity became similar to the activity of other two groups with no pain. Reduction of CNP is accompanied by reduced cortical over-activity during movement imagination. Understanding causes and consequences mechanism through which CNP affects cortical activity. Copyright © 2016 The Authors. Published by Elsevier Ireland Ltd.. All rights reserved.

  11. Where the imaginal appears real: A positron emission tomography study of auditory hallucinations

    PubMed Central

    Szechtman, Henry; Woody, Erik; Bowers, Kenneth S.; Nahmias, Claude

    1998-01-01

    An auditory hallucination shares with imaginal hearing the property of being self-generated and with real hearing the experience of the stimulus being an external one. To investigate where in the brain an auditory event is “tagged” as originating from the external world, we used positron emission tomography to identify neural sites activated by both real hearing and hallucinations but not by imaginal hearing. Regional cerebral blood flow was measured during hearing, imagining, and hallucinating in eight healthy, highly hypnotizable male subjects prescreened for their ability to hallucinate under hypnosis (hallucinators). Control subjects were six highly hypnotizable male volunteers who lacked the ability to hallucinate under hypnosis (nonhallucinators). A region in the right anterior cingulate (Brodmann area 32) was activated in the group of hallucinators when they heard an auditory stimulus and when they hallucinated hearing it but not when they merely imagined hearing it. The same experimental conditions did not yield this activation in the group of nonhallucinators. Inappropriate activation of the right anterior cingulate may lead self-generated thoughts to be experienced as external, producing spontaneous auditory hallucinations. PMID:9465124

  12. How imagery changes self-motion perception

    PubMed Central

    Nigmatullina, Y.; Arshad, Q.; Wu, K.; Seemungal, B.M.; Bronstein, A.M.; Soto, D.

    2015-01-01

    Imagery and perception are thought to be tightly linked, however, little is known about the interaction between imagery and the vestibular sense, in particular, self-motion perception. In this study, the observers were seated in the dark on a motorized chair that could rotate either to the right or to the left. Prior to the physical rotation, observers were asked to imagine themselves rotating leftward or rightward. We found that if the direction of imagined rotation was different to the physical rotation of the chair (incongruent trials), the velocity of the chair needed to be higher for observers to experience themselves rotating relative to when the imagined and the physical rotation matched (on congruent trials). Accordingly, the vividness of imagined rotations was reduced on incongruent relative to congruent trials. Notably, we found that similar effects of imagery were found at the earliest stages of vestibular processing, namely, the onset of the vestibular–ocular reflex was modulated by the congruency between physical and imagined rotations. Together, the results demonstrate that mental imagery influences self-motion perception by exerting top-down influences over the earliest vestibular response and subsequent perceptual decision-making. PMID:25637805

  13. Material souls and imagination in late Aristotelian embryology.

    PubMed

    Blank, Andreas

    2010-04-01

    This article explores some continuities between Late Aristotelian and Cartesian embryology. In particular, it argues that there is an interesting consilience between some accounts of the role of imagination in trait acquisition in Late Aristotelian and Cartesian embryology. Evidence for this thesis is presented using the extensive biological writings of the Padua-based philosopher and physician, Fortunio Liceti (1577-1657). Like the Cartesian physiologists, Liceti believed that animal souls are material beings and that acts of imagination result in material images that can be transmitted by means of medical spirits to the embryo. Moreover, while the Cartesian embryologists accepted such a view in a quite speculative way, one finds penetrating criticism of imagination theories of trait acquisition in the Late Aristotelian tradition. Evidence for this thesis is presented using the no less extensive biological writings of Liceti's contemporary, Emilio Parisano (1567-1643). In conclusion, the Late Aristotelian tradition itself provides the theoretical tools for excising immaterial formative forces from embryology and at the same time evinces a much more acute sense for the problems inherent in imagination theories of trait acquisition than the Cartesian tradition.

  14. Measuring creative imagery abilities

    PubMed Central

    Jankowska, Dorota M.; Karwowski, Maciej

    2015-01-01

    Over the decades, creativity and imagination research developed in parallel, but they surprisingly rarely intersected. This paper introduces a new theoretical model of creative visual imagination, which bridges creativity and imagination research, as well as presents a new psychometric instrument, called the Test of Creative Imagery Abilities (TCIA), developed to measure creative imagery abilities understood in accordance with this model. Creative imagination is understood as constituted by three interrelated components: vividness (the ability to create images characterized by a high level of complexity and detail), originality (the ability to produce unique imagery), and transformativeness (the ability to control imagery). TCIA enables valid and reliable measurement of these three groups of abilities, yielding the general score of imagery abilities and at the same time making profile analysis possible. We present the results of nine studies on a total sample of more than 1700 participants, showing the factor structure of TCIA using confirmatory factor analysis, as well as provide data confirming this instrument's validity and reliability. The availability of TCIA for interested researchers may result in new insights and possibilities of integrating the fields of creativity and imagination science. PMID:26539140

  15. The Geography of Pre-Criminal Space: Epidemiological Imaginations of Radicalisation Risk in the UK Prevent Strategy, 2007-2017.

    PubMed

    Heath-Kelly, Charlotte

    2017-01-01

    This paper explores geographical and epistemological shifts in the deployment of the UK Prevent strategy, 2007 - 2017. Counter-radicalisation policies of the Labour governments (2006 - 2010) focused heavily upon resilience-building activities in residential communities. They borrowed from historical models of crime prevention and public health to imagine radicalisation risk as an epidemiological concern in areas showing a 2% or higher demography of Muslims. However, this racialized and localised imagination of pre-criminal space was replaced, after the election of the Conservative-Liberal Democrat coalition in 2010. Residential communities were then de-emphasised as sites of risk, transmission and pre-criminal intervention. The Prevent Duty now deploys counter-radicalisation through national networks of education and healthcare provision. Localised models of crime prevention (and their statistical, crime prevention epistemologies) have been de-emphasised in favour of big data inflected epistemologies of inductive, population-wide 'safeguarding'. Through the biopolitical discourse of 'safeguarding vulnerable adults' the Prevent Duty has radically reconstituted the epidemiological imagination of pre-criminal space, imagining that all bodies are potentially vulnerable to infection by radicalisers and thus warrant surveillance.

  16. Corticospinal excitability for hand muscles during motor imagery of foot changes with imagined force level

    PubMed Central

    Kanosue, Kazuyuki

    2017-01-01

    The object of this study was to clarify whether corticospinal excitability controlling hand muscles changes concurrently with increases in the imagined contraction level of foot dorsiflexion. Twelve participants performed actual and imagined dorsiflexion of their right foot at three different EMG levels (10, 40 or 80% of the maximum voluntary contraction). During isometric actual- or imagined- dorsiflexion, transcranial magnetic stimulation (TMS) was delivered to the right hand area of the left primary motor cortex. Motor evoked potentials (MEPs) were recorded from the right extensor carpi radialis (ECR) and flexor carpi radialis (FCR). During actual contraction, MEP amplitudes of ECR and FCR increased with an increased EMG level of dorsiflexion. Similarly, during imagery contraction, MEP amplitudes of ECR and FCR increased with the intensity of imagery contraction. Furthermore, a correlation between MEP amplitude during actual contraction and imagery contraction was observed for both ECR and FCR. Motor imagery of foot contraction induced an enhancement of corticospinal excitability for hand muscles that was dependent on the imagined contraction levels, just as what was observed when there was an actual contraction. PMID:28957398

  17. Just Pretending.

    ERIC Educational Resources Information Center

    Segal, Marilyn; Adcock, Don

    1986-01-01

    Presents different types of imaginary play for the elementary classroom. Covers areas such as play acting, puppets, music, and art as outlets for children's imagination. Outlines the teacher's role in facilitating imaginative play. (DR)

  18. Future decision-making without episodic mental time travel.

    PubMed

    Kwan, Donna; Craver, Carl F; Green, Leonard; Myerson, Joel; Boyer, Pascal; Rosenbaum, R Shayna

    2012-06-01

    Deficits in episodic memory are associated with deficits in the ability to imagine future experiences (i.e., mental time travel). We show that K.C., a person with episodic amnesia and an inability to imagine future experiences, nonetheless systematically discounts the value of future rewards, and his discounting is within the range of controls in terms of both rate and consistency. Because K.C. is neither able to imagine personal uses for the rewards nor provide a rationale for selecting larger future rewards over smaller current rewards, this study demonstrates a dissociation between imagining and making decisions involving the future. Thus, although those capable of mental time travel may use it in making decisions about future rewards, these results demonstrate that it is not required for such decisions. Copyright © 2011 Wiley Periodicals, Inc.

  19. Responding to hypnotic and nonhypnotic suggestions: performance standards, imaginative suggestibility, and response expectancies.

    PubMed

    Meyer, Eric C; Lynn, Steven Jay

    2011-07-01

    This study examined the relative impact of hypnotic inductions and several other variables on hypnotic and nonhypnotic responsiveness to imaginative suggestions. The authors examined how imaginative suggestibility, response expectancies, motivation to respond to suggestions, and hypnotist-induced performance standards affected participants' responses to both hypnotic and nonhypnotic suggestions and their suggestion-related experiences. Suggestions were administered to 5 groups of participants using a test-retest design: (a) stringent performance standards; (b) lenient performance standards; (c) hypnosis test-retest; (d) no-hypnosis test-retest; and (e) no-hypnosis/hypnosis control. The authors found no support for the influence of a hypnotic induction or performance standards on responding to suggestions but found considerable support for the role of imaginative suggestibility and response expectancies in predicting responses to both hypnotic and nonhypnotic suggestions.

  20. Imaging cell competition in Drosophila imaginal discs.

    PubMed

    Ohsawa, Shizue; Sugimura, Kaoru; Takino, Kyoko; Igaki, Tatsushi

    2012-01-01

    Cell competition is a process in which cells with higher fitness ("winners") survive and proliferate at the expense of less fit neighbors ("losers"). It has been suggested that cell competition is involved in a variety of biological processes such as organ size control, tissue homeostasis, cancer progression, and the maintenance of stem cell population. By advent of a genetic mosaic technique, which enables to generate fluorescently marked somatic clones in Drosophila imaginal discs, recent studies have presented some aspects of molecular mechanisms underlying cell competition. Now, with a live-imaging technique using ex vivo-cultured imaginal discs, we can dissect the spatiotemporal nature of competitive cell behaviors within multicellular communities. Here, we describe procedures and tips for live imaging of cell competition in Drosophila imaginal discs. Copyright © 2012 Elsevier Inc. All rights reserved.

  1. Stereotypes influence false memories for imagined events.

    PubMed

    Kleider, Heather M; Goldinger, Stephen D; Knuycky, Leslie

    2008-02-01

    Two experiments tested the influences of vivid imagery and person schemata on eyewitness accuracy. Participants watched an event sequence including actors performing stereotype-consistent and inconsistent actions. Additionally, participants either read descriptions of actions (Experiment 1) or vividly imagined actions (Experiment 2). After either 30 minutes or 2 days, recognition memory, source memory, and remember/know judgements were made. After 2 days, false alarms to imagined events increased, relative to the 30-minute test; those false alarms were more often misattributed to stereotype-consistent actors, relative to the same actions in the reading condition. In addition, the accompanying remember judgements were higher for false alarms to imagined events, relative to read events, regardless of stereotype consistency. Overall the results suggest that, over time, vivid imagery reinforces schema activation, increasing stereotype-consistent false memories.

  2. What Shape and Color Is the Taste of Sugar?

    ERIC Educational Resources Information Center

    Shaub, William R.

    1970-01-01

    Creative imagination is a quality that can be developed through mental exercise. Teachers, through the use of appropriate classroom techniques, can help students to sharpen their imaginative skills. (CK)

  3. Imagine stopping the progression of Alzheimer's

    MedlinePlus

    ... Issue Past Issues Imagine stopping the progression of Alzheimer's Past Issues / Fall 2006 Table of Contents For ... I have friends and loved ones suffering from Alzheimer's. But I can imagine… and hope for… a ...

  4. Thinking about low-probability events. An Exemplar-Cuing theory.

    PubMed

    Koehler, Jonathan J; Macchi, Laura

    2004-08-01

    The way people respond to the chance that an unlikely event will occur depends on how the event is described. We propose that people attach more weight to unlikely events when they can easily generate or imagine examples in which the event has occurred or will occur than when they cannot. We tested this idea in two experiments with mock jurors using written murder scenarios. The results suggested that jurors attach more weight to the defendant's claim that an incriminating DNA match is merely coincidental when it is easy for them to imagine other individuals whose DNA would also match than when it is not easy for them to imagine such individuals. We manipulated the difficulty of imagining such examples by varying the description of the DNA-match statistic. Some of the variations that influenced the jurors were normatively irrelevant.

  5. Inhibition in motor imagery: a novel action mode switching paradigm.

    PubMed

    Rieger, Martina; Dahm, Stephan F; Koch, Iring

    2017-04-01

    Motor imagery requires that actual movements are prevented (i.e., inhibited) from execution. To investigate at what level inhibition takes place in motor imagery, we developed a novel action mode switching paradigm. Participants imagined (indicating only start and end) and executed movements from start buttons to target buttons, and we analyzed trial sequence effects. Trial sequences depended on current action mode (imagination or execution), previous action mode (pure blocks/same mode, mixed blocks/same mode, or mixed blocks/other mode), and movement sequence (action repetition, hand repetition, or hand alternation). Results provided evidence for global inhibition (indicated by switch benefits in execution-imagination (E-I)-sequences in comparison to I-I-sequences), effector-specific inhibition (indicated by hand repetition costs after an imagination trial), and target inhibition (indicated by target repetition benefits in I-I-sequences). No evidence for subthreshold motor activation or action-specific inhibition (inhibition of the movement of an effector to a specific target) was obtained. Two (global inhibition and effector-specific inhibition) of the three observed mechanisms are active inhibition mechanisms. In conclusion, motor imagery is not simply a weaker form of execution, which often is implied in views focusing on similarities between imagination and execution.

  6. The geography of pre-criminal space: epidemiological imaginations of radicalisation risk in the UK Prevent Strategy, 2007–2017

    PubMed Central

    Heath-Kelly, Charlotte

    2017-01-01

    ABSTRACT This article explores geographical and epistemological shifts in the deployment of the UK Prevent strategy, 2007–2017. Counter-radicalisation policies of the Labour governments (2006–2010) focused heavily upon resilience-building activities in residential communities. They borrowed from historical models of crime prevention and public health to imagine radicalisation risk as an epidemiological concern in areas showing a 2% or higher demography of Muslims. However, this racialised and localised imagination of pre-criminal space was replaced after the election of the Conservative-Liberal Democrat coalition in 2010. Residential communities were then de-emphasised as sites of risk, transmission and pre-criminal intervention. The Prevent Duty now deploys counter-radicalisation through national networks of education and health-care provision. Localised models of crime prevention (and their statistical, crime prevention epistemologies) have been de-emphasised in favour of big data inflected epistemologies of inductive, population-wide “safeguarding”. Through the biopolitical discourse of “safeguarding vulnerable adults”, the Prevent Duty has radically reconstituted the epidemiological imagination of pre-criminal space, imagining that all bodies are potentially vulnerable to infection by radicalisers and thus warrant surveillance. PMID:28680475

  7. Self-imagination can enhance memory in individuals with schizophrenia.

    PubMed

    Raffard, Stéphane; Bortolon, Catherine; Burca, Mariana; Novara, Caroline; Gely-Nargeot, Marie-Christine; Capdevielle, Delphine; Van der Linden, Martial

    2016-01-01

    Previous research has demonstrated that self-referential strategies can be applied to improve memory in various memory- impaired populations. However, little is known regarding the relative effectiveness of self-referential strategies in schizophrenia patients. The main aim of this study was to assess the effectiveness of a new self-referential strategy known as self- imagination (SI) on a free recall task. Twenty schizophrenia patients and 20 healthy controls intentionally encoded words under five instructions: superficial processing, semantic processing, semantic self-referential processing, episodic self-referential processing and semantic self- imagining. Other measures included depression, psychotic symptoms and cognitive measures. We found a SI effect in memory as self- imagining resulted in better performance in memory retrieval than semantic and superficial encoding in schizophrenia patients. The memory boost for self-referenced information in comparison to semantic processing was not found for other self-referential strategies. In addition no relationship between clinical variables and free recall performances was found. In controls, the SI condition did not result in better performance. The three self-referential strategies yielded better free recall than both superficial and semantic encoding. This study provides evidence of the clinical utility of self-imagining as a mnemonic strategy in schizophrenia patients.

  8. A Shift in Perspective: Decentering through Mindful Attention to Imagined Stressful Events

    PubMed Central

    Lebois, Lauren A. M.; Papies, Esther K.; Gopinath, Kaundinya; Cabanban, Romeo; Quigley, Karen S.; Krishnamurthy, Venkatagiri; Barrett, Lisa Feldman; Barsalou, Lawrence W.

    2015-01-01

    Ruminative thoughts about a stressful event can seem subjectively real, as if the imagined event were happening in the moment. One possibility is that this subjective realism results from simulating the self as engaged in the stressful event (immersion). If so, then the process of decentering—disengaging the self from the event—should reduce the subjective realism associated with immersion, and therefore perceived stressfulness. To assess this account of decentering, we taught non-meditators a strategy for disengaging from imagined events, simply viewing these events as transient mental states (mindful attention). In a subsequent neuroimaging session, participants imagined stressful and non-stressful events, while either immersing themselves or adopting mindful attention. In conjunction analyses, mindful attention down-regulated the processing of stressful events relative to baseline, whereas immersion up-regulated their processing. In direct contrasts between mindful attention and immersion, mindful attention showed greater activity in brain areas associated with perspective shifting and effortful attention, whereas immersion showed greater activity in areas associated with self-processing and visceral states. These results suggest that mindful attention produces decentering by disengaging embodied senses of self from imagined situations so that affect does not develop. PMID:26111487

  9. Linking introversion and extraversion to guided imagery.

    PubMed

    Honeycutt, James M

    2003-06-01

    Introversion-Extraversion is measured in relation to characteristics of imagined interactions which are a type of mental imagery and daydreaming. Our findings indicate mental imagery measured as characteristics of imagined interactions predict introversion and extraversion.

  10. Fusion or confusion in obsessive compulsive disorder.

    PubMed

    O'Connor, Kieron; Aardema, Frederick

    2003-08-01

    Inferential confusion occurs when a person mistakes an imagined possibility for a real probability and might account for some types of thought-action and other fusions reported in obsessive-compulsive disorder. Inferential confusion could account for the ego-dystonic nature of obsessions and their recurrent nature, since the person acts "as if" an imagined aversive inference is probable and tries unsuccessfully to modify this imaginary probability in reality. The clinical implications of the inferential confusion model focus primarily on the role of the imagination in obsessive-compulsive disorder rather than on cognitive beliefs.

  11. Zero Energy Schools: Architects Take the Lead

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Torcellini, Paul A

    Zero energy schools are possible and practical, and architects are leading the way. Imagine a school so inviting that students want to come to school. Now imagine this school housed in a beautiful, light-filled building that produces more energy on an annual basis than it uses. Finally, imagine that the district built this school on the same budget as a conventional school, using typical materials, equipment, and tradespeople. Sound too good to be true Discovery Elementary School in Arlington, Virginia, is living proof that zero energy (ZE) schools are feasible, affordable, and sensible.

  12. Imagining others' handedness: visual and motor processes in the attribution of the dominant hand to an imagined agent.

    PubMed

    Marzoli, Daniele; Menditto, Silvia; Lucafò, Chiara; Tommasi, Luca

    2013-08-01

    In a previous study, we found that when required to imagine another person performing an action, participants reported a higher correspondence between their own dominant hand and the hand used by the imagined person when the agent was visualized from the back compared to when the agent was visualized from the front. This suggests a greater involvement of motor representations in the back-view perspective, possibly indicating a greater proneness to put oneself in the agent's shoes in such a condition. In order to assess whether bringing to the foreground the right or left hand of an imagined agent can foster the activation of the corresponding motor representations, we required 384 participants to imagine a person-as seen from the right or left side-performing a single manual action and to indicate the hand used by the imagined person during movement execution. The proportion of right- versus left-handed reported actions was higher in the right-view condition than in the left-view condition, suggesting that a lateral vantage point may activate the corresponding hand motor representations, which is in line with previous research indicating a link between the hemispheric specialization of one's own body and the visual representation of others' bodies. Moreover, in agreement with research on hand laterality judgments, the effect of vantage point was stronger for left-handers (who reported a higher proportion of right- than left-handed actions in the right-view condition and a slightly higher proportion of left- than right-handed actions in the left-view condition) than for right-handers (who reported a higher proportion of right- than left-handed actions in both view conditions), indicating that during the mental simulation of others' actions, right-handers rely on sensorimotor processes more than left-handers, while left-handers rely on visual processes more than right-handers.

  13. When I Grow Up, I Want To Be: Books about Careers Real and Imagined.

    ERIC Educational Resources Information Center

    Lesesne, Teri S.

    2002-01-01

    Presents annotations of picture books (published in 2001) which deal with careers, real and imagined, such as poet, musician, artist, scientist, historian, farmer, baker, figure skater, and circus girl. (RS)

  14. Harassment: Imaginings.

    ERIC Educational Resources Information Center

    Wilt, Judith

    1993-01-01

    Imagines the role of the male college professor in view of the erotic and sexual nature of his subjectivity and the glaring possibilities of sexual misconduct with students. Outlines some experiences related to the sexual harassment policies of one private college. (HB)

  15. Teaching the Handicapped Imagination.

    ERIC Educational Resources Information Center

    Sloane, Sarah

    1983-01-01

    The article describes exercises in drama and creative writing to broaden the imaginations of visually handicapped children through stories and poems with a nonvisual imagery. Examples of stories and poems written specifically for the visually handicapped are included. (Author/CL)

  16. Moral judgment in episodic amnesia.

    PubMed

    Craver, Carl F; Keven, Nazim; Kwan, Donna; Kurczek, Jake; Duff, Melissa C; Rosenbaum, R Shayna

    2016-08-01

    To investigate the role of episodic thought about the past and future in moral judgment, we administered a well-established moral judgment battery to individuals with hippocampal damage and deficits in episodic thought (insert Greene et al. 2001). Healthy controls select deontological answers in high-conflict moral scenarios more frequently when they vividly imagine themselves in the scenarios than when they imagine scenarios abstractly, at some personal remove. If this bias is mediated by episodic thought, individuals with deficits in episodic thought should not exhibit this effect. We report that individuals with deficits in episodic memory and future thought make moral judgments and exhibit the biasing effect of vivid, personal imaginings on moral judgment. These results strongly suggest that the biasing effect of vivid personal imagining on moral judgment is not due to episodic thought about the past and future. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

  17. The Secrets of Scheherazade: Toward a Functional Analysis of Imaginative Literature

    PubMed Central

    Grant, Lyle K

    2005-01-01

    A functional analysis of selected aspects of imaginative literature is presented. Reading imaginative literature is described as a process in which the reader makes indirect contact with the contingencies operating on the behavior of story characters. A functional story grammar is proposed in which the reader's experience with a story is interpreted in terms of escape contingencies in which the author initially introduces an establishing operation consisting of a source of tension, which is resolved in some way by the outcome of the story. Although escape contingencies represent the functional basis for the structure of stories, they are to be understood in a context of many other reinforcers for reading fiction. Other contingencies that maintain reading are discussed. Functional analyses of imaginative literature have much to offer, both in improving literary education and in understanding the behavioral processes that occur on the part of the reader. PMID:22477324

  18. Importing perceived features into false memories.

    PubMed

    Lyle, Keith B; Johnson, Marcia K

    2006-02-01

    False memories sometimes contain specific details, such as location or colour, about events that never occurred. Based on the source-monitoring framework, we investigated one process by which false memories acquire details: the reactivation and misattribution of feature information from memories of similar perceived events. In Experiments 1A and 1B, when imagined objects were falsely remembered as seen, participants often reported that the objects had appeared in locations where visually or conceptually similar objects, respectively, had actually appeared. Experiment 2 indicated that colour and shape features of seen objects were misattributed to false memories of imagined objects. Experiment 3 showed that perceived details were misattributed to false memories of objects that had not been explicitly imagined. False memories that imported perceived features, compared to those that presumably did not, were subjectively more like memories for perceived events. Thus, perception may be even more pernicious than imagination in contributing to false memories.

  19. Imagination in practice.

    PubMed Central

    Scott, P A

    1997-01-01

    Current focus in the health care ethics literature on the character of the practitioner has a reputable pedigree. Rather than offer a staple diet of Aristotelian ethics in the undergraduate curricula, perhaps instead one should follow Murdoch's suggestion and help the practitioner to develop vision and moral imagination, because this has a practical rather than a theoretical aim. The imaginative capacity of the practitioner plays an important part in both the quality of the nurse's role enactment and the moral strategies which the nurse uses. It also plays a central part in the practitioner's ability to communicate with a patient and in the type of person which the practitioner becomes. Can the moral imagination be stimulated and nurtured? Some philosophers and literary critics argue that not only is this possible, but that literature is the means of doing so. If this is the case then a place should be made for literature in already crowded health care curricula. PMID:9055163

  20. Generic decoding of seen and imagined objects using hierarchical visual features.

    PubMed

    Horikawa, Tomoyasu; Kamitani, Yukiyasu

    2017-05-22

    Object recognition is a key function in both human and machine vision. While brain decoding of seen and imagined objects has been achieved, the prediction is limited to training examples. We present a decoding approach for arbitrary objects using the machine vision principle that an object category is represented by a set of features rendered invariant through hierarchical processing. We show that visual features, including those derived from a deep convolutional neural network, can be predicted from fMRI patterns, and that greater accuracy is achieved for low-/high-level features with lower-/higher-level visual areas, respectively. Predicted features are used to identify seen/imagined object categories (extending beyond decoder training) from a set of computed features for numerous object images. Furthermore, decoding of imagined objects reveals progressive recruitment of higher-to-lower visual representations. Our results demonstrate a homology between human and machine vision and its utility for brain-based information retrieval.

  1. Decoding vowels and consonants in spoken and imagined words using electrocorticographic signals in humans

    NASA Astrophysics Data System (ADS)

    Pei, Xiaomei; Barbour, Dennis L.; Leuthardt, Eric C.; Schalk, Gerwin

    2011-08-01

    Several stories in the popular media have speculated that it may be possible to infer from the brain which word a person is speaking or even thinking. While recent studies have demonstrated that brain signals can give detailed information about actual and imagined actions, such as different types of limb movements or spoken words, concrete experimental evidence for the possibility to 'read the mind', i.e. to interpret internally-generated speech, has been scarce. In this study, we found that it is possible to use signals recorded from the surface of the brain (electrocorticography) to discriminate the vowels and consonants embedded in spoken and in imagined words, and we defined the cortical areas that held the most information about discrimination of vowels and consonants. The results shed light on the distinct mechanisms associated with production of vowels and consonants, and could provide the basis for brain-based communication using imagined speech.

  2. Imagining wrong: Fictitious contexts mitigate condemnation of harm more than impurity.

    PubMed

    Sabo, John S; Giner-Sorolla, Roger

    2017-01-01

    Over 5 experiments, we test the fictive pass asymmetry hypothesis. Following observations of ethics and public reactions to media, we propose that fictional contexts, such as reality, imagination, and virtual environments, will mitigate people's moral condemnation of harm violations, more so than purity violations. That is, imagining a purely harmful act is given a "fictive pass," in moral judgment, whereas imagining an abnormal act involving the body is evaluated more negatively because it is seen as more diagnostic of bad character. For Experiment 1, an undergraduate sample (N = 250) evaluated 9 vignettes depicting an agent committing either violations of harm or purity in real life, watching them in films, or imagining them. For Experiments 2 and 3, online participants (N = 375 and N = 321, respectively) evaluated a single vignette depicting an agent committing a violation of harm or purity that either occurred in real life, was imagined, watched in a film, or performed in a video game. Experiment 4 (N = 348) used an analysis of moderated mediation to demonstrate that the perceived wrongness of fictional purity violations is explained both by the extent to which they are seen as a cue to, and a cause of, a poor moral character. Lastly, Experiment 5 (N = 484) validated our manipulations and included the presumption of desire as an additional mediator of the fictive pass asymmetry effects. We discuss implications for moral theories of act and character, anger and disgust, and for media use and regulation. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  3. Imaginative ethics--bringing ethical praxis into sharper relief.

    PubMed

    Hansson, Mats G

    2002-01-01

    The empirical basis for this article is three years of experience with ethical rounds at Uppsala University Hospital. Three standard approaches of ethical reasoning are examined as potential explanations of what actually occurs during the ethical rounds. For reasons given, these are not found to be satisfying explanations. An approach called "imaginative ethics", is suggested as a more satisfactory account of this kind of ethical reasoning. The participants in the ethical rounds seem to draw on a kind of moral competence based on personal life experience and professional competence and experience. By listening to other perspectives and other experiences related to one particular patient story, the participants imagine alternative horizons of moral experience and explore a multitude of values related to clinical practice that might be at stake. In his systematic treatment of aesthetics in the Critique of Judgement, Kant made use of an operation of thought that, if applied to ethics, will enable us to be more sensitive to the particulars of each moral situation. Based on this reading of Kant, an account of imaginative ethics is developed in order to bring the ethical praxis of doctors and nurses into sharper relief. The Hebraic and the Hellenic traditions of imagination are used in order to illuminate some of the experiences of ethical rounds. In conclusion, it is argued that imaginative ethics and principle-based ethics should be seen as complementary in order to endow a moral discourse with ethical authority. Kantian ethics will do the job if it is remembered that Kant suggested only a modest, negative role of principle-based deliberation.

  4. Episodic specificity induction impacts activity in a core brain network during construction of imagined future experiences

    PubMed Central

    Madore, Kevin P.; Szpunar, Karl K.; Addis, Donna Rose; Schacter, Daniel L.

    2016-01-01

    Recent behavioral work suggests that an episodic specificity induction—brief training in recollecting the details of a past experience—enhances performance on subsequent tasks that rely on episodic retrieval, including imagining future experiences, solving open-ended problems, and thinking creatively. Despite these far-reaching behavioral effects, nothing is known about the neural processes impacted by an episodic specificity induction. Related neuroimaging work has linked episodic retrieval with a core network of brain regions that supports imagining future experiences. We tested the hypothesis that key structures in this network are influenced by the specificity induction. Participants received the specificity induction or one of two control inductions and then generated future events and semantic object comparisons during fMRI scanning. After receiving the specificity induction compared with the control, participants exhibited significantly more activity in several core network regions during the construction of imagined events over object comparisons, including the left anterior hippocampus, right inferior parietal lobule, right posterior cingulate cortex, and right ventral precuneus. Induction-related differences in the episodic detail of imagined events significantly modulated induction-related differences in the construction of imagined events in the left anterior hippocampus and right inferior parietal lobule. Resting-state functional connectivity analyses with hippocampal and inferior parietal lobule seed regions and the rest of the brain also revealed significantly stronger core network coupling following the specificity induction compared with the control. These findings provide evidence that an episodic specificity induction selectively targets episodic processes that are commonly linked to key core network regions, including the hippocampus. PMID:27601666

  5. Thought-shape fusion in young healthy females appears after vivid imagination of thin ideals.

    PubMed

    Wyssen, Andrea; Coelho, Jennifer S; Wilhelm, Peter; Zimmermann, Grégoire; Munsch, Simone

    2016-09-01

    It has been shown that exposure to female thin ideals in media has minimal to moderate direct effects on body image satisfaction (BIS), mood and dysfunctional eating in healthy young women. Evidence has been found for several intervening variables such as social comparison processes. Accordingly it is assumed, that cognitive processing (rather than mere media exposure) is crucial. Consequently, vivid imagination of thin ideals after exposure to a fashion magazine was induced in order to trigger cognitive processes. Changes in mood, BIS and resulting bodyrelated cognitive distortions (Thought-Shape Fusion Body, TSF-B) were assessed. A total of 91 healthy women (mean age 21.9 years, SD = 2.0) were exposed to either a fashion magazine (thin-ideal group) or a nature magazine (control group) in a waiting room design. Afterwards they were instructed to vividly imagine either the thin ideals or landscapes. When exposed to thin ideals, a significant decrease in mood and BIS emerged after vivid imagination, but not after mere magazine exposure. Imagining thin ideals triggered body-related cognitive distortions (TSF-B). A higher degree of eating disorder (ED) symptomatology amplified this effect. These findings apply to young healthy females and cannot be generalized to samples with obesity, EDs or males. Internal validity is limited since the intensity of the exposure has not been systematically controlled. Vivid imagination of thin ideals promoted by magazines results in impaired mood and BIS and moreover in body-related cognitive distortions (TSF-B) in healthy women, especially, for those with stronger ED symptomatology. Copyright © 2016 Elsevier Ltd. All rights reserved.

  6. 5 CFR 551.209 - Creative professionals.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 551.209 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT CIVIL SERVICE REGULATIONS PAY... performance of work requiring invention, imagination, originality, or talent in a recognized field of artistic..., imagination, originality, or talent” distinguishes the creative professions from work that primarily depends...

  7. Reimagining Obesity

    ERIC Educational Resources Information Center

    Schultz, Jaime

    2017-01-01

    This article draws on Mills' sociological imagination (from the 1959 publication "The Sociological Imagination") to consider the connections between personal trouble and social issues when it comes to the causes and consequences of obesity. These connections may be important for assuaging the "obesity bias" that pervades our…

  8. Anterior hippocampus: the anatomy of perception, imagination and episodic memory

    PubMed Central

    Zeidman, Peter; Maguire, Eleanor A.

    2017-01-01

    The brain creates a model of the world around us. We can use this representation to perceive and comprehend what we see at any given moment, but also to vividly re-experience scenes from our past and imagine future (or even fanciful) scenarios. Recent work has shown that these cognitive functions — perception, imagination and recall of scenes and events — all engage the anterior hippocampus. Here we capitalise on new findings from functional neuroimaging to propose a model that links high-level cognitive functions to specific structures within the anterior hippocampus. PMID:26865022

  9. Art, the visual imagination and neuroscience: The Chauvet Cave, Mona Lisa's smile and Michelangelo's terribilitá.

    PubMed

    Onians, John

    2017-10-23

    This paper considers several types of imagination relevant to art historical enquiry. These are exemplified in artistic expressions ranging from palaeolithic paintings in the Chauvet Cave, to drawings, sculptures and buildings designed by Michelangelo and drawings and paintings by Leonardo, and are related to recent neuroscientific discoveries. From this it emerges that important types of imagination cannot be understood without an appreciation of the neural processes that underlie them and especially without an acknowledgement of the importance of neurochemistry. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

  10. Adaptive constructive processes and memory accuracy: Consequences of counterfactual simulations in young and older adults

    PubMed Central

    Gerlach, Kathy D.; Dornblaser, David W.; Schacter, Daniel L.

    2013-01-01

    People frequently engage in counterfactual thinking: mental simulations of alternative outcomes to past events. Like simulations of future events, counterfactual simulations serve adaptive functions. However, future simulation can also result in various kinds of distortions and has thus been characterized as an adaptive constructive process. Here we approach counterfactual thinking as such and examine whether it can distort memory for actual events. In Experiments 1a/b, young and older adults imagined themselves experiencing different scenarios. Participants then imagined the same scenario again, engaged in no further simulation of a scenario, or imagined a counterfactual outcome. On a subsequent recognition test, participants were more likely to make false alarms to counterfactual lures than novel scenarios. Older adults were more prone to these memory errors than younger adults. In Experiment 2, younger and older participants selected and performed different actions, then recalled performing some of those actions, imagined performing alternative actions to some of the selected actions, and did not imagine others. Participants, especially older adults, were more likely to falsely remember counterfactual actions than novel actions as previously performed. The findings suggest that counterfactual thinking can cause source confusion based on internally generated misinformation, consistent with its characterization as an adaptive constructive process. PMID:23560477

  11. Imaginal action: towards a Jungian conception of enactment, and an extraverted counterpart to active imagination.

    PubMed

    Brown, Robin S

    2018-04-01

    This theoretical paper considers the fashion in which Jung's psychology radically challenges modern assumptions concerning the nature of subjectivity. With an eye for the clinical implications of Jung's late work, the author introduces the idea of imaginal action. In order to explain what is meant by this, the paper begins by exploring how Jung's thinking demonstrates an underlying bias towards introversion. It is argued that while Jung's interest in synchronicity ultimately resulted in his developing a worldview that might address the introverted biases of his psychology, the clinical implications of this shift have not been sufficiently clarified. With reference to some short examples from experience, the author outlines a conception of relational synchronicity wherein the intrapsychic emerges non-projectively within the interpersonal field itself. Comparing and contrasting these occurrences to the more introverted practice of active imagination, it is claimed that such a notion is implicit in Jung's work and is needed as a corrective to his emphasis on interiority. The author suggests that imaginal action might be conceived as a distinctly Jungian approach to the psychoanalytic notion of enactment. It is also shown how the idea outlined might find further support from recent developments in the field of transpersonal psychology. © 2018, The Society of Analytical Psychology.

  12. Straight eye for the gay guy: composing queerness.

    PubMed

    Alexander, Jonathan

    2010-01-01

    Drawing on the work of Didier Eribon and his theorization of the construction of gay male subjectivity, this article examines different "texts," broadly defined, that grapple specifically with straight men attempting to represent male homosexuality: Norman Mailer's essay, "The Homosexual Villain"; the Bravo reality television series Boy Meets Boy, and Michael Griffith's short story, "Hooper Gets a Perm." These texts represent attempts by straight authors to grapple with queer experience in ways that move the imagination of queers beyond simple stereotypes or uncritical explorations of the sexual "other." In the process of examining these texts, the following questions are addressed: What happens when a straight man attempts to represent a gay man? Does he "get it right," and is such a question even useful? More specifically, what is the value in having straights imagine queerness? Is such an imagining possible? Is such desirable? And, if so, what are the contours of such an imagining-as well as its possibilities and limitations, pedagogically, personally, and politically? Ultimately, I contend that the straight imagining of queerness offers rich potential for mutual understanding; furthermore, attempting to understand what goes into the making of those representations tells us much about how queerness circulates in our culture as a subject, a figure of discussion, contention, and representation.

  13. Adaptive constructive processes and memory accuracy: consequences of counterfactual simulations in young and older adults.

    PubMed

    Gerlach, Kathy D; Dornblaser, David W; Schacter, Daniel L

    2014-01-01

    People frequently engage in counterfactual thinking: mental simulations of alternative outcomes to past events. Like simulations of future events, counterfactual simulations serve adaptive functions. However, future simulation can also result in various kinds of distortions and has thus been characterised as an adaptive constructive process. Here we approach counterfactual thinking as such and examine whether it can distort memory for actual events. In Experiments 1a/b young and older adults imagined themselves experiencing different scenarios. Participants then imagined the same scenario again, engaged in no further simulation of a scenario, or imagined a counterfactual outcome. On a subsequent recognition test participants were more likely to make false alarms to counterfactual lures than novel scenarios. Older adults were more prone to these memory errors than younger adults. In Experiment 2 younger and older participants selected and performed different actions, then recalled performing some of those actions, imagined performing alternative actions to some of the selected actions, and did not imagine others. Participants, especially older adults, were more likely to falsely remember counterfactual actions than novel actions as previously performed. The findings suggest that counterfactual thinking can cause source confusion based on internally generated misinformation, consistent with its characterisation as an adaptive constructive process.

  14. Parasocial Interactions and Relationships in Early Adolescence

    PubMed Central

    Gleason, Tracy R.; Theran, Sally A.; Newberg, Emily M.

    2017-01-01

    Parasocial interactions and relationships, one-sided connections imagined with celebrities and media figures, are common in adolescence and might play a role in adolescent identity formation and autonomy development. We asked 151 early adolescents (Mage = 14.8 years) to identify a famous individual of whom they are fond; we examined the type of celebrities chosen and why they admired them, and the relationships imagined with these figures across the entire sample and by gender. Adolescents emphasized highly salient media figures, such as actors, for parasocial attention. While different categories of celebrities were appreciated equally for their talent and personality, actors/singers were endorsed for their attractiveness more so than other celebrity types. Most adolescents (61.1%) thought of their favorite media figures as relationship partners, and those who did reported more parasocial involvement and emotional intensity than those who did not. Gender differences emerged in that boys chose more athletes than girls and were more likely to imagine celebrities as authority figures or mentors than friends. Celebrities afforded friendship for girls, who overwhelmingly focused on actresses. Hierarchical parasocial relationships may be linked to processes of identity formation as adolescents, particularly boys, imagine media figures as role models. In contrast, egalitarian parasocial relationships might be associated with autonomy development via an imagined affiliation with an attractive and admirable media figure. PMID:28280479

  15. Imagination in Japanese Educational Experiments.

    ERIC Educational Resources Information Center

    Dorner, Robert; Kowalski, Ludwik

    1992-01-01

    In the K. Ikatura method used in Japan, an instructor describes an experiment with a number of possible outcomes. Students record and discuss their predictions; the experiment is performed and the results analyzed. This method creates constructive cognitive conflict and provides structure for imagination. (SK)

  16. Decision Space Operations: Campaign Design Aimed at an Adversary’s Decision Making

    DTIC Science & Technology

    2003-01-01

    14 Figure 3: Reflexive control, Initial situation (physical reality ...20 Figure 4: Reflexive control, reality as X imagines it to be...20 Figure 5: Reflexive control, reality as Y imagines it to be .......................................................21 Figure 6: Reflexive

  17. Two new species of genus Hydrosmittia Ferrington & Sæther (Diptera: Chironomidae) from China.

    PubMed

    Zhang, Ruilei; Liu, Wenbin; Ferrington, Leonard C Jr; Wang, Xinhua

    2016-06-08

    The genus Hydrosmittia from China is reviewed. Two new species H. continalinea sp. n. and H. sipinata sp. n. are described and illustrated based on male imagines. Key to known male imagines of genus Hydrosmittia worldwide is provided.

  18. A Celebration of Kenneth Koch.

    ERIC Educational Resources Information Center

    Koch, Kenneth

    1994-01-01

    Provides the transcript of an extemporaneous speech by the poet Kenneth Koch at the "Educating the Imagination II" conference sponsored by the Teachers and Writers Collaborative. Comments on issues of creative writing, the imagination, and poetry. Provides autobiographical material about Koch's development as a poet. (HB)

  19. Young Children's Playfully Complex Communication: Distributed Imagination

    ERIC Educational Resources Information Center

    Alcock, Sophie

    2010-01-01

    This paper draws on research exploring young children's playful and humorous communication. It explores how playful activity mediates and connects children in complex activity systems where imagination, cognition, and consciousness become distributed across individuals. Children's playfulness is mediated and distributed via artefacts (tools, signs…

  20. Neural processes mediating the preparation and release of focal motor output are suppressed or absent during imagined movement

    PubMed Central

    Eagles, Jeremy S.; Carlsen, Anthony N.

    2016-01-01

    Movements that are executed or imagined activate a similar subset of cortical regions, but the extent to which this activity represents functionally equivalent neural processes is unclear. During preparation for an executed movement, presentation of a startling acoustic stimulus (SAS) evokes a premature release of the planned movement with the spatial and temporal features of the tasks essentially intact. If imagined movement incorporates the same preparatory processes as executed movement, then a SAS should release the planned movement during preparation. This hypothesis was tested using an instructed-delay cueing paradigm during which subjects were required to rapidly release a handheld weight while maintaining the posture of the arm or to perform first-person imagery of the same task while holding the weight. In a subset of trials, a SAS was presented at 1500, 500, or 200 ms prior to the release cue. Task-appropriate preparation during executed and imagined movements was confirmed by electroencephalographic recording of a contingent negative variation waveform. During preparation for executed movement, a SAS often resulted in premature release of the weight with the probability of release progressively increasing from 24 % at −1500 ms to 80 % at −200 ms. In contrast, the SAS rarely (<2 % of trials) triggered a release of the weight during imagined movement. However, the SAS frequently evoked the planned postural response (suppression of bicep brachii muscle activity) irrespective of the task or timing of stimulation (even during periods of postural hold without preparation). These findings provide evidence that neural processes mediating the preparation and release of the focal motor task (release of the weight) are markedly attenuated or absent during imagined movement and that postural and focal components of the task are prepared independently. PMID:25744055

  1. Impaired action self-monitoring and cognitive confidence among ultra-high risk for psychosis and first-episode psychosis patients.

    PubMed

    Gawęda, Ł; Li, E; Lavoie, S; Whitford, T J; Moritz, S; Nelson, B

    2018-01-01

    Self-monitoring biases and overconfidence in incorrect judgments have been suggested as playing a role in schizophrenia spectrum disorders. Little is known about whether self-monitoring biases may contribute to early risk factors for psychosis. In this study, action self-monitoring (i.e., discrimination between imagined and performed actions) was investigated, along with confidence in judgments among ultra-high risk (UHR) for psychosis individuals and first-episode psychosis (FEP) patients. Thirty-six UHR for psychosis individuals, 25 FEP patients and 33 healthy controls (CON) participated in the study. Participants were assessed with the Action memory task. Simple actions were presented to participants verbally or non-verbally. Some actions were required to be physically performed and others were imagined. Participants were asked whether the action was presented verbally or non-verbally (action presentation type discrimination), and whether the action was performed or imagined (self-monitoring). Confidence self-ratings related to self-monitoring responses were obtained. The analysis of self-monitoring revealed that both UHR and FEP groups misattributed imagined actions as being performed (i.e., self-monitoring errors) significantly more often than the CON group. There were no differences regarding performed actions as being imagined. UHR and FEP groups made their false responses with higher confidence in their judgments than the CON group. There were no group differences regarding discrimination between the types of actions presented (verbal vs non-verbal). A specific type of self-monitoring bias (i.e., misattributing imagined actions with performed actions), accompanied by high confidence in this judgment, may be a risk factor for the subsequent development of a psychotic disorder. Copyright © 2017 Elsevier Masson SAS. All rights reserved.

  2. Moving to Music: Effects of Heard and Imagined Musical Cues on Movement-Related Brain Activity

    PubMed Central

    Schaefer, Rebecca S.; Morcom, Alexa M.; Roberts, Neil; Overy, Katie

    2014-01-01

    Music is commonly used to facilitate or support movement, and increasingly used in movement rehabilitation. Additionally, there is some evidence to suggest that music imagery, which is reported to lead to brain signatures similar to music perception, may also assist movement. However, it is not yet known whether either imagined or musical cueing changes the way in which the motor system of the human brain is activated during simple movements. Here, functional magnetic resonance imaging was used to compare neural activity during wrist flexions performed to either heard or imagined music with self-pacing of the same movement without any cueing. Focusing specifically on the motor network of the brain, analyses were performed within a mask of BA4, BA6, the basal ganglia (putamen, caudate, and pallidum), the motor nuclei of the thalamus, and the whole cerebellum. Results revealed that moving to music compared with self-paced movement resulted in significantly increased activation in left cerebellum VI. Moving to imagined music led to significantly more activation in pre-supplementary motor area (pre-SMA) and right globus pallidus, relative to self-paced movement. When the music and imagery cueing conditions were contrasted directly, movements in the music condition showed significantly more activity in left hemisphere cerebellum VII and right hemisphere and vermis of cerebellum IX, while the imagery condition revealed more significant activity in pre-SMA. These results suggest that cueing movement with actual or imagined music impacts upon engagement of motor network regions during the movement, and suggest that heard and imagined cues can modulate movement in subtly different ways. These results may have implications for the applicability of auditory cueing in movement rehabilitation for different patient populations. PMID:25309407

  3. Multimodal Literacies: Imagining Lives through Korean Dramas

    ERIC Educational Resources Information Center

    Kim, Grace MyHyun; Omerbašic, Delila

    2017-01-01

    Global networks of information and interactions have created new conditions for access to myriad literacies, languages, and communities. Engagements with transnational texts and communities can support the imagination of lives different from one's local context. This article presents data from two qualitative studies of adolescent literacy…

  4. Learning's Bower

    ERIC Educational Resources Information Center

    Gill, Prue

    2008-01-01

    Prue Gill calls for a national English curriculum that appreciates the complex relationship between curriculum and assessment, one that is supported by strong government investment in professional learning, and one that will enable young people to imagine a different future from that which has been imagined for them by their elders.

  5. Narrative Experiments and Imaginative Inquiry

    ERIC Educational Resources Information Center

    Gough, Noel

    2008-01-01

    In this semi-autobiographical essay I explore the representation and performance of imaginative inquiry practices in educational inquiry and other disciplines, with particular reference to "thought experiments" in the natural sciences and comparable practices in the arts, humanities, and social sciences. I share a number of experiences…

  6. Teaching with Technology. Software That's Right for You.

    ERIC Educational Resources Information Center

    Allen, Denise

    1995-01-01

    Recommends software to help teachers plan curriculum in the areas of comprehensive language arts ("Cornerstone"); writing and information ("Keroppi Day Hopper"); creative writing and imagination ("Imagination Express"); reading ("Jo-Jo's Reading Circus"); math ("Careers in Math: From Architects to Astronauts") and nature ("Eyewitness"). Provides…

  7. The Christian Educator's Imagination

    ERIC Educational Resources Information Center

    Edie, Fred P.

    2012-01-01

    This article describes six constitutive "senses" of the "Christian educator's imagination." These dispositions toward knowing, being, and doing characterize competent leadership in educational ministry. They include a sense for vocational empowerment, a sense for teaching and learning, a sense for seeking God's presence; a sense for the contours…

  8. Imagination, the Individual and the Global Media.

    ERIC Educational Resources Information Center

    Misson, Ray

    The relationship between imagination, the individual, and the global media was examined. The examination focused on two underpinning theorizations of individuality, namely, the notion of the "discursive construction of subjectivity" that draws on the work of various poststructuralist thinkers and Judith Baker's notion of the…

  9. Observation, Inference, and Imagination: Elements of Edgar Allan Poe's Philosophy of Science

    NASA Astrophysics Data System (ADS)

    Gelfert, Axel

    2014-03-01

    Edgar Allan Poe's standing as a literary figure, who drew on (and sometimes dabbled in) the scientific debates of his time, makes him an intriguing character for any exploration of the historical interrelationship between science, literature and philosophy. His sprawling `prose-poem' Eureka (1848), in particular, has sometimes been scrutinized for anticipations of later scientific developments. By contrast, the present paper argues that it should be understood as a contribution to the raging debates about scientific methodology at the time. This methodological interest, which is echoed in Poe's `tales of ratiocination', gives rise to a proposed new mode of—broadly abductive—inference, which Poe attributes to the hybrid figure of the `poet-mathematician'. Without creative imagination and intuition, Science would necessarily remain incomplete, even by its own standards. This concern with imaginative (abductive) inference ties in nicely with his coherentism, which grants pride of place to the twin virtues of Simplicity and Consistency, which must constrain imagination lest it degenerate into mere fancy.

  10. Characteristics of memories for near-death experiences.

    PubMed

    Moore, Lauren E; Greyson, Bruce

    2017-05-01

    Near-death experiences are vivid, life-changing experiences occurring to people who come close to death. Because some of their features, such as enhanced cognition despite compromised brain function, challenge our understanding of the mind-brain relationship, the question arises whether near-death experiences are imagined rather than real events. We administered the Memory Characteristics Questionnaire to 122 survivors of a close brush with death who reported near-death experiences. Participants completed Memory Characteristics Questionnaires for three different memories: that of their near-death experience, that of a real event around the same time, and that of an event they had imagined around the same time. The Memory Characteristics Questionnaire score was higher for the memory of the near-death experience than for that of the real event, which in turn was higher than that of the imagined event. These data suggest that memories of near-death experiences are recalled as "realer" than real events or imagined events. Copyright © 2017 Elsevier Inc. All rights reserved.

  11. Hypnotic suggestibility predicts the magnitude of the imaginative word blindness suggestion effect in a non-hypnotic context.

    PubMed

    Parris, Benjamin A; Dienes, Zoltan

    2013-09-01

    The present study investigated how the magnitude the word blindness suggestion effect on Stroop interference depended on hypnotic suggestibility when given as an imaginative suggestion (i.e. not post-hypnotic suggestion) and under conditions in which hypnosis was not mentioned. Hypnotic suggestibility is shown to be a significant predictor of the magnitude of the imaginative word blindness suggestion effect under these conditions. This is therefore the first study to show a linear relationship between the imaginative word blindness suggestion effect and hypnotic suggestibility across the whole hypnotizability spectrum. The results replicate previous findings showing that highs respond to the word blindness suggestion to a greater extent than lows but extend previous work by showing that the advantage for those higher on the hypnotizability spectrum occurs even in a non-hypnotic context. Negative attitudes about hypnosis may not explain the failure to observe similar effects of the word blindness suggestion in less hypnotizable individuals. Copyright © 2013 Elsevier Inc. All rights reserved.

  12. Subjective Estimation of Task Time and Task Difficulty of Simple Movement Tasks.

    PubMed

    Chan, Alan H S; Hoffmann, Errol R

    2017-01-01

    It has been demonstrated in previous work that the same neural structures are used for both imagined and real movements. To provide a strong test of the similarity of imagined and actual movement times, 4 simple movement tasks were used to determine the relationship between estimated task time and actual movement time. The tasks were single-component visually controlled movements, 2-component visually controlled, low index of difficulty (ID) moves and pin-to-hole transfer movements. For each task there was good correspondence between the mean estimated times and actual movement times. In all cases, the same factors determined the actual and estimated movement times: the amplitudes of movement and the IDs of the component movements, however the contribution of each of these variables differed for the imagined and real tasks. Generally, the standard deviations of the estimated times were linearly related to the estimated time values. Overall, the data provide strong evidence for the same neural structures being used for both imagined and actual movements.

  13. Influencing Republicans' and Democrats' attitudes toward Obamacare: Effects of imagined vicarious cognitive dissonance on political attitudes.

    PubMed

    Cooper, Joel; Feldman, Lauren A; Blackman, Shane F

    2018-04-16

    The field of experimental social psychology is appropriately interested in using novel theoretical approaches to implement change in the social world. In the current study, we extended cognitive dissonance theory by creating a new framework of social influence: imagined vicarious dissonance. We used the framework to influence attitudes on an important and controversial political attitude: U.S. citizens' support for the Affordable Care Act (ACA). 36 Republicans and 84 Democrats were asked to imagine fellow Republicans and Democrats, respectively, making attitude discrepant statements under high and low choice conditions about support for the ACA. The data showed that vicarious dissonance, established by imagining a group member make a counterattitudinal speech under high-choice conditions (as compared to low-choice conditions), resulted in greater support for the Act by Republicans and marginally diminished support by Democrats. The results suggest a promising role for the application of vicarious dissonance theory to relevant societal issues and for further understanding the relationship of dissonance and people's identification with their social groups.

  14. Examining age-related movement representations for sequential (fine-motor) finger movements.

    PubMed

    Gabbard, Carl; Caçola, Priscila; Bobbio, Tatiana

    2011-12-01

    Theory suggests that imagined and executed movement planning relies on internal models for action. Using a chronometry paradigm to compare the movement duration of imagined and executed movements, we tested children aged 7-11 years and adults on their ability to perform sequential finger movements. Underscoring this tactic was our desire to gain a better understanding of the age-related ability to create internal models for action requiring fine-motor movements. The task required number recognition and ordering and was presented in three levels of complexity. Results for movement duration indicated that 7-year-olds and adults were different from the other groups with no statistical distinction between 9- and 11-year-olds. Correlation analysis indicated a significant relationship between imagined and executed actions. These results are the first to document the increasing convergence between imagined and executed movements in the context of fine-motor behavior; a finding that adds to our understanding of action representation in children. Copyright © 2011 Elsevier Inc. All rights reserved.

  15. 'Imagining ourselves' as participating publics: An example from biodiversity conservation.

    PubMed

    Castro, Paula; Mouro, Carla

    2016-10-01

    This article examines how residents in Natura 2000 sites in Southern Portugal 'imagine themselves' as publics participating in biodiversity conservation. Through nine focus groups (n = 49) it seeks to understand whether and how these self-imaginations reproduce and/or resist experts' highly shared, hegemonic, representations across two dimensions: the epistemic and the normative. Analysis of the groups' discussions shows that (1) reproduction is clearer in the normative dimension, conveyed through discursive formats that place 'people' as its actor and exempt the Ego from it; (2) resistance is clearer in the epistemic dimension, relying on vibrant claims of local knowledge, yet it can be maintained as hidden discourse; (3) the forms of reproduction or resistance that emerged were hybrid ones; and (4) self-imaginations are more fragmented and negative in normative matters and more unified and positive in epistemic matters. We discuss how these findings help understand how hegemonic representations are maintained/resisted in enduring public-expert relations. © The Author(s) 2015.

  16. Empathy Examined From Perspectives of Neuroscience and Artistic Imagination.

    PubMed

    Franklin, Michael A; Grossenbacher, Peter G

    2016-01-01

    This response to Ian E. Wickramasekera II's article, Mysteries of Hypnosis and the Self Are Revealed by the Psychology and Neuroscience of Empathy, is addressed from a joint perspective on consciousness comprising two related orientations: neuroscience and artistic imagination. We find that the central importance of empathy to empathic involvement theory (Wickramasekera II, 2015) reflects the pivotal nature of empathy in the brain and in the relational exchange implicit in the psychotherapeutic process, particularly when using art in therapy. We offer a preliminary unpacking of the roles related to key psychological processes, such as imagination, that are implicated in clinical uses of verbal and visual empathic resonance.

  17. IMAGINE: Interstellar MAGnetic field INference Engine

    NASA Astrophysics Data System (ADS)

    Steininger, Theo

    2018-03-01

    IMAGINE (Interstellar MAGnetic field INference Engine) performs inference on generic parametric models of the Galaxy. The modular open source framework uses highly optimized tools and technology such as the MultiNest sampler (ascl:1109.006) and the information field theory framework NIFTy (ascl:1302.013) to create an instance of the Milky Way based on a set of parameters for physical observables, using Bayesian statistics to judge the mismatch between measured data and model prediction. The flexibility of the IMAGINE framework allows for simple refitting for newly available data sets and makes state-of-the-art Bayesian methods easily accessible particularly for random components of the Galactic magnetic field.

  18. Teaching Literature as an Ethic of Care

    ERIC Educational Resources Information Center

    Hilder, Monika B.

    2005-01-01

    How can literature teachers foster an ethic of care in the classroom? How can literature and imaginative pedagogical strategies facilitate education of the moral imagination and overall training of the ethical thinker? This essay explores some theoretical reflections on moral education through literature and, in particular, suggests practical…

  19. Best Practices Case Study: Imagine Homes - Stillwater Ranch, San Antonio, TX

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    none,

    2011-04-01

    This case study describes Imagine Homes, who met Builders Challenge criteria on more than 200 homes in San Antonio with rigid foam exterior sheathing, ducts and air handler in conditioned space in a spray-foam insulated attic, and high-efficiency HVAC, windows, and appliances.

  20. The Dangers of Aestheticism in Schooling.

    ERIC Educational Resources Information Center

    Meager, Ruby

    1981-01-01

    Prompted by Immanuel Kant's analysis of the nature and operations of the imagination in his "Critique of the Aesthetical Judgment," this article points out the danger of encouraging imagination-borne aesthetical judgments and explanatory hypotheses. Concludes that understanding requires submission to more stringent standards of objectivity and to…

  1. History and Imagination: Reenactments for Elementary Social Studies

    ERIC Educational Resources Information Center

    Morris, Ronald Vaughan

    2012-01-01

    In "History and Imagination," elementary school social studies teachers will learn how to help their students break down the walls of their schools, more personally engage with history, and define democratic citizenship. By collaborating together in meaningful investigations into the past and reenacting history, students will become…

  2. The role of imagination in experiencing natural environments

    Treesearch

    Herbert Schroeder

    2010-01-01

    The experience of natural environments and places is multifaceted, involving psychological functions such as perception, cognition, memory, emotion, and imagination. Environmental perception and cognition were key topics in early research in environmental psychology. More recently, attention has also been directed to affective dimensions of environmental experience,...

  3. Imagination Goes to School

    ERIC Educational Resources Information Center

    Esbin, Howard B.

    2008-01-01

    Children enter school brimming with imagination. They're masters of make believe and visualization, honed through five years of play. For the next decade, this essential cognitive faculty is benignly neglected by the institution called school. By comparison, the faculty of reason is explicitly and assiduously cultivated, reflecting the West's…

  4. SPARKLING WORDS--TWO HUNDRED PRACTICAL AND CREATIVE WRITING IDEAS.

    ERIC Educational Resources Information Center

    CARLSON, RUTH KEARNEY

    THIS BOOK PROVIDES TEACHERS WITH SUGGESTIONS FOR STIMULATING YOUNG WRITERS TO CREATE IMAGINATIVE COMPOSITIONS CONTAINING VERSATILE VOCABULARY WORDS AND GRAPHIC DESCRIPTIONS. THE SUGGESTIONS ARE GROUPED INTO FIVE CHAPTERS--(1) "SPINNING IMAGINATIVE THOUGHTS" IS DESIGNED TO ASSIST TEACHERS IN FOSTERING PUPILS' FLEXIBLE THINKING PROCESSES TOWARD THE…

  5. "Habit of Heat:" Emerson, Belletristic Rhetoric, and the Role of the Imagination

    ERIC Educational Resources Information Center

    Thompson, Roger

    2007-01-01

    In this article, the author argues that Emerson repudiated the formalism of nineteenth century belletristic, mechanistic, reason-centered, American rhetoric influenced by Hugh Blair. Instead Emerson promoted a rhetoric with imagination at its center, which calls for civic duty. (Contains 33 notes.)

  6. Democratising the Research Imagination: Globalising Knowledge about HIV/AIDS

    ERIC Educational Resources Information Center

    Epstein, Debbie; Boden, Rebecca

    2006-01-01

    This paper problematises globalisation and the democratisation of the research imagination, highlighting the potentials for harm and good. We do so, first, by exploring two philosophical/epistemological issues: the definition of "knowledge" and the role of "research" in knowledge creation. The paper then considers some of…

  7. Innovations in the Treatment of Bulimia: Transpersonal Psychology, Relaxation, Imagination, Hypnosis, Myth, and Ritual.

    ERIC Educational Resources Information Center

    Brown, Michael H.

    1991-01-01

    Written for counselors who must help clients deal with bulimia, this article reviews bulimia's most obvious physical signs and symptoms, etiology, and behavioral characteristics. Considers innovative counseling approaches including Transpersonal Psychology, relaxation training, imagination, fantasy, hypnosis, myths, and rituals. (Author)

  8. Engaging Imagination in Ecological Education: Practical Strategies for Teaching

    ERIC Educational Resources Information Center

    Judson, Gillian

    2015-01-01

    "Engaging Imagination in Ecological Education" illustrates how to connect students to the natural world and encourage them to care about a more sustainable, ecologically secure planet. Cultivating ecological understanding can be more challenging for teachers than simply imparting knowledge of ecological issues; it requires reimagining…

  9. Imagining Instructions: Mental Practice in Highly Cognitive Domains

    ERIC Educational Resources Information Center

    Ginns, Paul

    2005-01-01

    This article reviews recent empirical investigations of imagination or mental practice in highly cognitive, realistic educational domains such as mathematics or learning computer applications. While mental practice has been a standard tool in training schedules devised by sports psychologists for several decades, with its efficacy studied…

  10. Mapping letters from the future: exploring narrative processes of imagining the future.

    PubMed

    Sools, Anneke M; Tromp, Thijs; Mooren, Jan H

    2015-03-01

    This article uses Letters from the Future (a health promotion instrument) to explore the human capacity of imagining the future. From a narrative perspective, letters from the future are considered to be indicative of a variety of forms through which human beings construct and understand their future selves and worlds. This is consistent with an interpretive approach to understanding the human mind, which offers an alternative for the current dominant causal-explanatory approach in psychology. On the basis of qualitative analysis of 480 letters from the future, collected online from a diverse group of Dutch and German persons, we first identified five narrative processes operating in the letters: imagining, evaluating, orienting, expressing emotions and engaging in dialogue. Second, using comparative analysis, we identified six types of how these processes are organized in the letters as a whole. These types differ regarding functionality (which of the five processes was dominant); temporality (prospective, retrospective and present-oriented); the extent to which a path between present and future was described; and the vividness of the imagination. We suggest that these types can be used in narrative health practice as 'pathways' to locate where letter writers are on their path to imagine the future, rather than as a normative taxonomy. Future research should focus on how these pathways can be used to navigate to health and well-being. © The Author(s) 2015.

  11. A Critical Role for the Hippocampus in the Valuation of Imagined Outcomes

    PubMed Central

    Lebreton, Maël; Bertoux, Maxime; Boutet, Claire; Lehericy, Stéphane; Dubois, Bruno; Fossati, Philippe; Pessiglione, Mathias

    2013-01-01

    Many choice situations require imagining potential outcomes, a capacity that was shown to involve memory brain regions such as the hippocampus. We reasoned that the quality of hippocampus-mediated simulation might therefore condition the subjective value assigned to imagined outcomes. We developed a novel paradigm to assess the impact of hippocampus structure and function on the propensity to favor imagined outcomes in the context of intertemporal choices. The ecological condition opposed immediate options presented as pictures (hence directly observable) to delayed options presented as texts (hence requiring mental stimulation). To avoid confounding simulation process with delay discounting, we compared this ecological condition to control conditions using the same temporal labels while keeping constant the presentation mode. Behavioral data showed that participants who imagined future options with greater details rated them as more likeable. Functional MRI data confirmed that hippocampus activity could account for subjects assigning higher values to simulated options. Structural MRI data suggested that grey matter density was a significant predictor of hippocampus activation, and therefore of the propensity to favor simulated options. Conversely, patients with hippocampus atrophy due to Alzheimer's disease, but not patients with Fronto-Temporal Dementia, were less inclined to favor options that required mental simulation. We conclude that hippocampus-mediated simulation plays a critical role in providing the motivation to pursue goals that are not present to our senses. PMID:24167442

  12. Student peer reviewers' views on teaching innovations and imaginative learning.

    PubMed

    Chan, Zenobia C Y

    2016-04-01

    Various teaching innovations have been proven effective in promoting students' critical thinking, creativity, problem solving and active learning. However, little attention has been paid to the possibility of including students as peer reviewers to evaluate these innovations in light of imaginative learning. This study explored the perspective of senior students who played the role of the student peer reviewer on three teaching innovations, namely writing poetry, composing songs and creating role-plays in problem-based learning (PBL), specifically in relation to imaginative learning. A focus group interview. Ten senior nursing students who had experienced the conventional PBL approach but not the mentioned teaching innovations were invited to participate in reviewing a video recording of a PBL class using the above teaching innovations with a total of 18 junior year students. Five themes were identified using content analysis: (i) motivation to learn, (ii) increased empathy, (iii) information retention, (iv) development of critical thinking and creativity, and (v) drawbacks of teaching innovations. It is suggested that student peer reviewers should be considered, as they can bring an outsider-learner's views on understanding the impacts of teaching innovations on imaginative learning. A call should be made to invite student peer reviewers on teaching and learning approaches, and more effort should be devoted to promoting an understanding of how imaginative learning can be achieved via teaching innovations. Copyright © 2016 Elsevier Ltd. All rights reserved.

  13. A collective unconscious reconsidered: Jung's archetypal imagination in the light of contemporary psychology and social science.

    PubMed

    Hunt, Harry T

    2012-02-01

    A needed rapprochement between Jung and the contemporary human sciences may rest less on the much debated relevance of a biologistic collective unconscious than on a re-inscribing of an archetypal imagination, as the phenomenological and empirical core of Jungian psychology. The most promising approaches in this regard in terms of theory and research in psychology come from combining the cognitive psychology of metaphor and synaesthesia, individual differences in imaginative absorption and openness to numinous experience and spirituality as a form of symbolic intelligence. On the socio-cultural side, this cognitive psychology of archetypal imagination is also congruent with Lévi-Strauss on the metaphoric roots of mythological thinking, and Durkheim on a sociology of collective consciousness. This conjoined perspective, while validating the cross cultural commonality of physical metaphor intuited by Jung and Hillman on alchemy, also shows Jung's Red Book, considered as the expressive source for his more formal psychology, to be far closer in spirit to a socio-cultural collective consciousness, based on metaphoric imagination, than to a phylogenetic or evolutionary unconscious. A mutual re-inscribing of Jung into congruent areas of contemporary psychology, anthropology, sociology, and vice versa, can help to further validate Jung's key observations and is fully consistent with Jung's own early efforts at synthesis within the human sciences. © 2012, The Society of Analytical Psychology.

  14. Synchronizing Fireflies

    ERIC Educational Resources Information Center

    Zhou, Ying; Gall, Walter; Nabb, Karen Mayumi

    2006-01-01

    "Imagine a tenth of a mile of river front with an unbroken line of trees with fireflies on ever leaf flashing in synchronism. ... Then, if one's imagination is sufficiently vivid, he may form some conception of this amazing spectacle." So wrote the naturalist Hugh Smith. In this article we consider how one might model mathematically the…

  15. Theoretical Concerns: Vygotsky on Imagination Development

    ERIC Educational Resources Information Center

    Gajdamaschko, Natalia

    2006-01-01

    Lev Vygotsky (1986-1934) was an educational theorist and psychologist of extraordinarily wide knowledge whose major writings deal with the entire learning-teaching-development experience. Despite a wide-ranging interest in Vygotskian theory, the issue of imagination remains outside of the main line of general inquiries into his work. Thus, there…

  16. Just Research in Contentious Times: Widening the Methodological Imagination

    ERIC Educational Resources Information Center

    Fine, Michelle

    2017-01-01

    In this intensely powerful and personal new text, Michelle Fine widens the methodological imagination for students, educators, scholars, and researchers interested in crafting research with communities. Fine shares her struggles over the course of 30 years to translate research into policy and practice that can enhance the human condition and…

  17. Evaluative Intervention Research in Child's Play.

    ERIC Educational Resources Information Center

    Yawkey, Thomas Daniels; Fox, Frank D.

    Evaluative intervention studies which have examined the potential of imaginative play to foster young children's cognitive and social development provide the focus of this literature review. Four criteria were used to select the studies: (1) the study's focus was on the use of imaginative play to foster cognitive growth; (2) the studies were…

  18. How Learning Environments Can Stimulate Student Imagination

    ERIC Educational Resources Information Center

    Liang, Chaoyun; Hsu, Yuling; Huang, Yinghsiu; Chen, Sheng-Chih

    2012-01-01

    The purpose of this study was to investigate an array of environmental factors that can stimulate imagination and explore how these factors manifest in different design phases. The participants of this study were students in the field of educational technology from four universities across Taiwan. The instructional design process was divided into…

  19. Modeling Molecular Machinery

    ERIC Educational Resources Information Center

    Hunter, Christine

    2015-01-01

    Imagine a microscopic world filled with tiny motors, ratchets, switches, and pumps controlled by complex signaling and feedback systems. Now imagine that these parts can assemble themselves. This is the world presented to students in the protein structure unit of a genetic engineering course. Students learn how protein folding gives rise to the…

  20. Practicing Sociological Imagination through Writing Sociological Autobiography

    ERIC Educational Resources Information Center

    Kebede, Alem

    2009-01-01

    Sociological imagination is a quality of mind that cannot be adopted by simply teaching students its discursive assumptions. Rather, it is a disposition, in competition with other forms of sensibility, which can be acquired only when it is practiced. Adhering to this important pedagogical assumption, students were assigned to write their…

  1. Musical Imagination: Perception and Production, Beauty and Creativity

    ERIC Educational Resources Information Center

    Hargreaves, David J.

    2012-01-01

    In our recently-published book "Musical Imaginations" (Hargreaves, Miell, & MacDonald, 2012), I suggest that the creative aspects of music "listening" have been neglected, and that putting these at the centre of musical creativity (which is usually seen as being manifested in the activities of composition, improvisation and performance) can lead…

  2. Acquiring Visual Classifiers from Human Imagination

    DTIC Science & Technology

    2014-01-01

    the most popular sport in India is cricket , which is played with a red ball, and popular sports in the United States are American football and...that people from different countries have inside their head. Indians seem to imagine a red ball, which is the standard color for a cricket ball and

  3. Imagined Worlds in Theatre and Drama.

    ERIC Educational Resources Information Center

    O'Neill, Cecily

    1985-01-01

    The essential nature of drama is a liberating act of imagination, of self-transcendence. A session is described in which the class maintained the delicate balance of dual consciousness and focused its attention and empathy on an illusory but possible world, creating and being responsible for the meaning of its construction. (MT)

  4. Texturing Space-Times in the Australian Curriculum: Cross-Curriculum Priorities

    ERIC Educational Resources Information Center

    Peacock, David; Lingard, Robert; Sellar, Sam

    2015-01-01

    The Australian curriculum, as a policy imagining what learning should take place in schools, and what that learning should achieve, involves the imagining and rescaling of social relations amongst students, their schools, the nation-state and the globe. Following David Harvey's theorisations of space-time and Norman Fairclough's operationalisation…

  5. An Imagination Effect in Learning from Scientific Text

    ERIC Educational Resources Information Center

    Leopold, Claudia; Mayer, Richard E.

    2015-01-01

    Asking students to imagine the spatial arrangement of the elements in a scientific text constitutes a learning strategy intended to foster deep processing of the instructional material. Two experiments investigated the effects of mental imagery prompts on learning from scientific text. Students read a computer-based text on the human respiratory…

  6. Afterword: Provisional Pedagogies toward Imagining Global Mobilities Otherwise

    ERIC Educational Resources Information Center

    Stein, Sharon; de Oliveira Andreotti, Vanessa

    2017-01-01

    In this afterword we bring insights from the special issue into conversation with the ongoing educational challenges of imagining the world differently. To do so, we consider how global mobilities are conceptualized and materialized within three "pillars" of the architecture of modern existence: the nation-state, global capital, and…

  7. Philadelphia's Renaissance Schools: A Report on Start up and Early Implementation

    ERIC Educational Resources Information Center

    Gold, Eva; Good, Deborah; Robertson-Kraft, Claire; Callahan, M. Kate

    2011-01-01

    In April 2009, Superintendent Arlene Ackerman announced her reform plan for the School District of Philadelphia (the District)--"Imagine 2014". Among other major initiatives, "Imagine 2014" laid the groundwork for Philadelphia's Renaissance Schools Initiative. The Renaissance Initiative, set to enter its second year in 2011-12,…

  8. Adapting the Mathematical Task Framework to Design Online Didactic Objects

    ERIC Educational Resources Information Center

    Bowers, Janet; Bezuk, Nadine; Aguilar, Karen

    2011-01-01

    Designing didactic objects involves imagining how students can conceive of specific mathematical topics and then imagining what types of classroom discussions could support these mental constructions. This study investigated whether it was possible to design Java applets that might serve as didactic objects to support online learning where…

  9. The Qualitative Imagination: Neoliberalism, "Blind Drift" and Alternative Pathways

    ERIC Educational Resources Information Center

    Jordan, Steven Shane; Wood, Elizabeth J.

    2017-01-01

    In this paper, we argue that the non-positivist origins that provided the impetus for the qualitative imagination over the past half century in educational research has undergone subtle, but nevertheless profound change and transformation as neoliberal forms of governmentality have increasingly colonised social and educational research. We examine…

  10. The Mediating Roles of Generative Cognition and Organizational Culture between Personality Traits and Student Imagination

    ERIC Educational Resources Information Center

    Liu, Yi-Lin; Liang, Chaoyun

    2014-01-01

    Using science majors as an example, we analyzed how generative cognition, organizational culture, and personality traits affect student imagination, and examined the mediating effects of generative cognition and organizational culture. A total of 473 undergraduates enrolled in physical, chemical, mathematical, and biological science programs…

  11. Poetic Vision and the Psychedelic Experience.

    ERIC Educational Resources Information Center

    Durr, R. A.

    A comparison of psychedelic and imaginative experience is presented. The two terms "psychedelic" and "imaginative," are taken to refer to a fundamentally identical power of apprehension, or mode of being. This power, or mode, is discussed as it is described in psychedelic reports and manifested in works of literature. Certain visionary,…

  12. The Journal of the Imagination in Language Learning, 1997.

    ERIC Educational Resources Information Center

    Coreil, Clyde, Ed.; Napoliello, Mihri, Ed.

    1997-01-01

    Articles on second language teaching and learning include: "Creativity with a Small 'c'" (Alan Maley); "National Standards & the Role of the Imagination in Foreign Language Learning" (Rebecca M. Valette); "Who Am I in English? Developing a Language Ego" (Jean Zukowski/Faust); "Steps to Dance in the Adult EFL…

  13. Establishing Sociological Imagination before Blame in Historical Events

    ERIC Educational Resources Information Center

    Bousalis, Rina

    2017-01-01

    Although finding fault with someone or something is part of human nature, blame is merely a perception. Before assigning blame in the causation of historical events, students should be given the opportunity to look past textbook generalizations and establish sociological imagination, or the ability to recognize history's connection to society and…

  14. Examining the Association between the "Imagination Library" Early Childhood Literacy Program and Kindergarten Readiness

    ERIC Educational Resources Information Center

    Samiei, Shahin; Bush, Andrew J.; Sell, Marie; Imig, Doug

    2016-01-01

    This study evaluated participation in the "Imagination Library" early childhood literacy enrichment program and children's pre-literacy and pre-numeracy skills at kindergarten entry in an urban school district. Previous studies have demonstrated that program participation is associated with greater early childhood reading practices.…

  15. Imagine...Opportunities and Resources for Academically Talented Youth, 1997-1998.

    ERIC Educational Resources Information Center

    Hartman, Melissa E., Ed.

    1997-01-01

    This document consists of the five consecutive issues of the journal "Imagine..." published during volume year 5. Typical journal articles cover teaching academically talented secondary students in the following focus areas: (1) biological science and medicine; (2) literature, language, and linguistics; (3) public service and politics; (4)…

  16. Re-Imagining the Land, North Sutherland, Scotland

    ERIC Educational Resources Information Center

    Mackenzie, A. F. D.

    2004-01-01

    This paper focuses on contemporary re-imaginings of the land in North Sutherland that counter global, modernist discourse. One narrative concerns the reinvention of the past; the other concerns the reconstruction of the present. Through both, people create what Edward Said (Culture and Imperialism. Alfred A. Knopf, New York, 1994) calls a…

  17. Emergency Medical Services (EMS) Public Information, Education and Relations (PIER): National Standard Curriculum (Administrator's Guide)

    DOT National Transportation Integrated Search

    1997-01-01

    Imagine a transportation network linked by information and technology that makes travel quicker, safer and easier. Imagine being able to plot your route before you leave your home or office and know exactly how long it will take you - by car, subway ...

  18. Imaginative Engagement with Religious Diversity in Public School Classrooms

    ERIC Educational Resources Information Center

    Kunzman, Robert

    2006-01-01

    Helping students learn how to engage thoughtfully with religious diversity is a vital component of democratic citizenship. This article argues for the importance of such a curriculum and considers the challenges and potential inherent in fostering "imaginative engagement" with religion in public school classrooms. It first explores conceptual…

  19. Jane Addams, Stories, and Imagination

    ERIC Educational Resources Information Center

    Griffith, Susan C.

    2009-01-01

    Early twentieth-century social activist Jane Addams is best known for her work at Hull House, the settlement house she founded with Ellen Gates Starr in 1889. Adams was also a pacifist, storyteller, writer and philosopher. Through her actions, stories, and writing, Addams modeled a philosophy of democracy-in-action based in imagination and…

  20. Imagine...Opportunities and Resources for Academically Talented Youth, 1995-1996.

    ERIC Educational Resources Information Center

    Hellerman, Susan B., Ed.

    1995-01-01

    This document consists of the five consecutive issues of the journal "Imagine..." published during volume year 3. Typical journal articles cover teaching academically talented secondary students in the following focus areas: (1) learning anywhere and everywhere; (2) accessing distance learning; (3) developing talent in the arts; (4) considering…

  1. The Whole Learner: The Role of Imagination in Developing Disciplinary Understanding

    ERIC Educational Resources Information Center

    Anderson, Kirsteen

    2010-01-01

    This article challenges the predominance of modularization across the UK university system, arguing that the fragmentation of the learning experience which results from this model undermines the possibility of a disciplinary understanding. It proposes instead a practice of imaginative writing which, by engaging students' experience, interest and…

  2. Imagine...Opportunities and Resources for Academically Talented Youth, 1994-1995.

    ERIC Educational Resources Information Center

    Hellerman, Susan B., Ed.

    1994-01-01

    This document consists of the five consecutive issues of the journal "Imagine..." published during volume year 2. Typical journal articles cover teaching academically talented secondary students in the following focus areas: (1) mathematical problem solving; (2) the humanities; (3) academic summer programs; (4) science and technology; and (5)…

  3. Considering (Auto)biography in Teaching and Learning about Race and Racism in a Diverse University

    ERIC Educational Resources Information Center

    Jones, Demelza

    2017-01-01

    The "sociological imagination"--the recognition of the relationship between "private troubles" and "public issues" (Mills [1959] 2000. "The Sociological Imagination". Oxford: Oxford University Press: 8)--is central to the discipline of sociology. This article reports findings of a 2014 study which…

  4. The Prayer-Poem and Jung's Use of Active-Imagination.

    ERIC Educational Resources Information Center

    Molton, Warren L.

    1996-01-01

    Develops the concept of the prayer-poem as a method for spiritual search. Relates the process of the prayer-poem to Carl Jung's use of "active imagination" as a way of pushing the poetic image to a deeper level of meaning and usefulness: a window into the psyche (soul). (SR)

  5. A Hockey Night in Canada: An Imagined Conversation between Theorists

    ERIC Educational Resources Information Center

    Fogel, Curtis

    2010-01-01

    In this paper, various methodological issues surrounding the sociological study of sport are explored. Through an imagined dialogue between two graduate students at a hockey game, this work brings together three divergent approaches to social enquiry: Positivist Grounded Theory, Constructivist Grounded Theory, and Actor-Network Theory. This paper…

  6. Planning, Imagined Interaction, and the Nonverbal Display of Anxiety.

    ERIC Educational Resources Information Center

    Allen, Terre H.; Honeycutt, James M.

    1997-01-01

    Examines a nonverbal indicator of anxiety--use of object adaptors. Examines effects of planning for an anticipated encounter and level of discrepancy individuals report they have in imagined interactions on use of object adaptors. Discusses findings in terms of spontaneous helplessness, plan efficacy, and accretion of plan strategies in response…

  7. (Re)Imagining the Global, Rethinking Gender in Education

    ERIC Educational Resources Information Center

    Burns, Kellie

    2008-01-01

    This paper develops new lines of analysis for understanding the relationships between globalisation, the imagination and emergent models of the "girl-citizen". It begins by outlining a new critical framework for studying globalisation that takes as its object of study not what globalisation "is", but what globalisation "does". Making use of…

  8. Real and Imagined Body Movement Primes Metaphor Comprehension

    ERIC Educational Resources Information Center

    Wilson, Nicole L.; Gibbs, Raymond W., Jr.

    2007-01-01

    We demonstrate in two experiments that real and imagined body movements appropriate to metaphorical phrases facilitate people's immediate comprehension of these phrases. Participants first learned to make different body movements given specific cues. In two reading time studies, people were faster to understand a metaphorical phrase, such as push…

  9. "On the Other Side of the Barrier Is Thinking"

    ERIC Educational Resources Information Center

    Brown, Simon

    2009-01-01

    Science requires imagination nourished by knowledge, experience and sustained critical thinking. Science teaching has the same requirements, but metacognition is even more important to a teacher than it is to a practitoner of science. Critical thinking is essential to both science and science teaching: in either domain, imagination relies on…

  10. Children's Strategies in Imagining Spatio-Geometrical Transformations.

    ERIC Educational Resources Information Center

    McGillicuddy-De Lisi, Ann V.; De Lisi, Richard

    1981-01-01

    Seventy-five children, 6 to 13 years of age, were assigned to one of five groups on the basis of Piagetian tests of spatial-geometrical knowledge. Subjects imagined and executed three transformations of geometric figures: square-enlargement, diamond enlargement and transformation of a small diamond into a large square. (CM)

  11. The Sociological Imagination and Social Responsibility

    ERIC Educational Resources Information Center

    Hironimus-Wendt, Robert J.; Wallace, Lora Ebert

    2009-01-01

    In this paper, we maintain that sociologists should deliberately teach social responsibility as a means of fulfilling the promise that C. Wright Mills envisioned. A key aspect of the sociological imagination includes a sense of social responsibility, but that aspect is best learned through a combination of experience and academic knowledge.…

  12. Imagining a Continuing Interprofessional Education Program (CIPE) within Surgical Training

    ERIC Educational Resources Information Center

    Kitto, Simon C.; Gruen, Russell L.; Smith, Julian A.

    2009-01-01

    In recent years increasing attention has been paid to issues of professionalism in surgery and the content and structure of continuing professional development for surgeons; however, little attention has been paid to interprofessional education (IPE) in surgical training. Imagining the form(s) of IPE and/or continuing interprofessional education…

  13. Manual for Scoring the Test of Directed Imagination.

    ERIC Educational Resources Information Center

    Veldman, Donald J.; And Others

    A scoring manual for the Directed Imagination Test, a projective technique wherein the subject is instructed to write four fictional stories (four minutes are allowed for each) about teachers and their experiences, is presented. The manual provides detailed instructions for rating each story by fifteen dimensions relevant to teacher education…

  14. Reading as Experience: Literature, Response and Imagination

    ERIC Educational Resources Information Center

    Lee, Klaudia Hiu Yen; Patkin, John

    2016-01-01

    This article uses the findings from an empirical study on Hong Kong students' reading practices as collected through face-to-face interviews on major university campuses in Hong Kong to argue for the importance of "affective" and "imaginative" engagement with literary texts if students are to develop an interest in reading.…

  15. Lateralization of brain activation to imagination and smell of odors using functional magnetic resonance imaging (fMRI): left hemispheric localization of pleasant and right hemispheric localization of unpleasant odors.

    PubMed

    Henkin, R I; Levy, L M

    2001-01-01

    Our goal was to use functional MRI (fMRI) of brain to reveal activation in each cerebral hemisphere in response to imagination and smell of odors. FMRI brain scans were obtained in 24 normal subjects using multislice fast low angle shot (FLASH) MRI in response to imagination of banana and peppermint odors and in response to smell of corresponding odors of amyl acetate and menthone, respectively, and of pyridine. Three coronal sections selected from anterior to posterior brain regions were used. Similar studies were obtained in two patients with hyposmia using FLASH MRI and in one patient with hyposmia using echo planar imaging (EPI) both before and after theophylline treatment that returned smell function to or toward normal in each patient and in two patients with birhinal phantosmia (persistent foul odor) and global phantogeusia (persistent foul taste) with FLASH and EPI fMRI before and after treatment with neuroleptic drugs that inhibited their phantosmia and phantogeusia. Activation images were derived using correlation analysis. Ratios of hemispheric areas of brain activation to total hemispheric brain areas were calculated for FLASH fMRI, and numerical counts of pixel clusters in each hemisphere were made for EPI studies. Total pixel cluster counts in localized regions of each hemispheric section were also obtained. In normal subjects, activation generally occurred in left (L) > right (R) brain hemisphere in response to banana and peppermint odor imagination and to smell of corresponding odors of amyl acetate and menthone. Whereas there were no overall hemispheric differences for pyridine odor, activation in men was R > L hemisphere. Although absolute activation in both L and R hemispheres in response to banana odor imagination and amyl acetate smell was men > women, the ratio of L to R activation was women > men. In hyposmic patients studied by FLASH fMRI, activation to banana odor imagination and amyl acetate smell was L > R hemisphere both before and after theophylline treatment. In the hyposmic patient studied with EPI before theophylline treatment, activation to banana and peppermint odor imagination and to amyl acetate, menthone, and pyridine smell was R > L hemisphere; after theophylline treatment restored normal smell function, activation shifted completely with banana and peppermint odor imagination and amyl acetate and menthone smell to L > R hemisphere, consistent with responses in normal subjects. However, this shift also occurred for pyridine smell, which is opposite to responses in normal control subjects. In patients with phantosmia and phantogeusia, activation to phantosmia and phantogeusia before treatment was R > L hemisphere; after treatment inhibited phantosmia and phantogeusia, activation shifted with a slight L > R hemispheric lateralization. Localization of all lateralized responses indicated that anterior frontal and temporal cortices were brain regions most involved with imagination and smell of odors and with phantosmia and phantogeusia presence. Imagination and smell of odors perceived as pleasant generally activated the dominant or L > R brain hemisphere. Smell of odors perceived as unpleasant and unpleasant phantosmia and phantogeusia generally activated the contralateral or R > L brain hemisphere. With remission of phantosmia and phantogeusia, hemispheric activation was not only inhibited, but also there was a slight shift to L > R hemispheric predominance. Predominant L > R hemispheric differences in brain activation in normal subjects occurred in the order amyl acetate > menthone > pyridine, consistent with the hypothesis that pleasant odors are more appreciated in L hemisphere and unpleasant odors more in R hemisphere. Anterior frontal and temporal cortex regions previously found activated by imagination and smell of odors and phantosmia and phantogeusia perception accounted for most hemispheric differences.

  16. Imagining and Feeling: Experiential Learning in Mass Communication Instruction.

    ERIC Educational Resources Information Center

    Parcells, Frank E.

    Defining the media experience as the media and social interaction involved in any person's viewing of television and the consequences of that viewing for oneself and others, this paper examines how phenomenology and psychodrama--methods of experiential learning focusing on the feeling and imagining functions of communication--can be used to teach…

  17. Faith and the Literary Imagination: The Educational Challenge

    ERIC Educational Resources Information Center

    Williams, Kevin

    2013-01-01

    Divided into four parts, the article explores the relationship between literature and faith. The first part examines the connection between literature and the pursuit of truth and the second shows that literature can offer a challenging encounter with different beliefs. Part three examines some examples of the imagination at work in illuminating…

  18. Museum without Walls: Imagining New Formative Spaces

    ERIC Educational Resources Information Center

    Cabral, Gladir; Fritzen, Celdon; Leite, Maria Isabel

    2010-01-01

    The "Museum of Childhood" is a project connected to the Post-Graduate Program in Education at Unesc (Brazil) and since 2005 has been developing interfaces with research, teaching and extension. In this paper, the authors would like to show how the museological conception of the Museum of Childhood makes imagination from one of the…

  19. Imagine the Universe! Version 3. [CD-ROM].

    ERIC Educational Resources Information Center

    Whitlock, Laura; Bene, Meredith; Granger, Kara

    This CD-ROM contains four astronomy and space science learning center sites individually captured from the World Wide Web in January of 1999. Each site contains its own learning adventure full of facts, fun, music, beautiful images, movies, and excitement. Space science learning sites include: (1) Imagine the Universe! geared for ages 14 and up…

  20. Pushing the Limits of Imagination: Mental Practice for Learning Sequences

    ERIC Educational Resources Information Center

    Wohldmann, Erica L.; Healy, Alice F.; Bourne, Lyle E., Jr.

    2007-01-01

    In 2 experiments, the efficacy of motor imagery for learning to type number sequences was examined. Adults practiced typing 4-digit numbers. Then, during subsequent training, they either typed in the same or a different location, imagined typing, merely looked at each number, or performed an irrelevant task. Repetition priming (faster responses…

  1. Towards a Rural Sociological Imagination: Ethnography and Schooling in Mobile Modernity

    ERIC Educational Resources Information Center

    Corbett, Michael

    2015-01-01

    In 1959, C. Wright Mills coined the phrase "the sociological imagination" to offer a critical assessment of a discipline he saw descending into a technical or abstract empiricist practice that he feared would ultimately deepen human alienation and oppression. Mills positioned the sociologist as a careful, critical scholar working in the…

  2. The Effect of Learner-Generated Drawing and Imagination in Comprehending a Science Text

    ERIC Educational Resources Information Center

    Lin, Lijia; Lee, Chee Ha; Kalyuga, Slava; Wang, Ying; Guan, Shuchen; Wu, Hao

    2017-01-01

    The purpose of the study was to investigate the effects of imagination and learner-generated drawing on comprehension, reading time, cognitive load, and eye movements, and whether prior knowledge moderated the effects of these two strategies. Sixty-three undergraduate students participated in a pretest-posttest between-subjects study with the…

  3. The Imagination Library Program: Increasing Parental Reading through Book Distribution

    ERIC Educational Resources Information Center

    Ridzi, Frank; Sylvia, Monica R.; Singh, Sunita

    2014-01-01

    Research has established a connection between print exposure and reading skills. The authors examined the impact of book access on print exposure via a monthly book distribution program. At 10 months of implementation, 170 families enrolled in the Imagination Library Program in Syracuse, New York responded to a survey. Results indicated that…

  4. Hard Times: Philosophy and the Fundamentalist Imagination

    ERIC Educational Resources Information Center

    Allsup, Randall Everett

    2005-01-01

    A close reading of Gradgrind's opening monologue of Hard Times by Charles Dickens will provide the starting off point for an examination of the role and place of philosophy in the music curriculum. The Gradgrind philosophy finds easy parallel to current thinking in American education. In the fundamentalist imagination, sources of ambiguity must be…

  5. Finding Canada outside: Building National Identity through Place-Based Outdoor Education

    ERIC Educational Resources Information Center

    Joyce, Katherine

    2011-01-01

    In a country as diverse as Canada, spread over an incomprehensibly large land mass, the connections between citizens may require more imagination. One way that these connections have been traditionally imagined in Canada is through national myths, including the myth of the wilderness. This myth draws the Canadian identity out of an…

  6. Students of Invention

    ERIC Educational Resources Information Center

    Mayes, Valynda; Hemenway, Mary Kay; Armosky, Brad J.

    2004-01-01

    Thomas A. Edison said, "To invent, you need a good imagination and a pile of junk." Well, the finalists in this year's Craftsman/NSTA Young Inventors Award Program had no shortage of imagination, but chose more useful items with which to work. With the goal to invent or modify a tool, students across the country were searching homes, yards, and…

  7. Authority and Imagined Truth: Notes on Teaching Creative Nonfiction.

    ERIC Educational Resources Information Center

    Renker, F. W.

    An instructor who teaches composition, poetry, and creative nonfiction at Delta Community College in central Michigan language makes connections and helps people imagine their way fully into subjects. People have a deep, if unconscious and unfocused, need to discover and tell the truth. For one semester his students act like writers. They keep…

  8. A Brave New World: Imagining Faculty Development in the Global Era

    ERIC Educational Resources Information Center

    VanZanten, Susan

    2015-01-01

    What might globalization and the demographic shift in Christianity mean for faculty development programs? What faculty members need most is the ability to imagine globalization as Christians. This article surveys and critiques the most powerful and persistent accounts in the current contest of narratives within the field of global education. These…

  9. Re-Imagining Science Education: Engaging Students in Science for Australia's Future. Australian Education Review 51

    ERIC Educational Resources Information Center

    Tytler, Russell

    2007-01-01

    Australian Education Review (AER) 51 elaborates on issues raised by the Australian Council for Educational Research (ACER) Research Conference 2006: "Boosting Science Learning--What Will It Take?" It challenges current orthodoxies in science education and proposes a re-imagining that charts new directions for science teaching and…

  10. An Imaginative Approach to Teaching

    ERIC Educational Resources Information Center

    Egan, Kieran

    2005-01-01

    In this book, the author demonstrates how teachers can transform the experience of K-12 students and help them become more knowledgeable and more creative in their thinking. At the core of this transformative process is imagination which can become the heart of effective learning if it is tied to education's central tasks. The book offers an…

  11. The Sociological Imagination and Community-Based Learning: Using an Asset-Based Approach

    ERIC Educational Resources Information Center

    Garoutte, Lisa

    2018-01-01

    Fostering a sociological imagination in students is a central goal for most introductory sociology courses and sociology departments generally, yet success is difficult to achieve. This project suggests that using elements of asset-based community development can be used in sociology classrooms to develop a sociological perspective. After…

  12. Just Us, Just Discussing: Imagined Homogeneities in the Gender Studies Classroom

    ERIC Educational Resources Information Center

    Karlsson, Lena

    2015-01-01

    This article explores practices of othering through formations of normative sameness in discussion-based seminar classrooms. It takes literary scholar Stanley Fish's question, "Is there a text in this class, or is it just us?", back into the classroom to explore the formation of a "just us," an imagined homogeneous interpretive…

  13. Pedagogies of Resistance: Free Universities and the Radical Re-Imagination of Study

    ERIC Educational Resources Information Center

    Thompsett, Fern

    2017-01-01

    Free universities are diverse but loosely networked projects that resist repressive capitalist and state configurations of power by re-imagining teaching, learning and research on their own terms, often through radical and ongoing experimentation. Drawing from my own experiences as a co-founder and organiser of the Brisbane Free University, along…

  14. Human Rights Education: Imaginative Possibilities for Creating Change

    ERIC Educational Resources Information Center

    Bajaj, Monisha

    2015-01-01

    Background/Context: Human rights education has proliferated in the past four decades and can be found in policy discussions, textbook reforms, and grassroots initiatives across the globe. This article specifically explores the role of creativity and imagination in human rights education (HRE) by focusing on a case study of one non-governmental…

  15. A Dose of Kindness: Empathic Arousal and Helping Behavior.

    ERIC Educational Resources Information Center

    Coke, Jay S.; Batson, C. Daniel

    This paper explores the role of empathic arousal in mediating helping behavior. Undergraduates listened to a recording of a radio newscast that described the situation of a young woman whose parents had been killed in an automobile accident. Subjects were instructed either to imagine how the woman felt about her situation (imagine condition), or…

  16. The Thought Experiment: An Imaginative Way into Civic Literacy

    ERIC Educational Resources Information Center

    Zarnowski, Myra

    2009-01-01

    Thought experiments enable students to think about persistent social issues by drawing on both knowledge and imagination. In this article, the author provides examples of thought experiments found in literature for adults and middle school students, a rationale for doing thought experiments in the classroom, a step-by-step procedure to follow, and…

  17. Brief Report: Imaginative Drawing in Children with Autism Spectrum Disorder and Learning Disabilities

    ERIC Educational Resources Information Center

    Allen, Melissa L.; Craig, Eleanore

    2016-01-01

    Here we examine imaginative drawing abilities in children with Autism Spectrum Disorder (ASD) and learning disabilities (LD) under several conditions: spontaneous production, with use of a template, and combining two real entities to form an "unreal" entity. Sixteen children in each group, matched on mental and chronological age, were…

  18. Longing for Books: Reasons for Reading Literature

    ERIC Educational Resources Information Center

    Leggo, Carl

    2011-01-01

    What is the hold of literature on a reader's imagination, on my imagination? I remember many hours spent with books in a kind of romantic entanglement, and heartful obsession, and joyful reverie. I certainly remember being lost with words, lost in enthusiastic abandonment. I loved the sounds of words, and the images they conjured, and the…

  19. Philadelphia's Renaissance Schools: Start up and Early Implementation. Executive Summary

    ERIC Educational Resources Information Center

    Research for Action, 2011

    2011-01-01

    In April 2009, Superintendent Arlene Ackerman announced her reform plan for the School District of Philadelphia (the District)--"Imagine 2014". Among other major initiatives, "Imagine 2014" laid the groundwork for Philadelphia's Renaissance Schools Initiative. The Renaissance Initiative, set to enter its second year in 2011-12, is an effort to…

  20. Mind Machines, Myth, Metaphor, and Scientific Imagination.

    ERIC Educational Resources Information Center

    Jansen, Sue Curry

    This paper builds upon the poetics of scientific discourse which provide extraordinary insights into the workings of the scientific imagination and into the ways it is both colonized and liberated by the medium of social and ideological transfer--metaphor. The paper examines what constructivism is teaching us about the role metaphor plays in…

  1. Effects of Imagined Interactions and Rehearsal on Speaking Performance

    ERIC Educational Resources Information Center

    Choi, Charles W.; Honeycutt, James M.; Bodie, Graham D.

    2015-01-01

    Imagined interactions (IIs) constitute a type of social cognition that can reduce fear of communication. Through the mental preparation enabled by IIs, an individual can reduce disfluencies and mitigate the anxiety that arises from a speech. Study 1 indicated that rehearsal influences the reduction of silent pauses but not vocalized pauses. In…

  2. The Invitational Imagination for Theory, Research, and Practice.

    ERIC Educational Resources Information Center

    Novak, John M.

    This paper argues that just as imagination has been important for the inception and promotion of invitational education, it is also necessary for the development of inviting research strategies. Applying the educative process to the study of inviting, recommendations are made for relating the constituent parts of the inviting stance (optimism,…

  3. Imagination, Playfulness, and Creativity in Children's Play with Different Toys

    ERIC Educational Resources Information Center

    Mo????ller, Signe?? Juhl?

    2015-01-01

    Based on a four-month experimental study of preschool children's play with creative-construction and social-fantasy toys, the author examines the in?uence of both types of toys on the play of preschool children. Her comparative analysis considers the impact of transformative play on the development of imagination during play activities and…

  4. Activating the Imagination inside the World Language Classroom

    ERIC Educational Resources Information Center

    Mitchell, Claire

    2015-01-01

    Imagination, creation, and innovation are three powerful words that present many possibilities in the world language classroom. When learners can see themselves as language users, they take ownership of their learning experience and become more invested in and engaged with the topic being studied. This heightened sense of investment in turn leads…

  5. Experiences of Intensive English Learners: Motivations, Imagined Communities, and Identities

    ERIC Educational Resources Information Center

    Lee, Juyeon

    2014-01-01

    Based on a widely held belief that immersion provides the best language learning opportunities, a large number of Asian students go to English-speaking countries to improve their English language skills. These strongly motivated learners arrive in a new country with a bag of expectations, learner beliefs, and imaginations about the new community…

  6. Imagining and Engaging Difference in the Art Museum

    ERIC Educational Resources Information Center

    Keith, Kimberly F.

    2012-01-01

    This article focuses on power, difference and knowledge, areas critical to adult education. It conveys insights into how educators and curators in an art museum imagined and engaged with difference, and particularly the black subject, when working within a collaborative project that included the acquisition of art objects (fine art photography).…

  7. Our Language: (Re)Imagining Communities in Ukrainian Language Classrooms

    ERIC Educational Resources Information Center

    Friedman, Debra A.

    2016-01-01

    Drawing upon video recordings from two fifth-grade Ukrainian classrooms and interviews with children four years later, this paper examines these classrooms as sites for socializing learners into an "imagined community" of Ukrainian speakers, the extent to which children took up identities as members of this community, and the potential…

  8. Imagine...Opportunities and Resources for Academically Talented Youth, 1996-1997.

    ERIC Educational Resources Information Center

    Hellerman, Susan B., Ed.

    1996-01-01

    This document consists of the five consecutive issues of the journal "Imagine..." published during volume year 4. Typical journal articles cover teaching academically talented secondary students in the following focus areas: (1) planning ahead for college; (2) history and archaeology; (3) physics and astronomy; (4) the global society; and (5)…

  9. Imagination in School Children's Choice of Their Learning Environment: An Australian Study

    ERIC Educational Resources Information Center

    Bland, Derek; Sharma-Brymer, Vinathe

    2012-01-01

    A visual research project addressed school children's concepts of ideal learning environments. Drawings and accompanying narratives were collected from Year 5 and Year 6 children in nine Queensland primary schools. The 133 submissions were analysed and coded to develop themes, identify key features and consider the uses of imagination. The…

  10. Absences and Imaginings: The Production of Knowledge on Globalisation and Education

    ERIC Educational Resources Information Center

    Robertson, Susan L.

    2006-01-01

    In his paper "Grassroots globalization and the research imagination", Arjun Appadurai challenges academics to develop ways of researching and engaging with the victims of globalisation. A key objective of Appadurai's is to sketch out the problematic and build up the terrain on which a democratisation of research about globalisation might…

  11. Is the World Their Oyster? The Global Imagination of Pre-Service Teachers

    ERIC Educational Resources Information Center

    Widegren, Pernilla; Doherty, Catherine

    2010-01-01

    This paper reports on a qualitative interview study with eleven pre-service primary teachers in Queensland about their career plans, exploring whether, and how, a global imagination motivates this next generation of teachers. The study is framed within sociological theory of globalisation, with regard to the growing possibilities for international…

  12. The Untamed Imagination: Creative Writing in Schools.

    ERIC Educational Resources Information Center

    Cross, Gillian

    1999-01-01

    Offers thoughts on mastering creative writing, and why a good teacher is essential to the process. Asserts that students must ultimately satisfy themselves and not their teachers, and that a pupil's innermost imagination must be nurtured and given free-rein. Makes emphatic the view that good teaching is one of the most unselfish activities that…

  13. Imagining a Future in PreK: How Professional Identity Shapes Notions of Early Mathematics

    ERIC Educational Resources Information Center

    Graue, Elizabeth; Karabon, Anne; Delaney, Katherine Kresin; Whyte, Kristin; Kim, Jiwon; Wager, Anita

    2015-01-01

    This article describes how early childhood teachers engaged in a public preK professional development program. We examine how developing teacher identities mediated engagement with the discourses of developmentally appropriate practice, early mathematics, and funds of knowledge and how they connected present practice to an imagined future. We…

  14. Just Imagine...Improving the Band Experience.

    ERIC Educational Resources Information Center

    Zerull, David S.

    1992-01-01

    Discusses the use of imagination as a tool to improve students' musicianship. Suggests that imagery can be used to teach intonation, tone color, sight-reading, and expression. Describes active listening in which the students must use musical memory and participate in musical expression to produce a certain sound that may be difficult to describe.…

  15. Engaging Social Imagination: The Developmental Work of Wordless Book Reading

    ERIC Educational Resources Information Center

    Lysaker, Judith T.; Miller, Angela

    2013-01-01

    The reading process and reading development have been addressed by researchers for decades. As a result we know much about what reading is and how it happens. However, less is known about how reading influences other aspects of children's development, specifically the development of social imagination. To address this, we examined the narrative…

  16. Evaluation of Imagine Learning English, a Computer-Assisted Instruction of Language and Literacy for Kindergarten Students

    ERIC Educational Resources Information Center

    Longberg, Pauline Oliphant

    2012-01-01

    As computer assisted instruction (CAI) becomes increasingly sophisticated, its appeal as a viable method of literacy intervention with young children continues despite limited evidence of effectiveness. The present study sought to assess the impact of one such CAI program, "Imagine Learning English" (ILE), on both the receptive…

  17. At a Mirror, Darkly: The Imagined Undergraduate Writers of Ten Novice Composition Instructors

    ERIC Educational Resources Information Center

    Dryer, Dylan B.

    2012-01-01

    While reading a series of undergraduate essay drafts, ten newly appointed graduate teaching assistants consistently projected their own anxieties about academic writing onto the authors of the papers, with two exceptions: the students were imagined neither to have the teachers' compositional agency nor to feel their ambivalence about the academic…

  18. A Cross-Cultural Analysis of Imagined Interactions

    ERIC Educational Resources Information Center

    McCann, Robert M.; Honeycutt, James M.

    2006-01-01

    This study examines imagined interactions (IIs) among young adults in the United States, Thailand, and Japan. A comparison of means across cultures on II characteristics reveals that the Japanese participants have the widest variety of II partners, whereas the American participants are the most self-dominant in their IIs and demonstrate the most…

  19. Disciplined Imagination: Art and Metaphor in the Business School Classroom

    ERIC Educational Resources Information Center

    Ryman, Joel A.; Porter, Thomas W.; Galbraith, Craig S.

    2009-01-01

    Business schools frequently emphasize the importance of thinking "outside-the-box," and yet very few business students are actually challenged to do so in practice. This paper presents a pedagogical technique designed to foster creativity and imagination, while providing a deeper understanding of the concepts taught in a capstone business…

  20. Managing the Research Imagination? Globalisation and Research in Higher Education

    ERIC Educational Resources Information Center

    Boden, Rebecca; Epstein, Debbie

    2006-01-01

    This paper argues that, during the late twentieth and early twenty-first centuries, universities have been captured by neo-liberal regimes of truth. We suggest that this may inhibit the "research imagination" within universities and, consequently, their role in the democratisation of knowledge. We consider the role of capital in the…

  1. Temporality and Affect: Useful Starting Points in Interpretation.

    ERIC Educational Resources Information Center

    Schiller, Susan

    Empirical research into reading theory suggests people begin a reading transaction with an affective response and then primarily rely on memory. They may elect to use imagination as an option to influence the process, but when the affective response is overwhelming, the imagination lies dormant while memory dominates the transaction. A research…

  2. Toward a Moral-Imaginative Pedagogy of Talmudic Narratives

    ERIC Educational Resources Information Center

    Gutoff, Joshua

    2015-01-01

    This article proposes a theoretical framework for understanding the possibility of Talmudic stories (as well as other narratives and scenes of interactions among two or more characters) to nurture the growth of the moral imagination as it is expressed in two related but distinct ways. At the intersection of work by educators, literary critics, and…

  3. Alternating Currents: Sacramental and Prophetic Imagining and Church Education

    ERIC Educational Resources Information Center

    Scott, Kieran

    2016-01-01

    This article advocates that education ought to be movement toward a unity of conflicting but complementary forces in the life of the congregation/parish. This paradox is captured best in the two divergent forms of imagination, namely, the sacramental and prophetic, both of which are grounded and united in their commitment to seeing ultimate…

  4. Some Correlates of Imaginative Play in Preschoolers.

    ERIC Educational Resources Information Center

    Singer, Dorothy G.; Singer, Jerome L.

    This study examined the ways in which the spontaneous imaginative play and other social behaviors of 3- and 4-year-old children are affected by the frequency and patterns of their television viewing. The subjects were 141 children from predominantly white middle class homes. Pretesting was done to get an estimate of IQ (Peabody Picture Vocabulary…

  5. School Safety: Real or Imagined Fear?

    ERIC Educational Resources Information Center

    Lindle, Jane Clark

    2008-01-01

    The image of schooling tends to be benign, lulling parents and guardians into an assumption of safety for at least 6 hours each weekday. The complement to safety as an imagined state of schooling contains incidents of school violence and tragedy that feed communities' and parents' primeval fears about the well being of their children. The…

  6. Second-Language Learning through Imaginative Theory

    ERIC Educational Resources Information Center

    Broom, Catherine

    2011-01-01

    This article explores how Egan's (1997) work on imagination can enrich our understanding of teaching English as a second language (ESL). Much has been written on ESL teaching techniques; however, some of this work has been expounded in a standard educational framework, which is what Egan calls an assembly-line model. This model can easily underlie…

  7. Searching for Deeper Meaning in Children's Drawings

    ERIC Educational Resources Information Center

    Soundy, Cathleen S.

    2012-01-01

    Children delight in "giving voice" to their drawings. If provided the opportunity, children can express powerful and imaginative ideas and make meaning through visual and verbal modes. When adults spend time talking with children about their artwork, they see glimpses of imagination at work, as well as effective uses of language. This article will…

  8. Basics without Boredom? With Imagination, Yes!

    ERIC Educational Resources Information Center

    Hunter, Florence

    On the premise that the aim of high school and college English teachers is to intensify students' powers of thinking and feeling and to keep themselves alive while doing so, this paper suggests numerous imaginative activities for use in the classroom. The activities include a Victorian panel discussion, a presentation of early English ballads,…

  9. Geography and Creativity: Developing Joyful and Imaginative Learners

    ERIC Educational Resources Information Center

    Scoffham, Stephen

    2013-01-01

    Creativity is a complex and contested notion but is now widely recognised as a feature of learning across the curriculum. This article explores how primary geography teaching can be enriched by creative practice. It goes beyond simply suggesting imaginative ways to devise geography lessons, to outline a pedagogy which places children at the heart…

  10. Autobiographical Thinking Interferes with Episodic Memory Consolidation

    PubMed Central

    Craig, Michael; Della Sala, Sergio; Dewar, Michaela

    2014-01-01

    New episodic memories are retained better if learning is followed by a few minutes of wakeful rest than by the encoding of novel external information. Novel encoding is said to interfere with the consolidation of recently acquired episodic memories. Here we report four experiments in which we examined whether autobiographical thinking, i.e. an ‘internal’ memory activity, also interferes with episodic memory consolidation. Participants were presented with three wordlists consisting of common nouns; one list was followed by wakeful rest, one by novel picture encoding and one by autobiographical retrieval/future imagination, cued by concrete sounds. Both novel encoding and autobiographical retrieval/future imagination lowered wordlist retention significantly. Follow-up experiments demonstrated that the interference by our cued autobiographical retrieval/future imagination delay condition could not be accounted for by the sound cues alone or by executive retrieval processes. Moreover, our results demonstrated evidence of a temporal gradient of interference across experiments. Thus, we propose that rich autobiographical retrieval/future imagination hampers the consolidation of recently acquired episodic memories and that such interference is particularly likely in the presence of external concrete cues. PMID:24736665

  11. Autobiographical thinking interferes with episodic memory consolidation.

    PubMed

    Craig, Michael; Della Sala, Sergio; Dewar, Michaela

    2014-01-01

    New episodic memories are retained better if learning is followed by a few minutes of wakeful rest than by the encoding of novel external information. Novel encoding is said to interfere with the consolidation of recently acquired episodic memories. Here we report four experiments in which we examined whether autobiographical thinking, i.e. an 'internal' memory activity, also interferes with episodic memory consolidation. Participants were presented with three wordlists consisting of common nouns; one list was followed by wakeful rest, one by novel picture encoding and one by autobiographical retrieval/future imagination, cued by concrete sounds. Both novel encoding and autobiographical retrieval/future imagination lowered wordlist retention significantly. Follow-up experiments demonstrated that the interference by our cued autobiographical retrieval/future imagination delay condition could not be accounted for by the sound cues alone or by executive retrieval processes. Moreover, our results demonstrated evidence of a temporal gradient of interference across experiments. Thus, we propose that rich autobiographical retrieval/future imagination hampers the consolidation of recently acquired episodic memories and that such interference is particularly likely in the presence of external concrete cues.

  12. Remembering the past and imagining the future: attachment effects on production of episodic details in close relationships.

    PubMed

    Cao, Xiancai; Madore, Kevin P; Wang, Dahua; Schacter, Daniel L

    2018-09-01

    Attachment theories and studies have shown that Internal Working Models (IWMs) can impact autobiographical memory and future-oriented information processing relevant to close relationships. According to the constructive episodic simulation hypothesis (CESH), both remembering the past and imagining the future rely on episodic memory. We hypothesised that one way IWMs may bridge past experiences and future adaptations is via episodic memory. The present study investigated the association between attachment and episodic specificity in attachment-relevant and attachment-irrelevant memory and imagination among young and older adults. We measured the attachment style of 37 young adults and 40 older adults, and then asked them to remember or imagine attachment-relevant and attachment-irrelevant events. Participants' narratives were coded for internal details (i.e., episodic) and external details (e.g., semantic, repetitions). The results showed that across age group, secure individuals generated more internal details and fewer external details in attachment-relevant tasks compared to attachment-irrelevant tasks; these differences were not observed in insecure individuals. These findings support the CESH and provide a new perspective to understand the function of IWMs.

  13. Emotion intensity modulates perspective taking in men and women: an event-related potential study.

    PubMed

    Luo, Pinchao; Xu, Danna; Huang, Fengjuan; Wei, Fang

    2018-06-13

    When empathizing with another individual, one can imagine the individual's emotional states and how he or she perceives a situation. However, it is not known to what extent imagining the other differs from imagining oneself under different emotional intensity situations in both sexes. The present study investigated the regulatory effect of emotional intensity on perspective taking in men and women by event-related potentials. The participants were shown pictures of individuals in highly negative (HN), moderately negative, and neutral situations, and instructed to imagine the degree of pain perceived from either a self-perspective or an other-perspective. The results showed that there was no N2 differentiation between the self-perspective and other-perspective under all conditions. Nor was there late positive potential differentiation under moderately negative and neutral conditions in either sex. In contrast, late positive potential induced by HN pictures under the self-perspective was significantly larger than that under the other-perspective only in women. These results suggested that women tended to overestimate the pain of HN stimuli from a self-perspective than from an other-perspective.

  14. Imagine-Self Perspective-Taking and Rational Self-Interested Behavior in a Simple Experimental Normal-Form Game.

    PubMed

    Karbowski, Adam; Ramsza, Michał

    2017-01-01

    The purpose of this study is to explore the link between imagine-self perspective-taking and rational self-interested behavior in experimental normal-form games. Drawing on the concept of sympathy developed by Adam Smith and further literature on perspective-taking in games, we hypothesize that introduction of imagine-self perspective-taking by decision-makers promotes rational self-interested behavior in a simple experimental normal-form game. In our study, we examined behavior of 404 undergraduate students in the two-person game, in which the participant can suffer a monetary loss only if she plays her Nash equilibrium strategy and the opponent plays her dominated strategy. Results suggest that the threat of suffering monetary losses effectively discourages the participants from choosing Nash equilibrium strategy. In general, players may take into account that opponents choose dominated strategies due to specific not self-interested motivations or errors. However, adopting imagine-self perspective by the participants leads to more Nash equilibrium choices, perhaps by alleviating participants' attributions of susceptibility to errors or non-self-interested motivation to the opponents.

  15. Imagine-Self Perspective-Taking and Rational Self-Interested Behavior in a Simple Experimental Normal-Form Game

    PubMed Central

    Karbowski, Adam; Ramsza, Michał

    2017-01-01

    The purpose of this study is to explore the link between imagine-self perspective-taking and rational self-interested behavior in experimental normal-form games. Drawing on the concept of sympathy developed by Adam Smith and further literature on perspective-taking in games, we hypothesize that introduction of imagine-self perspective-taking by decision-makers promotes rational self-interested behavior in a simple experimental normal-form game. In our study, we examined behavior of 404 undergraduate students in the two-person game, in which the participant can suffer a monetary loss only if she plays her Nash equilibrium strategy and the opponent plays her dominated strategy. Results suggest that the threat of suffering monetary losses effectively discourages the participants from choosing Nash equilibrium strategy. In general, players may take into account that opponents choose dominated strategies due to specific not self-interested motivations or errors. However, adopting imagine-self perspective by the participants leads to more Nash equilibrium choices, perhaps by alleviating participants’ attributions of susceptibility to errors or non-self-interested motivation to the opponents. PMID:28955276

  16. [The role of imagination in modern medicine].

    PubMed

    Schott, Heinz

    2004-06-01

    In Renaissance and early modern times, the concept of imagination (Latin imaginatio) was essential for the (natural) philosophical explanation of magic processes, especially in the anthropology of Paracelsus. He assumed that imagination was a natural vital power including cosmic, mental, phychical, and physical dimensions. The Paracelsians criticized traditional humor pathology ignoring their theory of' 'natural magic'. On the other hand, they were criticized by their adversaries as charlatans practicing 'black magic'. About 1800, in between enlightenment and romanticism, the healing concept of, animal magnetism' (Mesmerism) evoked an analogous debate, whether, magnetic' phenomena originated from a real (physical) power (so-called, fluidum') or were just due to fantasy or imagination (German Einbildungskraft). At the end of the 19th century, the French internist Hippolyte Bernheim created-against the background of medical hypnosis (hypnotism') as a consequence of Mesmerism - his theory of suggestion and autosuggestion: a new paradigm of psychological respectively psychosomatic medicine, which became the basis for the concept of, placebo' in modern biomedicine. From now on, all the effects of, alternative medicine' could easily be explained by the, placebo-effect', more or less founded - at least unconsciously - on fraud.

  17. Love is the triumph of the imagination: Daydreams about significant others are associated with increased happiness, love and connection.

    PubMed

    Poerio, Giulia L; Totterdell, Peter; Emerson, Lisa-Marie; Miles, Eleanor

    2015-05-01

    Social relationships and interactions contribute to daily emotional well-being. The emotional benefits that come from engaging with others are known to arise from real events, but do they also come from the imagination during daydreaming activity? Using experience sampling methodology with 101 participants, we obtained 371 reports of naturally occurring daydreams with social and non-social content and self-reported feelings before and after daydreaming. Social, but not non-social, daydreams were associated with increased happiness, love and connection and this effect was not solely attributable to the emotional content of the daydreams. These effects were only present when participants were lacking in these feelings before daydreaming and when the daydream involved imagining others with whom the daydreamer had a high quality relationship. Findings are consistent with the idea that social daydreams may function to regulate emotion: imagining close others may serve the current emotional needs of daydreamers by increasing positive feelings towards themselves and others. Copyright © 2015 The Authors. Published by Elsevier Inc. All rights reserved.

  18. Science and Art

    NASA Astrophysics Data System (ADS)

    Moore, John W.

    2001-10-01

    Science and art diverge in that art usually represents a single individual's conception and viewpoint, even when many others are involved in bringing a work to fruition, whereas science progresses by extending consensus among those knowledgeable in a field. Art usually communicates at an emotional level. It values individual expression and impact on the emotions at the expense of objectivity. Science, especially in its archival record, values objectivity and reproducibility and does not express the imagination and joy of discovery inherent in its practice. This is too bad, because it does not give a realistic picture of how science is really done and because individuality and emotion are inherently more interesting than consensus. Leaving out the personal, emotional side can make science seem boring and pedestrian, when exactly the opposite is true. In teaching science we need to remember that communication always benefits from imagination and esthetic sense. If we present science artistically and imaginatively, as well as objectively and precisely, students will develop a more complete understanding of what science and scientists are about--one that is likely to capture their imaginations, emotions, and best efforts.

  19. Using virtual reality to improve the efficacy of cognitive-behavioral therapy (CBT) in the treatment of late-life anxiety: preliminary recommendations for future research.

    PubMed

    Grenier, Sébastien; Forget, Hélène; Bouchard, Stéphane; Isere, Sébastien; Belleville, Sylvie; Potvin, Olivier; Rioux, Marie-Ève; Talbot, Mélissa

    2015-07-01

    Cognitive-behavioral therapy (CBT) using traditional exposure techniques (i.e. imaginal and in vivo) seems less effective to treat anxiety in older adults than in younger ones. This is particularly true when imaginal exposure is used to confront the older patient to inaccessible (e.g. fear of flying) or less tangible/controllable anxiety triggers (e.g. fear of illness). Indeed, imaginal exposure may become less effective as the person gets older since normal aging is characterized by the decline in cognitive functions involved in the creation of vivid/detailed mental images. One way to circumvent this difficulty is to expose the older patient to a virtual environment that does not require the ability to imagine the frightening situation. In virtuo exposure has proven to be efficient to treat anxiety in working-age people. In virtuo exposure could be employed to improve the efficacy of CBT with exposure sessions in the treatment of late-life anxiety? The current paper explores this question and suggests new research avenues.

  20. Is Moving More Memorable than Proving? Effects of Embodiment and Imagined Enactment on Verb Memory

    PubMed Central

    Sidhu, David M.; Pexman, Penny M.

    2016-01-01

    Theories of embodied cognition propose that sensorimotor information is simulated during language processing (e.g., Barsalou, 1999). Previous studies have demonstrated that differences in simulation can have implications for word processing; for instance, lexical processing is facilitated for verbs that have relatively more embodied meanings (e.g., Sidhu et al., 2014). Here we examined the effects of these differences on memory for verbs. We observed higher rates of recognition (Experiments 1a-2a) and recall accuracy (Experiments 2b-3b) for verbs with a greater amount of associated bodily information (i.e., an embodiment effect). We also examined how this interacted with the imagined enactment effect: a memory benefit for actions that one imagines performing (e.g., Ditman et al., 2010). We found that these two effects did not interact (Experiment 3b), suggesting that the memory benefits of automatic simulation (i.e., the embodiment effect) and deliberate simulation (i.e., the imagined enactment effect) are distinct. These results provide evidence for the role of simulation in language processing, and its effects on memory. PMID:27445956

  1. Grid-cell representations in mental simulation

    PubMed Central

    Bellmund, Jacob LS; Deuker, Lorena; Navarro Schröder, Tobias; Doeller, Christian F

    2016-01-01

    Anticipating the future is a key motif of the brain, possibly supported by mental simulation of upcoming events. Rodent single-cell recordings suggest the ability of spatially tuned cells to represent subsequent locations. Grid-like representations have been observed in the human entorhinal cortex during virtual and imagined navigation. However, hitherto it remains unknown if grid-like representations contribute to mental simulation in the absence of imagined movement. Participants imagined directions between building locations in a large-scale virtual-reality city while undergoing fMRI without re-exposure to the environment. Using multi-voxel pattern analysis, we provide evidence for representations of absolute imagined direction at a resolution of 30° in the parahippocampal gyrus, consistent with the head-direction system. Furthermore, we capitalize on the six-fold rotational symmetry of grid-cell firing to demonstrate a 60° periodic pattern-similarity structure in the entorhinal cortex. Our findings imply a role of the entorhinal grid-system in mental simulation and future thinking beyond spatial navigation. DOI: http://dx.doi.org/10.7554/eLife.17089.001 PMID:27572056

  2. On Picturing a Candle: The Prehistory of Imagery Science.

    PubMed

    MacKisack, Matthew; Aldworth, Susan; Macpherson, Fiona; Onians, John; Winlove, Crawford; Zeman, Adam

    2016-01-01

    The past 25 years have seen a rapid growth of knowledge about brain mechanisms involved in visual mental imagery. These advances have largely been made independently of the long history of philosophical - and even psychological - reckoning with imagery and its parent concept 'imagination'. We suggest that the view from these empirical findings can be widened by an appreciation of imagination's intellectual history, and we seek to show how that history both created the conditions for - and presents challenges to - the scientific endeavor. We focus on the neuroscientific literature's most commonly used task - imagining a concrete object - and, after sketching what is known of the neurobiological mechanisms involved, we examine the same basic act of imagining from the perspective of several key positions in the history of philosophy and psychology. We present positions that, firstly, contextualize and inform the neuroscientific account, and secondly, pose conceptual and methodological challenges to the scientific analysis of imagery. We conclude by reflecting on the intellectual history of visualization in the light of contemporary science, and the extent to which such science may resolve long-standing theoretical debates.

  3. Emotion regulation's relationships with depression, anxiety and stress due to imagined smartphone and social media loss.

    PubMed

    Elhai, Jon D; Hall, Brian J; Erwin, Meredith Claycomb

    2018-03-01

    A sample of 359 students participated in a web survey, administered the Emotion Regulation Questionnaire, and Depression Anxiety Stress Scale-21 (DASS-21) as a pre-test. We subsequently randomly assigned subjects to either 1) a smart phone loss group or 2) social media accounts loss group. We asked them to imagine losing two days' access to the technology in their respective group, and rate associated symptoms using the DASS-21. Compared to subjects in the smartphone loss group, social media loss subjects evidenced stronger relations between suppressive emotion regulation with depression, anxiety and stress from imagined loss. Controlling for age and gender, social media loss subjects' increased use of suppression, and decreased use of cognitive reappraisal in emotion regulation, were related to depression, stress and (for suppression only) anxiety due to imagined lost social media. Emotion regulation was not related to psychopathology for subjects in the smartphone loss scenario. Results suggest that emotion dysregulation may be associated with psychopathology from social media loss. Copyright © 2017 Elsevier B.V. All rights reserved.

  4. Kinesthetic motor imagery modulates body sway.

    PubMed

    Rodrigues, E C; Lemos, T; Gouvea, B; Volchan, E; Imbiriba, L A; Vargas, C D

    2010-08-25

    The aim of this study was to investigate the effect of imagining an action implicating the body axis in the kinesthetic and visual motor imagery modalities upon the balance control system. Body sway analysis (measurement of center of pressure, CoP) together with electromyography (EMG) recording and verbal evaluation of imagery abilities were obtained from subjects during four tasks, performed in the upright position: to execute bilateral plantar flexions; to imagine themselves executing bilateral plantar flexions (kinesthetic modality); to imagine someone else executing the same movement (visual modality), and to imagine themselves singing a song (as a control imagery task). Body sway analysis revealed that kinesthetic imagery leads to a general increase in CoP oscillation, as reflected by an enhanced area of displacement. This effect was also verified for the CoP standard deviation in the medial-lateral direction. An increase in the trembling displacement (equivalent to center of pressure minus center of gravity) restricted to the anterior-posterior direction was also observed to occur during kinesthetic imagery. The visual imagery task did not differ from the control (sing) task for any of the analyzed parameters. No difference in the subjects' ability to perform the imagery tasks was found. No modulation of EMG data were observed across imagery tasks, indicating that there was no actual execution during motor imagination. These results suggest that motor imagery performed in the kinesthetic modality evokes motor representations involved in balance control. Copyright (c)10 IBRO. Published by Elsevier Ltd. All rights reserved.

  5. Can imaginary head tilt shorten postrotatory nystagmus?

    PubMed

    Gianna-Poulin, C C; Voelker, C C; Erickson, B; Black, F O

    2001-08-01

    In healthy subjects, head tilt upon cessation of a constant-velocity yaw head rotation shortens the duration of postrotatory nystagmus. The presumed mechanism for this effect is that the velocity storage of horizontal semicircular canal inputs is being discharged by otolith organ inputs which signal a constant yaw head position when the head longitudinal axis is no longer earth-vertical. In the present study, normal subjects were rotated head upright in the dark on a vertical-axis rotational chair at 60 degrees/s for 75 s and were required to perform a specific task as soon as the chair stopped. Horizontal position of the right eye was recorded with an infra-red video camera. The average eye velocity (AEV) was measured over a 30-s interval following chair acceleration/deceleration. The ratios (postrotatory AEV/perrotatory AEV) were 1.1 (SD 0.112) when subjects (N=10) kept their head erect, 0.414 (SD 0.083) when subjects tilted their head forward, 1.003 (SD 0.108) when subjects imagined watching a TV show, 1.012 (SD 0.074) when subjects imagined looking at a painting on a wall, and 0.995 (SD 0.074) when subjects imagined floating in a prone position on a lake. Thus, while actual head tilt reduced postrotatory nystagmus, the imagination tasks did not have a statistically significant effect on postrotatory nystagmus. Therefore, velocity storage does not appear to be under the influence of cortical neural signals when subjects imagine that they are floating in a prone orientation.

  6. Subjective time in near and far representational space.

    PubMed

    Zäch, Peter; Brugger, Peter

    2008-03-01

    We set out to measure healthy subjects' estimates of temporal duration during the imagination of left and right sides of an object located in either near or far representational space. Duration estimates during the observation of small-scale scenes are shorter than those during the observation of the same scenes presented in a larger scale. It is not known whether a similar space-time relationship also exists for objects merely imagined and whether subjective time varies with a forced focus on either the left or the right side of a mental image. Eyes closed, 40 healthy, right-handed subjects (20 women) had to imagine a standard Swiss railway clock either at a distance of 30 cm or 6 m. They were required to focus on the imagined movement of the second hand and provide estimates of elapsed durations of 15 and 30 seconds. Separate estimates for the left and right side of the clockface were obtained. The magnitude of implicit line bisection error was assessed in a separate task. Irrespective of side of the clockface, duration estimates were shorter for the clockface imagined in far space than for the one imagined immediately in front of the inner eye. For men, but not women, duration judgments (left relative to right side of the clockface) correlated with relative lengths of left and right line segments in the bisection task. Subjective time seems to run faster during the inspection of a small-size compared with a larger-size mental image. This finding underlines the equivalence of the laws that guide both exploration and representation of space. Together with the observed correlation between spatial and temporal measures of lateral asymmetries, the result also illustrates the conceptual similarities in the processing of space and time. The normative data presented here may be useful for clinical applications of the paradigm in patients with hemispatial neglect or a distorted perception of time.

  7. FREEZING OF GAIT IS ASSOCIATED WITH A MISMATCH BETWEEN MOTOR IMAGERY AND MOTOR EXECUTION IN NARROW DOORWAYS, NOT WITH FAILURE TO JUDGE DOORWAY PASSABILITY

    PubMed Central

    Cohen, Rajal G.; Chao, Amanda; Nutt, John G.; Horak, Fay B.

    2011-01-01

    Background Many patients with Parkinson’s disease (PD) develop freezing of gait (FoG), which may manifest as a hesitation or “getting stuck” when they attempt to pass through a doorway. In two experiments, we asked whether FoG is associated with (1) a deficit in internal representation of one’s body size with respect to a doorway and (2) a mismatch between imagined and actual walking times when passing through a doorway. Method 24 subjects with PD (11 with and 13 without FoG) and 10 control subjects of similar age completed two experiments. In the Passability experiment, subjects judged the passability of doorways with different apertures scaled to their body widths. We compared passability estimates across groups. In the Imagery experiment, subjects timed themselves while: (1) imagining walking through doorways of different apertures and from different distances, and (2) actually walking in the same conditions they had just imagined. We compared imagined and actual walking durations across groups and conditions. Results In the Passability experiment, the estimated just-passable doorway was wider, relative to body width, in PD subjects than in control subjects, but there was no difference between PD subjects with and without FoG. In the Imagery experiment, subjects in all groups walked more slowly through narrow doorways than though wide doorways, and subjects with FoG walked much more slowly through the narrowest doorways. PD subjects with FoG showed a large discrepancy between actual and imagined time to pass through narrow doorways, unlike PD subjects without FoG and control subjects. Conclusions The equivalent passability judgments in PD subjects with and without FoG indicate that FoG is not specifically associated with a deficit in ability to internally represent space with reference to body size. However, the large difference in duration between actual and imagined walking through narrow doorways in subjects with FoG suggests that PD subjects with FoG did not know how much they would slow down to pass through narrow doorways. The observed discrepancy between imagined and actual walking times may point to a specific problem that contributes to the occurrence of FoG. These results also suggest that caution should be used when interpreting brain imaging results from locomotor imagery studies with PD subjects who have FoG. PMID:22027173

  8. The influence of narrative risk communication on feelings of cancer risk.

    PubMed

    Janssen, Eva; van Osch, Liesbeth; de Vries, Hein; Lechner, Lilian

    2013-05-01

    Evidence is accumulating for the importance of feelings of risk in explaining cancer preventive behaviours, but best practices for influencing these feelings are limited. The aim of this experimental study was to compare the effects of narrative and non-narrative risk communication about sunbed use on ease of imagination and feelings of cancer risk. A total of 233 female sunbed users in the general Dutch population were randomly assigned to one of three conditions: a narrative message (i.e., personal testimonial), a non-narrative cognitive message (i.e., factual risk information using cognitive-laden words), or a non-narrative affective message (i.e., factual risk information using affective-laden words). Ease of imagination and feelings of risk were assessed directly after the risk information was given (T1). Three weeks after the baseline session, feelings of risk were measured again (T2). The results revealed that sunbed users who were exposed to narrative risk information could better imagine themselves developing skin cancer and reported higher feelings of skin cancer risk at T1. Moreover, ease of imagination mediated the effects of message type on feelings of risk at T1 and T2. The findings provide support for the effects of narrative risk communication in influencing feelings of cancer risk through ease of imagination. Cancer prevention programmes may therefore benefit from including narrative risk information. Future research is important to investigate other mechanisms of narrative information and their most effective content and format. What is already known on this subject? Evidence is growing for the importance of feelings of risk in explaining cancer preventive behaviours. Narratives have increasingly been considered as an effective format for persuasive risk messages and studies have shown narrative risk communication to be effective in influencing cognitive risk beliefs. What does this study add? Increasing understanding of how feelings of cancer risk can be influenced since best practices for influencing these feelings are limited. Extending knowledge about the underlying mechanisms of narrative effects on feelings of cancer risk (i.e., the mediating role of ease of imagination) using a non-student sample. The findings provide support for the effects of narrative risk communication in influencing feelings of cancer risk through ease of imagination. © 2012 The British Psychological Society.

  9. Activation of Imaginal Information on True and False Memories

    ERIC Educational Resources Information Center

    Chang, Sau Hou; Pierce, Benton H.

    2009-01-01

    The present study examined the activation of imaginal information on true and false memories. Participants studied a series of concrete objects in pictures or words. The imagery group (n = 96) was instructed to form images and the control group (n = 96) was not instructed to do so. Both groups were then given a standard recognition memory test and…

  10. Thinking about War: Empathetic Imagination in the First Year Writing Class.

    ERIC Educational Resources Information Center

    Berg, Allison; Hutnik, Kathy

    As Martha Nussbaum argues, narratives, and especially novels, provide a way of reflecting on what it means to live well morally, and the emotional responses that stories evoke are crucial to the ability to formulate complex moral judgments. An important aspect of the moral nature of literature is the reader's "empathetic imagination," or…

  11. Developmental Comparisons of the Consequences for Memory of Spontaneous vs. Controlled Imaginal Elaborations.

    ERIC Educational Resources Information Center

    Foley, Mary Ann; And Others

    Two studies compared the effects of spontaneous and controlled imagery on reality monitoring decisions. Reality monitoring refers to the decision processes involved in discriminating perceptual memories from imaginal ones. In Experiment 1, 6-year-olds and adults were shown pictures and words and they responded to one of two questions: (1)…

  12. Values and Imagination in Teaching: With a Special Focus on Social Studies

    ERIC Educational Resources Information Center

    Egan, Kieran; Judson, Gillian

    2009-01-01

    Both local and global issues are typically dealt with in the Social Studies curriculum, or in curriculum areas with other names but similar intents. In the literature about Social Studies the imagination has played little role, and consequently it hardly appears in texts designed to help teachers plan and implement Social Studies lessons. What is…

  13. Understanding Imaginative Language: Theme 1 of the National Assessment of Literature.

    ERIC Educational Resources Information Center

    Brown, Rexford G.

    This study includes exercises which assessed five rudimentary skills involved in understanding and interpreting imaginative literature. The study is one of a series by the National Assessment of Educational Progress, which gathers information about the eudcational attainments of 9, 13, and 17 year olds and adults (ages 26-35) in ten subject areas.…

  14. Education, Technology and the Sociological Imagination--Lessons to Be Learned from C. Wright Mills

    ERIC Educational Resources Information Center

    Selwyn, Neil

    2017-01-01

    As part of the "Learning, Media & Technology" series on "Key Thinkers and Theoretical Traditions", this paper explores the relevance of C. Wright Mills' much lauded book "The Sociological Imagination". The argument is made that we would do well to take heed of many of the central tenets of Mills' call to arms for…

  15. Open space and imagination

    Treesearch

    G. Scott Place; Bruce Hronek

    2001-01-01

    Open space is a necessary tool in our park system for fostering creativity and allowing for relaxation. In addition, open space areas allow people to exercise, find self-worth, and to use their imagination. This manuscript addresses the issue of what is happening in open space provided in several park settings. Do residents use open space as a place where they can play...

  16. Comparing the Level of Positive Tendency in a Life Satisfaction Evaluation between Chinese and Western People

    ERIC Educational Resources Information Center

    Lee, Shih-jung; Wu, Chia-huei

    2008-01-01

    We demonstrate that people from Chinese cultural backgrounds have a smaller positive tendency in life evaluation compared to people in typical Western cultures. Participants first described their imagined best and worst life and then rated their current life on scale anchored by those imaginings (Mellor et al. "International Journal of Social…

  17. Imagined Identities and Investment in L2 Learning

    ERIC Educational Resources Information Center

    Wu, Hao-yu

    2017-01-01

    Imagined identity, referring to the ideal self that L2 learners aspire to become in the future (Norton & Toohey, 2011), has been identified as a critical factor that could guide learners to make a learning investment that they believe would in turn reward them with the social capital for which they yearn (Kanno & Norton, 2003). This…

  18. An Analysis of the Correspondence between Imagined Interaction Attributes and Functions

    ERIC Educational Resources Information Center

    Bodie, Graham D.; Honeycutt, James M.; Vickery, Andrea J.

    2013-01-01

    Imagined interaction (II) theory has been productive for communication and social cognition scholarship. There is, however, a yet untested assumption within II theory that the 8 attributes are related to all 6 functions and that II functions can be compared and contrasted in terms of II attributes. In addition, there is little research exploring…

  19. Science Fiction Handbook, Revised: A Guide to Writing Imaginative Literature.

    ERIC Educational Resources Information Center

    de Camp, L. Sprague; de Camp, Catherine C.

    This book provides the general reader with an introduction to the field of imaginative fiction. The first two chapters describe the growth of science fiction from Aristophanes to Asimov and give the history of its parent literature, fantasy. The rest of the book affords the apprentice writer an overview of skills necessary for creating imaginative…

  20. Effects of Spaced Training in Creative Imagination and Delayed Posttesting on Originality.

    ERIC Educational Resources Information Center

    Masten, William G.; Hairston, Susan A.

    While there is increasing evidence that creativity can be improved through training, the spacing of the training has not been studied. This study assessed the effect of spaced training on the use of creative imagination in 110 undergraduate students. The research design was a randomized delayed posttest-only design. The independent variable was…

  1. "Teaching" the Path towards University: Understanding Student Access through Storied-Futures and Meritocratic Grand Narratives

    ERIC Educational Resources Information Center

    Buddel, Neil Anthony

    2018-01-01

    The notion that the stories of our lives shape dispositions towards imagined futures is another lens through which university underrepresentation should be viewed. A storied lens attends to how futures, like university attendance, are storied during childhood to the extent that some youth imagine, and therefore plan, these futures as natural…

  2. Playfulness, Imagination, and Creativity in Play with Toys: A Cultural-Historical Approach

    ERIC Educational Resources Information Center

    Møller, Signe Juhl

    2016-01-01

    The aim of this article is to present a wholeness perspective on the relation between creative imagination and children's activity when playing with toys. This is explored through a case retrieved from a 4-month experimental research project, specifically from a social fantasy play session. In order to analyse and examine children's play, the…

  3. Imagination and Creativity: Wellsprings and Streams of Education -- the Taiwan Experience

    ERIC Educational Resources Information Center

    Wu, Jing-Jyi; Albanese, Dale Leonard

    2013-01-01

    Creativity and imagination in education are increasingly emphasised around the world. However, a lack of these qualities in Chinese societies has been discussed in the academia and popular media, and attributed to various factors, standardised testing chief among them. In Taiwan, a team of scholars working with the Ministry of Education has, since…

  4. Encouraging Self-Reflection by Business Honors Students: Reflective Writing, Films, and Self-Assessments

    ERIC Educational Resources Information Center

    Yoder, Stephen A.

    2017-01-01

    "The Moral Imagination," edited by Oliver F. Williams is a collection of essays written nearly twenty years ago on how honors educators might teach students to develop a sense of moral imagination through literature, art, and film. The book's subtitle--"How Literature and Films Can Stimulate Ethical Reflection in the Business…

  5. Optical Eigenvector.

    DTIC Science & Technology

    1984-10-01

    it necessary and identify by blckci -. mbrr, ’At tile bneginninp, of this contract , bot], -,-j- .lc the rest of the optical community imagined * that...simple analog optical computer,, could produce satisfactory solutions to elgenproblems. Earl’ - in this contract we improved optical computing... contract both we and the rest of the optical community imagined that simple analog optical computers could produce . satisfactory solutions to

  6. "Working Lives": The Use of Auto/Biography in the Development of a Sociological Imagination

    ERIC Educational Resources Information Center

    Stephenson, Carol; Stirling, John; Wray, David

    2015-01-01

    This article critically evaluates the attempt of the authors to develop a sociological imagination within first-year undergraduate students studying the discipline of sociology at a British university. Through a sociological analysis of biography and autobiography (of both teachers and students), we attempted to create a quality of mind that would…

  7. The Effect of Hippocampal Damage in Children on Recalling the Past and Imagining New Experiences

    ERIC Educational Resources Information Center

    Cooper, Janine M.; Vargha-Khadem, Faraneh; Gadian, David G.; Maguire, Eleanor A.

    2011-01-01

    Compared to adults, relatively little is known about autobiographical memory and the ability to imagine fictitious and future scenarios in school-aged children, despite the importance of these functions for development and subsequent independent living. Even less is understood about the effect of early hippocampal damage on children's memory and…

  8. Drama and Imagination: A Cognitive Theory of Drama's Effect on Narrative Comprehension and Narrative Production

    ERIC Educational Resources Information Center

    Mages, Wendy K.

    2006-01-01

    This article proposes a cognitive theory of how drama affects two aspects of language development: narrative comprehension and narrative production. It is a theoretical model that explicitly posits the role of the imagination in drama's potential to enhance the development of both narrative comprehension and narrative production. (Contains 2…

  9. Re-Imagining Learning through Art as Experience: An Aesthetic Approach to Education for Life

    ERIC Educational Resources Information Center

    Grierson, Elizabeth M.

    2017-01-01

    This paper investigates what it may mean to re-imagine learning through aesthetic experience with reference to John Dewey's "Art as Experience" (1934). The discussion asks what learning might look like when aesthetic experience takes centre stage in the learning process. It investigates what Dewey meant by art as experience and aesthetic…

  10. Voices of Resistance, Voices of Transcendence: Musicians as Models of the Poetic--Political Imagination

    ERIC Educational Resources Information Center

    Baxter, Marsha

    2010-01-01

    How might songs, like John Lennon's "Imagine" or Bob Dylan's "Blowin' in the wind", offer ways to explore alternative ways of being in the world, to challenge the status quo? How might these songs become springboards for original pieces that capture students' ideas about world issues? In this article, I observe what happens…

  11. Franz Kafka in the Design Studio: A Hermeneutic-Phenomenological Approach to Architectural Design Education

    ERIC Educational Resources Information Center

    Hisarligil, Beyhan Bolak

    2012-01-01

    This article demonstrates the outcomes of taking a hermeneutic phenomenological approach to architectural design and discusses the potentials for imaginative reasoning in design education. This study tests the use of literature as a verbal form of art and design and the contribution it can make to imaginative design processes--which are all too…

  12. Re-Imagining Multicultural Education: New Visions, New Possibilities

    ERIC Educational Resources Information Center

    Nieto, Sonia

    2017-01-01

    In this article, Sonia Nieto reflects on the heretofore known history of multicultural education since its beginnings in the early 1970s, with a focus in the United States. She then reviews what has been missing from this rendering and suggests what it might mean, in the current sociopolitical context, to imagine new possibilities for the field,…

  13. Creative Imagination Is Stable across Technological Media: The Spore Creature Creator versus Pencil and Paper

    ERIC Educational Resources Information Center

    Cockbain, Jessica; Vertolli, Michael O.; Davies, Jim

    2014-01-01

    T. B. Ward (1994) investigated creativity by asking participants to draw alien creatures that they imagined to be from a planet very different from Earth. He found that participant drawings reliably contained features typical of common Earth animals. As a consequence, Ward concluded that creativity is structured. The present investigation predicts…

  14. Teaching the Sociological Imagination: Learning from the Biggest Loser

    ERIC Educational Resources Information Center

    Plymire, Darcy C.

    2012-01-01

    The purpose of this article is to show how to use popular culture as a method of teaching scientific concepts. Specifically, the reality-television program The Biggest Loser is used as an example for teaching the concept of the sociological imagination by illustrating the disconnect between personal solutions for weight loss and the demands of…

  15. Exploring the Role of Space-Defining Objects in Constructing and Maintaining Imagined Scenes

    ERIC Educational Resources Information Center

    Mullally, Sinead L.; Maguire, Eleanor A.

    2013-01-01

    It has recently been observed that certain objects, when viewed or imagined in isolation, evoke a strong sense of three-dimensional local space surrounding them (space-defining (SD) objects), while others do not (space-ambiguous (SA) objects), and this is associated with engagement of the parahippocampal cortex (PHC). But activation of the PHC is…

  16. "My Future Doesn't Know ME": Time and Subjectivity in Poetry by Young People

    ERIC Educational Resources Information Center

    Conrad, Rachel

    2012-01-01

    This article explores children's imaginative representations of time in relation to self-experience. Poems published in a young poets' anthology edited by Naomi Shihab Nye are analyzed in order to discern models of temporality and subjectivity imagined by young writers. A "dynamic temporality" is seen in a subset of poems which manipulate time…

  17. Young Children and the Arts: Nurturing Imagination and Creativity

    ERIC Educational Resources Information Center

    Korn-Bursztyn, Carol, Ed.

    2012-01-01

    Young Children and the Arts: Nurturing Imagination and Creativity examines the place of the arts in the experiences of young and very young children at home and in out-of-home settings at school and in the community. There is great need for development of resources in the arts specifically designed to introduce babies and toddlers to participatory…

  18. Imaginative Possibilities or Moral Fable? Different Ways of Reading "A Christmas Carol"

    ERIC Educational Resources Information Center

    Bracken, Elspeth

    2018-01-01

    This essay considers the assumption that the study of English involves engaging students' imaginations to explore a range of interpretations and hypothesise about meaning. It goes on to explore the reading positions of two students in a Year 10 class, who were studying "A Christmas Carol" at GCSE (General Certificate of Secondary…

  19. Engaging the Sociological Imagination: My Journey into Design Research and Public Sociology

    ERIC Educational Resources Information Center

    Mehan, Hugh

    2008-01-01

    I chronicle the changes in my research, especially those that have moved me closer to C. Wright Mills's call for a "sociological imagination" and Dell Hymes's reinvented anthropology. As I spend more time attempting to create and describe equitable educational environments and less time documenting educational inequality, I have adopted a version…

  20. Cultivating Swedishness? Examples of Imagined Kinship during the First Half of the 20th Century

    ERIC Educational Resources Information Center

    Thomasson, Adrian

    2015-01-01

    Different representations of "Swedishness," as expressions of altered kinds of imagined kinship in the Swedish educational system during the first half of the 20th century, are discussed. It is argued that even though the curriculum changed, from a more religious one focusing on fostering loyalty and moral commitment to "God, the…

  1. Unwritten: (Re)Imagining FE as Social Purpose Education

    ERIC Educational Resources Information Center

    Mycroft, Lou

    2018-01-01

    Drawing on stories from ten years of social purpose teacher education in the UK, this paper assumes that the future of further education is still unwritten. It illustrates complex and workable ideas via a theorised sketch of the fictional Bee Learning Programme, an imagined education setting of the future. The narrative that follows is designed to…

  2. A Vermont Perspective. From Factoids to Fairy Dust: Cultivating the Enlightened Imagination in an Age of High Stakes Accountability.

    ERIC Educational Resources Information Center

    Kemple, Martin T.

    2000-01-01

    Nonlinear imagination-based thinking draws on intuition to allow insight into the unseen realms that govern everyday life. Largely abandoned by Western education in favor of materialist rationalism, this faculty is being promoted by a sustainability center in Montpelier (Vermont) that demonstrates methods of harmonizing thinking, learning, and…

  3. Imagined and Emerging Career Patterns: Perceptions of Doctoral Students and Research Staff

    ERIC Educational Resources Information Center

    McAlpine, Lynn; Turner, Gill

    2012-01-01

    Increasingly, research staff positions rather than lectureships are the reality for social sciences PhD graduates wishing academic work. Within this context, our longitudinal study examined how social science doctoral students and research staff in two UK universities imagined their futures in and out of academia. The variation over time in how…

  4. Will I Get There? Effects of Parental Support on Children's Possible Selves

    ERIC Educational Resources Information Center

    Zhu, Shimin; Tse, Samson; Cheung, Sing-Hang; Oyserman, Daphna

    2014-01-01

    Background: Imagining one's future self is a hallmark of adolescence. But imagining is not enough; adolescents must feel that this future is plausibly likely and take action, which may require pragmatic support from parents. Prior research has examined the effect of parental aspirations and expectations on children's possible self, not the effect…

  5. Kandinsky, Kant, and a Modern Mandala

    ERIC Educational Resources Information Center

    Berry, Kenneth

    2008-01-01

    Michelle Roberts has written of the "joy of the human imagination, without which we would be unable to understand one another, and would thus wither and perish." This is the baseline for the author's discursive analysis of imagination and beauty in art as it relates to the work of Kant and Kandinsky. While both accepted the forward movement of…

  6. Classroom Bird Feeding: Giving Flight to the Imaginations of 4- and 5-Year-Olds!

    ERIC Educational Resources Information Center

    McLennan, Deanna Pecaski

    2012-01-01

    In this article, the author describes how placing a plastic, gazebo-style bird feeder outside the classroom windows one cold autumn morning had been a catalyst for capturing and inspiring the children's imaginations. This empowered them to explore self-directed activities that resulted in meaningful, collaborative learning for most of the school…

  7. Does Imagined Practice Help in Learning a Motor Skill?

    ERIC Educational Resources Information Center

    Winters, Lynn; Reisberg, Daniel

    Several studies have shown an improvement in the performance of motor skills following imagined performance of the skill, or "mental practice." One unresolved issue has centered on whether the effect being observed is in fact a practice effect. As one alternative, the effect may be a simple instance of planning when to use a skill, or…

  8. A Short Story Approach to Analyzing Teacher (Imagined) Identities over Time

    ERIC Educational Resources Information Center

    Barkhuizen, Gary

    2016-01-01

    In this article the researcher reports on a longitudinal study which investigated the imagined identities of a preservice English teacher in New Zealand and compared these with the identities she negotiated in her teacher education and then teaching practice nearly nine years later. The teacher, an immigrant from the Pacific Island of Tonga,…

  9. "There Is a World out There": Spatial Imagination, Agency, and Academic Culture in a Mexican University Program

    ERIC Educational Resources Information Center

    Torres-Olave, Blanca Minerva

    2011-01-01

    This article examines the ways that students and professors imagine the space of higher education and thus shape their relationship to the larger academic community. Data come from a "Lengua Inglesa" program in northern Mexico. The findings reveal that personal and community histories, family networks, media, and migration converge to…

  10. Examining Age-Related Movement Representations for Sequential (Fine-Motor) Finger Movements

    ERIC Educational Resources Information Center

    Gabbard, Carl; Cacola, Priscila; Bobbio, Tatiana

    2011-01-01

    Theory suggests that imagined and executed movement planning relies on internal models for action. Using a chronometry paradigm to compare the movement duration of imagined and executed movements, we tested children aged 7-11 years and adults on their ability to perform sequential finger movements. Underscoring this tactic was our desire to gain a…

  11. Effects of Implementing STEM-I Project-Based Learning Activities for Female High School Students

    ERIC Educational Resources Information Center

    Lou, Shi-Jer; Tsai, Huei-Yin; Tseng, Kuo-Hung; Shih, Ru-Chu

    2014-01-01

    This study aims to explore the application of STEM-I (STEM-Imagination) project-based learning activities and its effects on the effectiveness, processes, and characteristics of STEM integrative knowledge learning and imagination development for female high school students. A total of 72 female high school students were divided into 18 teams.…

  12. Effectiveness of Adaptive Pretend Play on Affective Expression and Imagination of Children with Cerebral Palsy

    ERIC Educational Resources Information Center

    Hsieh, Hsieh-Chun

    2012-01-01

    Purpose: Children with cerebral palsy (CP) have difficulty participating in role-pretending activities. The concept of adaptive play makes play accessible by modifying play materials for different needs or treatment goals for children with CP. This study examines the affective expressions and imagination in children with CP as a function of…

  13. Imagination and the Cognitive Tools of Place-Making

    ERIC Educational Resources Information Center

    Fettes, Mark; Judson, Gillian

    2011-01-01

    In environmental and ecological education, a rich literature builds on the premise that place, the local natural context in which one lives, can be an emotionally engaging context for learning and the source of life-long concern for nature. A theory of imaginative education can help uncover new tools and strategies for place-based educators.…

  14. The Influence of Ability Level and Materials on Classificatory and Imaginative Behavior in Free Play.

    ERIC Educational Resources Information Center

    Phinney, Jean

    A dissertation proposal involved a study to observe spontaneous behavior of children in interaction with materials in order to gain understanding of the factors that influence classificatory and imaginative behavior in free play. Children at two levels of ability in terms of classification skills were observed in interaction with materials at two…

  15. The Secret Places: Essays on Imaginative Work in English Teaching and on Culture of the Child.

    ERIC Educational Resources Information Center

    Holbrook, David

    A child's own purpose in life is to educate himself and to explore experience; consequently, secondary-school children will benefit from English teaching that encourages their imaginative creativity rather than forces strict adherence to arbitrary rules. When considering their childhood memories and the adult experiences before them, children…

  16. Fostering Creativity for Leadership and Leading Change

    ERIC Educational Resources Information Center

    Harding, Tayloe

    2010-01-01

    Creativity is about more than imagining or making something that has not previously existed. Though most of us perceive of the concept of creativity actualized as "creation", creativity is really much broader--it is that force in each of us that begins with a yearning to answer an unanswered (or ill-answered) question by imagining more than one…

  17. The Mediator Effects of Conceiving Imagination on Academic Performance of Design Students

    ERIC Educational Resources Information Center

    Lin, Wei-Sheng; Hsu, Yuling; Liang, Chaoyun

    2014-01-01

    Three studies were combined to examine the effects of creativity and imagination on the academic performance of design students. Study 1 conducted an exploratory factor analysis to determine the most appropriate structure of the Creativity Capability Scale (CCS) in a sample of 313 college students. The scale was a new self-report measure, and it…

  18. Reliability, Validity, and Factor Structure of the Imaginative Capability Scale

    ERIC Educational Resources Information Center

    Liang, Chaoyun; Chia, Tsorng-Lin

    2014-01-01

    Three studies were combined to test the reliability, validity, and factor structure of the imaginative capability scale (ICS). The ICS was a new self-report measure, which was developed to be empirically valid and easy to administer. Study 1 consisted in an exploratory factor analysis to determine the most appropriate structure of the ICS in a…

  19. Test of Creative Imagination: Validity and Reliability Study

    ERIC Educational Resources Information Center

    Gundogan, Aysun; Ari, Meziyet; Gonen, Mubeccel

    2013-01-01

    The purpose of this study was to investigate validity and reliability of the test of creative imagination. This study was conducted with the participation of 1000 children, aged between 9-14 and were studying in six primary schools in the city center of Denizli Province, chosen by cluster ratio sampling. In the study, it was revealed that the…

  20. Creative Self-Efficacy: The Influence of Affective States and Social Persuasion as Antecedents and Imagination and Divergent Thinking as Consequences

    ERIC Educational Resources Information Center

    Puente-Díaz, Rogelio; Cavazos-Arroyo, Judith

    2017-01-01

    Two studies examined the influence of encouragement for creativity, curiosity, harmonious passion, and autonomy support as antecedents of creative self-efficacy and imagination and divergent thinking as consequences. College students completed a battery of questionnaires. Structural equation modeling treating the variables as latent and not…

  1. Outstanding Science Trade Books for Students K-12

    ERIC Educational Resources Information Center

    Texley, Juliana

    2008-01-01

    Each of these outstanding selections defies the traditional image of a child "curling up with a good book." Yes, they can be a source of great personal reading, encouraging students of all ages to stretch their skills and their imagination as they interact with the printed page. But these journeys of the scientific imagination seldom end with the…

  2. The Permanence of Mental Objects: Testing Magical Thinking on Perceived and Imaginary Realities

    ERIC Educational Resources Information Center

    Subbotsky, Eugene

    2005-01-01

    This study tested participants' preparedness to acknowledge that an object could change as a result of magical intervention. Six- and 9-year-old children and adults treated perceived and imagined objects as being equally permanent. Adults treated a fantastic object as significantly less permanent than either perceived or imagined objects. Results…

  3. Maxine Greene and the Quest in Our Times: A Teacher Educator's Reflections on Imaginative Praxis

    ERIC Educational Resources Information Center

    Nicholson-Goodman, JoVictoria

    2012-01-01

    Given the culture of compliance produced at the intersection of standardization, high-stakes testing, and punitive measures for all who deviate from the hyperrationalized frenzy of accountability that currently prevails, how is it that I have the audacity to offer teacher-learners space to exercise their imaginative capacities, to envision and…

  4. Imitative Learning from a Third-Party Interaction: Relations with Self-Recognition and Perspective Taking

    ERIC Educational Resources Information Center

    Herold, Katherine H.; Akhtar, Nameera

    2008-01-01

    Young children's ability to learn something new from a third-party interaction may be related to the ability to imagine themselves in the third-party interaction. This imaginative ability presupposes an understanding of self-other equivalence, which is manifested in an objective understanding of the self and an understanding of others' subjective…

  5. Iris Marion Young's Imaginations of Gift Giving: Some Implications for the Teacher and the Student

    ERIC Educational Resources Information Center

    Galea, Simone

    2006-01-01

    The paper discusses Iris Marion Young's idea of asymmetric reciprocity that rethinks typical understandings of gift giving. Iris Marion Young's proposals for asymmetric ethical relationships have important implications for democratic contexts that seek to take differences seriously. Imagining oneself in the place of the other or expecting from the…

  6. Young Children's Imaginative Play: Is It Valued in Montessori Classrooms?

    ERIC Educational Resources Information Center

    Soundy, Cathleen S.

    2009-01-01

    The main purpose of this article is to describe the nature of imaginary play in Montessori classrooms. A transcript from a train ride shows how young children imagine and recreate ideas from their real world experiences and weave them into original new accounts. The author discusses how the play-like action of dramatizing "The Caboose Who Got…

  7. Re-Imagining Higher Education Leadership--In Conversation with South African Female Deputy Vice-Chancellors

    ERIC Educational Resources Information Center

    Moodly, Adéle L.; Toni, Noluthando M.

    2017-01-01

    Part of the decolonisation and transformation of higher education institutions is the re-construction of its leadership. This requires not only a review but also a dissolution of traditions, conventions and organisational forms that universities have inherited, including a re-imagining of leadership in higher education. Equity in representation of…

  8. How to Develop Creative Imagination? Assumptions, Aims and Effectiveness of Role Play Training in Creativity (RPTC)

    ERIC Educational Resources Information Center

    Karwowski, Maciej; Soszynski, Marcin

    2008-01-01

    There are hundreds of ways to develop creativity among children, youths and adults. Developing new ideas and ways of teaching creativity should also incorporate youth's interests and hobbies. The article presents the main information about the new way of developing creative abilities, especially creative imagination, the Role Play Training in…

  9. Imagine...Opportunities and Resources for Academically Talented Youth, 2001-2002.

    ERIC Educational Resources Information Center

    Hartman, Melissa, Ed.

    2002-01-01

    This collection of 5 issues of Imagine cover the time period from November/December 2001 through May/June 2002. Designed for gifted youth, the issues focus on dramatic arts, physics and astronomy, communications, law and politics, and robotics, and contain the following featured articles: (1) The Story of a Play (Gemma Cooper-Novack); (2)…

  10. Superhero Toys and Boys' Physically Active and Imaginative Play

    ERIC Educational Resources Information Center

    Parsons, Amy; Howe, Nina

    2006-01-01

    The influence of superhero versus nonsuperhero toys on boys' physically active and imaginative play was studied in 29 dyads (n = 58 middle-class preschool boys; M age = 54.95 mos, SD = 5.28 mos). Each dyad participated in two play sessions: 1) superhero toys (media related) and 2) nonsuperhero (nonmedia related) toys. Dyads were observed for the…

  11. Effect of Mental Rehearsal with Part and Whole Demonstration Models on Acquisition of Backstroke Swimming Skills.

    ERIC Educational Resources Information Center

    Yamamoto, Katsuaki; Inomata, Kimihiro

    1982-01-01

    Three groups of undergraduates participated in a swimming program and took tests related to vividness of general motor imagery, swimming imagery, and accuracy of imagined skill. Speed and distance of backstroke were dependent measures. Physical practice, as well as mental rehearsal, increased vividness and accuracy of imagining the swimming…

  12. Imagining the Alternatives to Life Prolonging Treatments: Elders' Beliefs about the Dying Experience

    ERIC Educational Resources Information Center

    Winter, Laraine; Parker, Barbara; Schneider, Melissa

    2007-01-01

    Deciding for or against a life-prolonging treatment represents a choice between prolonged life and death. When the death alternative is not described, individuals must supply their own assumptions. How do people imagine the experience of dying? The authors asked 40 elderly people open-ended questions about dying without 4 common life-prolonging…

  13. Does Ethnic Identity Buffer or Exacerbate the Effects of Frequent Racial Discrimination on Situational Well-Being of Asian Americans?

    ERIC Educational Resources Information Center

    Yoo, Hyung Chol; Lee, Richard M.

    2008-01-01

    A quasi-experimental vignette study was conducted to test whether ethnic identity moderated the effects of frequent racial discrimination on situational positive and negative affect of Asian American college students. Results showed that imagining multiple incidents of racial discrimination was related to higher negative affect than imagining a…

  14. Making God real and making God good: some mechanisms through which prayer may contribute to healing.

    PubMed

    Luhrmann, Tanya Marie

    2013-10-01

    Many social scientists attribute the health-giving properties of religious practice to social support. This paper argues that another mechanism may be a positive relationship with the supernatural, a proposal that builds upon anthropological accounts of symbolic healing. Such a mechanism depends upon the learned cultivation of the imagination and the capacity to make what is imagined more real and more good. This paper offers a theory of the way that prayer enables this process and provides some evidence, drawn from experimental and ethnographic work, for the claim that a relationship with a loving God, cultivated through the imagination in prayer, may contribute to good health and may contribute to healing in trauma and psychosis.

  15. Health Literacy and Online Health Information Processing: Unraveling the Underlying Mechanisms.

    PubMed

    Meppelink, Corine S; Smit, Edith G; Diviani, Nicola; Van Weert, Julia C M

    2016-01-01

    The usefulness of the Internet as a health information source largely depends on the receiver's health literacy. This study investigates the mechanisms through which health literacy affects information recall and website attitudes. Using 2 independent surveys addressing different Dutch health websites (N = 423 and N = 395), we tested the mediating role of cognitive load, imagination ease, and website involvement. The results showed that the influence of health literacy on information recall and website attitudes was mediated by cognitive load and imagination ease but only marginally by website involvement. Thus, to improve recall and attitudes among people with lower health literacy, online health communication should consist of information that is not cognitively demanding and that is easy to imagine.

  16. "In my opinion, work would be in first place and family in second": young women's imagined gender-work relations in post-Soviet Lithuania.

    PubMed

    Reiter, Herwig

    2010-01-01

    This article explores young women's orientation to work and motherhood in the post-communist context of radical socio-economic transformation in Europe. Based on a qualitative-explorative study into meanings of work and unemployment among young people in post-Soviet Lithuania, the paper introduces an empirically grounded classification of imagined gender-work arrangements. The single patterns of the classification are based on the three configurations of work and motherhood, work and partnership, and work and provision. The findings inform the reconstruction of the 'landscape' of imagined gendered adulthoods in Europe as well as the analysis of emerging gender relations under conditions of rapid social change.

  17. Imagining intergroup contact can combat mental health stigma by reducing anxiety, avoidance and negative stereotyping.

    PubMed

    Stathi, Sofia; Tsantila, Katerina; Crisp, Richard J

    2012-01-01

    Research has demonstrated widespread negative attitudes held toward people with mental health problems. Our study investigated whether a new prejudice reduction technique, imagined intergroup contact (Crisp & Turner, 2009), could combat stigma against people with mental illness, and the mediating processes through which it may exert this beneficial effect. We found that compared to a control condition, participants who imagined a positive encounter with a schizophrenic person reported weakened stereotypes and formed stronger intentions to engage in future social interactions with schizophrenic people in general. Importantly, these intentions were formed due to reduced feelings of anxiety about future interactions. We discuss the implications of these findings for improving the social inclusion of people with mental health problems.

  18. [Integration of psychodynamic imaginative trauma therapy in a modified psychoanalytic concept of a inpatient psychotherapy unit].

    PubMed

    Beckrath-Wilking, Ulrike

    2004-11-01

    Results of latest neurobiological trauma-research suggest that many psychic disorders like personality disorders with complex traumatisation in patient's history and co-morbidities should better be treated as posttraumatic disorders. This is important for any therapy planning: should a modified psychoanalytic approach (like TFP by Kernberg) with emphasis on interpreting the transference-relation be preferred for patients with Borderline personality disorder or - diagnosing the same patients as complex posttraumatic stress disorder - a phase oriented trauma-specific approach. As such PITT combines psychodynamic understanding with hypnotherapeutic and imaginative methods. Crucial points are an active and supporting therapeutic relation, safety and reduction of stress, focus on all individual resources and use of imaginative ways for stabilization and later trauma-confrontation work.

  19. Threatening the heart and mind of gender stereotypes: Can imagined contact influence the physiology of stereotype threat?

    PubMed

    Allen, Ben; Friedman, Bruce H

    2016-01-01

    Research shows that when a gender stereotype is made salient and the target of the stereotype is asked to perform in the stereotyped domain, targets of the stereotype often perform at a lower level compared to situations when the stereotype was not made salient. The noticeable absence of female faculty and students in math and science departments at coed universities throughout the United States may increase the belief in gender stereotypes and discourage women from pursuing careers in these fields. Contact with counterstereotypical exemplars, such as female science experts, decreases belief in gender stereotypes and increases women's motivation to pursue careers in science. Thus, the present study examined whether imagining an interpersonal interaction with a counterstereotypical exemplar removes the physiological and performance effects of stereotype threat. Subjects were asked to imagine either a nature scene or meeting a female math professor, and were also assigned to either a control or stereotype threat condition. Imagination was used because studies have shown it to be an effective method of simulating interpersonal contact. Subjects were 139 young women (mean age 19 years) recruited from a pool of undergraduates. Results showed that the stereotype threat manipulation elicited greater vagal withdrawal and poorer working memory capacity during the n-back, and that vagal withdrawal was attenuated when the stereotype threat manipulation was preceded by a brief imagined interaction with a counterstereotypical exemplar. This study provides novel evidence that exposure to counterstereotypical exemplars can diminish cardiovascular reactions to salient information about threatening gender stereotypes. © 2015 Society for Psychophysiological Research.

  20. Disentangling visual imagery and perception of real-world objects

    PubMed Central

    Lee, Sue-Hyun; Kravitz, Dwight J.; Baker, Chris I.

    2011-01-01

    During mental imagery, visual representations can be evoked in the absence of “bottom-up” sensory input. Prior studies have reported similar neural substrates for imagery and perception, but studies of brain-damaged patients have revealed a double dissociation with some patients showing preserved imagery in spite of impaired perception and others vice versa. Here, we used fMRI and multi-voxel pattern analysis to investigate the specificity, distribution, and similarity of information for individual seen and imagined objects to try and resolve this apparent contradiction. In an event-related design, participants either viewed or imagined individual named object images on which they had been trained prior to the scan. We found that the identity of both seen and imagined objects could be decoded from the pattern of activity throughout the ventral visual processing stream. Further, there was enough correspondence between imagery and perception to allow discrimination of individual imagined objects based on the response during perception. However, the distribution of object information across visual areas was strikingly different during imagery and perception. While there was an obvious posterior-anterior gradient along the ventral visual stream for seen objects, there was an opposite gradient for imagined objects. Moreover, the structure of representations (i.e. the pattern of similarity between responses to all objects) was more similar during imagery than perception in all regions along the visual stream. These results suggest that while imagery and perception have similar neural substrates, they involve different network dynamics, resolving the tension between previous imaging and neuropsychological studies. PMID:22040738

  1. Limits of imagination: the 150th Anniversary of Mendel's Laws, and why Mendel failed to see the importance of his discovery for Darwin's theory of evolution.

    PubMed

    Singh, Rama S

    2015-09-01

    Mendel is credited for discovering Laws of Heredity, but his work has come under criticism on three grounds: for possible falsification of data to fit his expectations, for getting undue credit for the laws of heredity without having ideas of segregation and independent assortment, and for being interested in the development of hybrids rather than in the laws of heredity. I present a brief review of these criticisms and conclude that Mendel deserved to be called the father of genetics even if he may not, and most likely did not, have clear ideas of segregation and particulate determiners as we know them now. I argue that neither Mendel understood the evolutionary significance of his findings for the problem of genetic variation, nor would Darwin have understood their significance had he read Mendel's paper. I argue that the limits to imagination, in both cases, came from their mental framework being shaped by existing paradigms-blending inheritance in the case of Darwin, hybrid development in the case of Mendel. Like Einstein, Darwin's natural selection was deterministic; like Niels Bohr, Mendel's Laws were probabilistic-based on random segregation of trait-determining "factors". Unlike Einstein who understood quantum mechanics, Darwin would have been at a loss with Mendel's paper with no guide to turn to. Geniuses in their imaginations are like heat-seeking missiles locked-in with their targets of deep interests and they generally see things in one dimension only. Imagination has limits; unaided imagination is like a bird without wings--it goes nowhere.

  2. A Host of Histories: Helping Year 9s Explore Multiple Narratives through the History of a House

    ERIC Educational Resources Information Center

    Waters, David

    2014-01-01

    Described by the author Monica Ali as a building that 'sparks the imagination and sparks conversations', 19 Princelet Street, now a Museum of Diversity and Immigration, captivated the imagination of teacher David Waters. He was struck by the building's potential not merely for exploring the diverse histories of migrant communities in London, but…

  3. Virtual Reality Exposure and Imaginal Exposure in the Treatment of Fear of Flying: A Pilot Study

    ERIC Educational Resources Information Center

    Rus-Calafell, Mar; Gutierrez-Maldonado, Jose; Botella, Cristina; Banos, Rosa M.

    2013-01-01

    Fear of flying (FF) is an impairing psychological disorder that is extremely common in developed countries. The most effective treatment for this particular type of phobia is exposure therapy. However, there are few studies comparing imaginal exposure (IE) and virtual reality (VR) exposure for the treatment of FF. The present study compared the…

  4. A Ratchet Lens: Black Queer Youth, Agency, Hip Hop, and the Black Ratchet Imagination

    ERIC Educational Resources Information Center

    Love, Bettina L.

    2017-01-01

    This article explores the utilization of the theory of a Black ratchet imagination as a methodological perspective to examine the multiple intersections of Black and queer identity constructions within the space of hip hop. In particular, I argue for the need of a methodological lens that recognizes, appreciates, and struggles with the fluidity,…

  5. What Does Health Have to Do with Transition? Everything!

    ERIC Educational Resources Information Center

    Shapland, Ceci

    2006-01-01

    Adolescence is a time for dreaming for youth to imagine and set a course for the future. High school students naturally spend time imagining the future if and where to continue their education, to find a job or pursue a career, to move away from home, or to start a family. The Individuals with Disabilities Education Act (IDEA) includes a process…

  6. The Effect of Imagining an Event on Expectations for the Event: An Interpretation in Terms of the Availability Heuristic

    ERIC Educational Resources Information Center

    Carroll, John S.

    1978-01-01

    Previous studies have indicated that explaining a hypothetical event makes the event seem more likely through the creation of causal connections. However, such effects could arise through the use of the availability heuristic; that is, subjective likelihood is increased by an event becoming easier to "imagine". Two experiments were designed to…

  7. Treatment of Chronic PTSD by Cognitive Therapy and Exposure: 5-Year Follow-up

    ERIC Educational Resources Information Center

    Tarrier, Nicholas; Sommerfield, Claire

    2004-01-01

    Patients who had taken part in a randomized clinical trial of the treatment of chronic PTSD by either cognitive therapy or imaginal exposure were reassessed after 5 years. At 5-year follow-up a clear superiority of cognitive therapy over imaginal exposure emerged, although there had been no difference between the two treatment groups up to 12…

  8. Imagining the Future of the School Library. [Interview with Doug Johnson and Rolf Erikson

    ERIC Educational Resources Information Center

    DesignShare (NJ1), 2006

    2006-01-01

    For many, the library is the literal information bridge to the future. Organizations dedicate themselves to building and re-imagining school library spaces around the world by filling shelves with books and making library spaces relevant for our youngest readers. At the same time, with a fast-moving revolution of technology hitting campuses around…

  9. The Poet in the Warehouse. Creative Writing as Inquiry: Using Imaginative Writing To Explore Other Disciplines.

    ERIC Educational Resources Information Center

    McCue, Frances

    This master's project contains two essays and a long poem, examining the possibilities of creative writing as a tool of inquiry in mathematics, history, science, film, art, and architecture. The project's first essay, "The Poet in the Warehouse," introduces a brief history of imaginative writing and an argument for its inclusion in…

  10. Story Sparks! How to Kindle Your Young Writers' Imaginations

    ERIC Educational Resources Information Center

    Traver, Warren

    2004-01-01

    Make writing less of a task and more of an adventure through this creative and imaginative collection of writing prompts, targeted at grade levels 2 to 5. It provides not only ideas and inspiration, but also motivation. This book includes: (1) Story Headers: single pictures with story titles that kids write about; (2) Every Picture Tells a Story:…

  11. Re-Imagining School Health in Education and Health Programmes: A Study across Selected Municipal Schools in Delhi

    ERIC Educational Resources Information Center

    Deshpande, Mita; Baru, Rama V.; Nundy, Madhurima

    2014-01-01

    The idea of school health is re-imagined with an emphasis on the need for children's health programmes to be rooted in an understanding of the social context. Such programmes must address health, nutrition and education in a comprehensive manner. The article details findings and insights emerging from a qualitative study conducted in municipal…

  12. Changing Times, Future Bodies? The Significance of Health in Young Women's Imagined Futures

    ERIC Educational Resources Information Center

    Rich, Emma; Evans, John

    2013-01-01

    A growing number of authors recognise the increasing expectations placed on young women as the vanguard of economic, social and cultural change. This paper explores how these imaginings have come to bear upon young women's bodies, as part of a special issue on pedagogical responses to the changing position of girls and young women. In examining…

  13. Cultural and Political Vignettes in the English Classroom: Problem-Posing, Problem-Solving, and the Imagination

    ERIC Educational Resources Information Center

    Darvin, Jacqueline

    2009-01-01

    One way to merge imagination with problem-posing and problem-solving in the English classroom is by asking students to respond to "cultural and political vignettes" (CPVs). CPVs are cultural and political situations that are presented to students so that they can practice the creative and essential decision-making skills that they will need to use…

  14. From Sustainable Community to Big Society: 10 Years Learning with the Imagine Approach

    ERIC Educational Resources Information Center

    Bell, Simon

    2011-01-01

    Community is a key word in the current UK political vocabulary. As part of Big Society or as a sustainable means to develop social coherence, community has been an area of focus that has attained UK political party interest since 2003. In 1999, the Imagine method was first hinted at in the Earthscan book: "Sustainability Indicators: measuring…

  15. Religious insistence on medical treatment. Christian theology and re-imagination.

    PubMed

    Connors, R B; Smith, M L

    1996-01-01

    Families and surrogates sometimes use religious themes to justify their insistence on aggressive end-of-life care. Their hope that "God will work a miracle" can halt negotiations with health care professionals and lead to litigation. The possibility of "re-imagining" religious themes, to broaden their scope and present a wider vision of the Christian tradition, may offer a solution.

  16. Alignment and qualification of the Gaia telescope using a Shack-Hartmann sensor

    NASA Astrophysics Data System (ADS)

    Dovillaire, G.; Pierot, D.

    2017-09-01

    Since almost 20 years, Imagine Optic develops, manufactures and offers to its worldwide customers reliable and accurate wavefront sensors and adaptive optics solutions. Long term collaboration between Imagine Optic and Airbus Defence and Space has been initiated on the Herschel program. More recently, a similar technology has been used to align and qualify the GAIA telescope.

  17. Imagine: Texas Boasts Net Zero School

    ERIC Educational Resources Information Center

    Layne, Scott

    2010-01-01

    Just imagine...a school designed and constructed to produce as much energy on site as that which is consumed from the electric grid. The electricity and gas bills would be 10% or less of that of a typical building; there would be no water bills for site and landscaping irrigation. What was merely a conceptual thought as little as five years ago is…

  18. Brief Report: Episodic Foresight in Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Hanson, Laura K.; Atance, Cristina M.

    2014-01-01

    Episodic foresight (EpF) or, the ability to imagine the future and use such imagination to guide our actions, is an important aspect of cognition that has not yet been explored in children with autism spectrum disorder (ASD). This is despite its proposed links with theory of mind (ToM) and executive function (EF), two areas found to be impaired in…

  19. Stories and Science: Stirring Children's Imagination

    ERIC Educational Resources Information Center

    Seeley, Claire; Gallagher, Sarah

    2014-01-01

    Stories are a place where magical things happen, where ideas are challenged, where the imagination runs free and questions are asked. They are a safe place, where the reader can walk about with new identities, try new ideas, process life's ups and downs and make new meanings. This makes stories the perfect place for creative learning. In this…

  20. Utopia: An Imaginative, Critical and Playful Dialogue on the Meaning and Practice of Contemporary Education

    ERIC Educational Resources Information Center

    Hayes, Michael T.; Marino, Matthew

    2015-01-01

    In this article the authors re-examine Sir Thomas More's classic book "Utopia" as a potential source of ideas and concepts for examining, understanding and imagining contemporary education. Too often the concept utopia is used to criticize an idea, perspective or image as offering a simplistic solution to a complex problem, or, at its…

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