Effects of hypnosis and imagery training on naming behavior in aphasia

The effects of hypnosis and imagery training on the naming behavior of three subjects with Broca's aphasia were investigated using a multiple baseline design across subjects. Treatment consisted of the induction of hypnosis, followed by guided imagery focused on the physical and functional attributes of stimulus objects. Measures of naming ability on both trained and untrained items were taken at baseline, after every training session, and a few hours after training each day. Measures were also taken of imagery ability, hypnotic susceptibility, and psychological state. Results indicated that treatment facilitated improvement in naming ability, over baseline level, for two subjects. In the case of the third subject, the verbal label was incorporated into the imagery procedure following 10 training sessions. Subsequently, this subject's naming behavior improved over baseline level. The results are discussed in terms of current theory and research in neuropsychology and cognitive psychology.     

The effect of an imagery training program on imagery ability,imagery use,and figure skating performance

Abstract

There is a growing popularity of non-pharmacologic treatments for hypertension; among them is exercise. This paper critically reviews the evidence for the anti-hypertensive effect of exercise, scanning both the epidemiologic and experimental research. It evaluates some of the literature on exercise adherence, briefly describes one exercise program designed to promote adherence, and draws conclusions based on the literature.     

Mental imagery and creativity: A meta‐analytic review study

The reports of many creative individuals suggest the use of mental imagery in scientific and artistic production. A variety of protocols have tested the association between mental imagery and creativity, but the individual differences approach has been most frequently employed. This approach is assessed here through a range of meta‐analytic tests. Database searches revealed 18 papers employing the individual differences approach that were subjected to a conservative set of selection criteria. Nine studies (1,494 participants) were included in the final analyses. A marginal, but statistically significant, Fisher's Z‐transformed correlation coefficient was revealed. Further analyses showed little difference between form and type of self‐reported imagery and divergent thinking. Explanations for the failure to account for more than 3% of the variance in the data sets are discussed in the context of anecdotal reports, task validity, and design problems.     

Types of creativity training: Approaches and their effectiveness

Prior meta‐analytic studies have provided evidence for the effectiveness of creativity training. In the present study, 156 training programs were obtained and a content analysis was used to appraise these programs with respect to: a) cognitive processes, b) training techniques, c) media, and d) types of practice exercises. A cluster analysis was used to determine the major types of training, as reflected in these variables, and meta‐analytic data were used to assess the effectiveness of each type of training. Overall, 11 common types of training were identified, all of which appeared to have some value. However, some types of training, specifically idea production and cognitive training, proved particularly effective while some commonly applied training strategies, specifically imagery training, proved less effective. The implications of these findings for the design of creativity training are discussed.     

Associative learning and imagery training in children

Two experiments are reported which examine imagery as a factor in children's learning to associate object pairs. The results of the first experiment indicated that presenting the objects in an interacting fashion greatly facilitated subsequent recognition performance. The outcome of Experiment II revealed that children can be trained to form their own interaction images. These findings are discussed in terms of their relevance to contemporary views of mediation in children's learning.     

家长式领导对多层面创造力的作用机制

作为一种具有中国文化特色的领导模式, 家长式领导对多层面的创造力均有显著影响。基于对以往实证研究的分析, 文章针对家长式领导及其维度与多层面创造力之间的直接关系、交互效应、调节效应与作用机制等问题进行了梳理与阐述, 构建了“家长式领导影响员工及团队创造力的作用机制”模型; 进而指出, 家长式领导对员工创造力的作用受到工作情境、个体因素的调节效应并有赖于个体心理认知和社会关系的中介作用, 它还以团队认知和团队互动为中介作用于团队创造力。未来研究应努力拓展研究层次, 丰富研究方法, 并从跨文化视角系统探索家长式领导对多层面创造力的作用机制。     

Between paranoia and creativity: candidates' experience of psychoanalytic training

There is widespread concern regarding various aspects of psychoanalytic education. A recent paper by Patrick Casement, drawn widely from his long experience as a supervisor both in the U.K. and abroad, implied that the British Psychoanalytical Society is not exempt from these concerns. To investigate this, a semistructured, anonymous questionnaire was devised and sent to all candidates and all recently qualified analysts at the society. Overall there was a 58% response rate, with 77% of candidates and 39% of recently qualified analysts responding. Concerns were expressed about aspects of the training, but on the whole these were balanced by appreciation. Although strong criticism was expressed by a minority, it seems that when something goes wrong for a candidate, this experience is felt keenly by the peer group as well. The results are discussed in the context of the current training and ethos of the British Society, as well as in relation to a more widespread move toward "competency-based" education. The maturational tasks facing both candidates and trainers are also addressed.     

Video training of imagery for mature adults

To examine the effectiveness of videotaped memory training, two groups of middle-aged and older adults were given imagery training that included videotaped presentation of interactive imagery for object location recall and linking items on a list, and the image-name match method for name recall. The training group performed significantly better than the waiting list on the initial post-test, and the two groups were comparable after both groups had received training. Evidence for both maintenance and generalization was found. Videotaped presentation of imagery training is effective for mature adults as a self-paced at-home intervention, and has cost-saving advantages over the predominant training methodology.     

Effects of imagery training on cognitive performance and use of physiological measures as an assessment tool of mental effort

The effectiveness of motor imagery training on cognitive performance was examined and the physiological mechanisms involved in the contribution of mental practice to motor learning were considered. The subject's mental effort during motor imagery was assessed by using psychophysiological measures and particularly eye blink activity as an 'indirect' measurement of subjects' attention. An electronic flight simulation program (Multiple Attribute Task Battery--MATB) was used to assess performance. Twenty healthy volunteers participated in the study divided in two groups: the control group and the imagery-training group. The subjects of the imagery group were asked for additional imagery training. The subjects of the actual performing group were asked additionally to passively observe the task in order to have equal time of exposure to the task. Performance scores and physiological parameters such as heart rate, respiratory rate, eye blinking activity and muscular activity were recorded during all sessions. The results revealed significantly higher performance level of the imagery-training group than the control group. Heart rate and respiratory rate significantly increased during imagery sessions compared to rest. A slight electromyographic activity was observed during the imagination of movement. Our findings support the notion that mental practice improves motor performance in a task where spatiotemporal or dynamic control of the action is highly required. The effects of mental practice on motor performance could be explained by the existence of a top-down mechanism based on the activation of a central representation of the movements, since the vegetative activation during motor imagery seems to be centrally controlled.     

Effects of guided imagery with relaxation training on anxiety and quality of life among patients with inflammatory bowel disease

Background: Inflammatory Bowel Disease (IBD) impacts quality of life (QoL). Psychological factors influence the course of the disease and should be targeted for intervention.

Methods: Our study was a prospective, randomised control trial. Fifty-six outpatients were randomly chosen and allocated to a treatment group or a waiting-list control group. Treatment group patients attended three relaxation-training sessions and received an audio disc for home practice. Evaluations performed pre and post-treatment: state anxiety was assessed with the State-Trait Anxiety Inventory, QoL with the IBD Questionnaire. The Visual Analogue Scale assessed pain, depression, stress and mood. Patients completed a symptom monitoring diary. The control group's symptoms were monitored without study-related treatment.

Results: Thirty-nine subjects completed the study and were included in the data analysis. Following the relaxation-training intervention, the treatment group's (n?=?18) measured results showed a statistically significant improvement as compared to the control group (n?=?21) (time by treatment interaction): anxiety levels decreased (p?<?0.01), QoL and mood improved (p?<?0.05), while levels of pain and stress decreased (p?<?0.01).

Conclusions: Findings indicate IBD patients may benefit from relaxation training in their holistic care. New studies as well as further investigation of the subject are warranted.     

The effectiveness of creativity training: A quantitative review

Over the course of the last half century, numerous training programs intended to develop creativity capacities have been proposed. In this study, a quantitative meta‐analysis of program evaluation efforts was conducted. Based on 70 prior studies, it was found that well‐designed creativity training programs typically induce gains in performance with these effects generalizing across criteria, settings, and target populations. Moreover, these effects held when internal validity considerations were taken into account. An examination of the factors contributing to the relative effectiveness of these training programs indicated that more successful programs were likely to focus on development of cognitive skills and the heuristics involved in skill application, using realistic exercises appropriate to the domain at hand. The implications of these observations for the development of creativity through educational and training interventions are discussed along with directions for future research.     

Internal imagery training in active high jumpers

The main purpose of this study was to examine whether the use of internal imagery would affect high jumping performance for active high jumping athletes. Over a period of six weeks, a group of active high jumpers were trained with an internal imagery program for a total of 72 minutes. This group was compared to a control group consisting of active high jumpers that only maintained their regular work-outs during the same time period. Four variables were measured; jumping height, number of failed attempts, take-off angle, and bar clearance. There was a significant improvement on bar clearance for the group that trained imagery (p < 0.05) but not for the control group. No other differences were found. The results suggest that internal imagery training may be used to improve a component of a complex motor skill. Possible explanations and future recommendations are discussed.     

Effects of instructions and format on reported visual imagery

156 subjects (students and working adults) completed Marks' Vividness of Visual Imagery Questionnaire in one of two formats reflecting item order (blocked, random) under one of three instructional conditions (easy, neutral, difficult) reflecting ease of image formation. Although the effect of instructions (but not format) was significant, scores were lower, i.e., more vivid imagery was reported, in the easy than in the neutral or difficult conditions, which did not differ. These results suggest that the validity of Marks' questionnaire is not seriously weakened by response leniency.