Dissertations / Theses: 'Imagery ability'

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Roberts, Ross. "Imagery perspectives, imagery ability, and personality." Thesis, Bangor University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505955.

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Williams, Sarah E. "Athlete imagery ability and effective imagery use." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/892/.

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The aim of this thesis was to extend existing imagery ability literature. After reviewing the literature in Chapter 1, Chapter 2 validated and modified the Movement Imagery Questionnaire-Revised to provide a more comprehensive assessment of movement imagery ability. Known as the Movement Imagery Questionnaire-3, it was employed in Chapter 3 to examine the influence of prior movement and prior observation on an individual’s external visual imagery, internal visual imagery, and kinaesthetic imagery ability. The Sport Imagery Ability Questionnaire (SIAQ) was developed and extensively validated in Chapter 4 to provide a more comprehensive measure of athlete imagery ability. Chapter 5 demonstrated the SIAQ’s predictive validity by investigating the interplay between imagery ability, trait confidence, and challenge and threat appraisal tendencies. Finally Chapter 6 used the SIAQ as a screening tool when investigating whether imagery could be used to alter the appraisal of a stress-evoking scenario. Overall, the thesis has resulted in two new valid and reliable assessments of imagery ability. Additionally, this research extends imagery ability literature by establishing how imagery ability can be improved, demonstrating imagery ability’s association with various outcomes, and highlighting the importance of assessing different imagery content.

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Anuar, Nurwina Akmal Binti. "Imagery ability in sport and movement." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7125/.

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This thesis investigated how propositions of the Revised Applied Model for Deliberate Imagery Use (RAMDIU) related to imagery ability. Chapter 2 and 3 established that PETTLEP imagery can improve the ease and vividness of internal, external and kinesthetic imagery of movements. Participants perceived the physical and environments elements of the PETTLEP model to be the most helpful for imaging easily and vividly. Chapter 4 investigated the use of these two elements in athletes’ ease of imaging five different types of sport imagery (i.e., skill, strategy, mastery, goal, and affect). The findings revealed positive associations between the use of physical and environment PETTLEP elements and ease of imaging all five imagery types. The findings of Chapters 2 to 4 suggest that the use of physical environment elements will likely result in greater ease of imaging cognitive and motivational imagery content and that the relationship between “What (type) & How” and “Imagery Ability” in the RAMDIU should be bi-directional. Chapter 5 explored the RAMDIU “Who” component by investigating whether emotion regulation in was associated with their sport imagery ability. Only emotional reappraisal was positively related with “Imagery Ability”. Overall, the thesis establishing that imagery ability can be influenced by the individual’s characteristics and how athletes image. Practitioners should consider athletes’ characteristics and how they are going to image to maximize the effectiveness of the imagery intervention in achieving the desired outcome(s).

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Dean, Graham Mark. "The function of imagery in cognition." Thesis, Lancaster University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386465.

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Bolles, Gina. "An Exploratory study : the intersection of imagery ability, imagery use, and learning style /." Connect to title online (Scholars' Bank), 2008. http://hdl.handle.net/1794/7478.

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Bolles, Gina 1981. "An Exploratory Study: The Intersection of Imagery Ability, Imagery Use, and Learning Style." Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/7478.

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xi, 65 p. A print copy of this title is available through the UO Libraries. Search the library catalog for the location and call number.
This study explores the intersection of the individual's imagery ability, imagery use in dance training and performance, and learning style. Thirty-four intermediate-level ballet and modem dance students at the University of Oregon completed the Movement Imagery Questionnaire-Revised (MIQ-R) and Kolb's Learning Style Inventory-3 (LSI-3). The four highest imagers and the four lowest imagers participated in interviews. Thirty of 34 subjects averaged MIQ-R scores indicating relative ease when imaging. On the LSI-3, 27 subjects reported a preference for "feeling" over ''thinking'' when gathering information for learning. Data revealed differences between perceived imagery ability and ability as determined by the MIQ-R for both high and low imagers. High imagers also recalled early exposure to imagery in dance while the low imagers did not. The research suggests that imagery may be a good pedagogic tactic for reaching "feeling" dance learners. This thesis includes my co-authored materials.
Adviser: Steven J Chatfield

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Lovell, G. P. "The movement mental imagery ability and acquisition rate relationship." Thesis, Manchester Metropolitan University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246261.

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McLeay, Heather. "Imagery and the mental manipulation of knots." Thesis, Bangor University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311388.

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Yang, Ellie Fan. "The impact of imagery ability on image vividness : the case of HPV vaccine advertising." HKBU Institutional Repository, 2013. http://repository.hkbu.edu.hk/etd_ra/1536.

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Eslinger, Oliver Warren. "Mental imagery ability in high and low performance collegiate basketball players." Thesis, Boston University, 2002. https://hdl.handle.net/2144/33468.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
172 college basketball players (56 males, 116 females) from NCAA Divisions I, II, and III were analyzed to determine how mental imagery ability (lA) relates to high and low physical performance. Investigation centered on performance lA (the ability to create, recall, and manipulate images during action) as a potential factor for competitive separation (athletic distinction between high and low performers). More specifically, research examined which of several imagery functions or types were the best predictors of successful basketball game performance. It was hypothesized that kinesthetic imagery and cognitive imagery would be the most important imagery functions. The Basketball Background Questionnaire (BBQ; Eslinger, 2002), Movement Imagery Questionnaire-Revised (MIQ-R; Hall & Martin, 1997), and the Sport Imagery Questionnaire (SIQ; Hall, Mack, Paivio, & Hausenblas, 1998) were utilized as measures of lA while physical performance was calculated using the Basketball-Performance Statistic Rating (B-PSR; Eslinger, 2002). Additional data was collected from selected athletes to identify characteristics related to imagery use and development. Results from correlation, multiple regression, t-tests, ANOVA, and discriminant function analyses suggest that, in general, basketball performance is best enhanced through kinesthetic imagery and motivational specific imagery. Elite players are able to perform consistently at a high level because they have an ability to feel the action and increase their internal drive for success before and during games. Surprisingly, cognitive general imagery scores were higher in low-level players, suggesting these athletes think "too much" during competition. In addition, depending on gender, playing position, and NCAA division, other types of imagery may be important influences of performance. Differences and associations between high and low performers and imagers as they relate to the B-PSR and seven types of imagery ability are discussed. A new model of performance imagery is highlighted based on previous theories and current results. Directions for future research are covered that shape sport psychology research, application, and possible imagery training techniques for basketball players and coaches.
2031-01-01

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Wixson, Sandra Werre. "The Effects of Imaging Ability, Guided Imagery, and Source of Themes on Interview Verbal Behavior." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331357/.

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Eighty four female undergraduate students participated in a psychotherapy analog study to determine the effects of imagery ability, guided imagery therapy treatments, and personal versus supplied constructs upon self-disclosure variables in a 2 x 3 x 2 Anova design, with repeated measures on the final factor. Dependent variables were measured by reaction time, total talk time, speech duration, silence quotient, and Doster's (1971) Self-Disclosure Rating Scale. Subjects were divided into two imagery ability levels on the basis of local mean scores on Sheehan's (1967) modification of Betts' (1909) Questionnaire upon Mental Imagery. Three treatment procedures were employed: a guided focal imagery treatment, which encouraged imagery involving the interpersonal topics to be discussed, a guided relaxation imagery treatment which used standard sensory relaxation scenes, and a treatment which imparted ambiguous instructions. The final factor was repeated measures of the eight negative topics the subjects were asked to discuss. Four were chosen from the subjects' Role Construct Repertory Test grid (Kelly, 1955; Landfield, 1971), and four were selected from the Semantic Differential (Snider & Osgood, 1969).

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Abdulgabbar, Adel S. "The effect of imagery ability on imitation of a closed-motor task." Thesis, University of Warwick, 1990. http://wrap.warwick.ac.uk/106718/.

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This thesis sets out to explore the process of motor skill acquisition and presents a thorough investigation of the role played by imagery ability in the recall and reproduction of a motor task. The importance of cognitive processes, such as imaging, in motor learning is becoming increasingly obvious and needs to be understood. Having described the three phases involved in motor learning - cognitive, associative and autonomous - and discussed certain relevant learning theories- the closed-loop theory and the schema theory- the thesis moves on to examine traditional Instructional methods and the contrast between observational learning and verbal instruction techniques, analysing in detail the concept of mental imagery in context of the recall of motor task. The latter half of the thesis presents a series of experiments designed to quantify the role of Imagery ability in reproduction of an origami (paper-folding) task using the different instructional methods and a variety of modelled demonstrations and comparing accuracy and performance time. The thesis concludes that observers who transform modelled actions into either symbolic or visual images achieve a higher level of learning and a higher standard of reproduction than non-imagers, and looks forward to an expansion of research into imaging in a variety of contexts. The results of this study have implications for those working in selecting new trainees for most industrial firms, and their concern with the assessment of selecting individuals on their learning ability and the factors contributing to this as well as the possible instructional methods to be carefully considered with respect to the cost/benefit of such an exercise.

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Rymal, Amanda M. "The Effects of Different Self-modeling Interventions on the Performance and Self-regulatory Processes and Beliefs of Competitive Gymnasts." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20365.

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Self-modeling (SM) involves an observer viewing oneself on an edited video showing desired behaviors (Dowrick, & Dove, 1990). The impact of a SM video on skill acquisition has been frequently explored (e.g., Clark & Ste-Marie, 2006), however, few researchers have investigated SM in competition (Ste-Marie, Rymal, Vertes, & Martini, 2009). Also of limited study has been the underlying self-regulatory mechanisms engaged in alongside a SM video (e.g., Rymal, Martini, & Ste-Marie, 2010). To date, research has not investigated the effects of SM on gymnasts competitive bar performance or how it is used to self-regulate, nor whether SM increases self-regulation. Thus, the purpose here was to investigate the effects of a SM video on gymnasts’ physical performance and self-regulation. Of further interest was to explore the combination of SM and psychological skills training (PST) on competitive performance. Eighteen gymnasts were divided into two groups; SM+PST (n = 10) and SM (n =8). The SM+PST group took part in workshops one month prior to the competitions wherein links between SM and psychological skills were made. The SM group did not do the workshops. Gymnasts competed at four competitions; two received the SM video and two did not. For the video competitions, participants viewed their video three times prior to warm-up and once before competing. After one video competition and one competition that gymnasts did not receive the video, interview sessions were conducted with ten gymnasts. The results of the physical performance data did not show any significant group or condition main effects (all F’s < 1). Imagery ability, however, was a moderating variable. Gymnasts low in visual imagery ability benefitted from the use of the self-modeling video later in the season F(1, 16) = 5.976, p = .026, η2 = .27, (1 – β) = .63, but not early in the season. Through the qualitative analysis of interview questions, it can be said that gymnasts used the SM video as a task analysis strategy before, during, and after their competitive event. Analysis of transcripts also suggested that the SM video encouraged the use of certain self-regulatory processes and beliefs related to the forethought (i.e., before) and self-reflection (i.e., after) phases above and beyond that typically used when competing.

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Dahlman, Ylva. "Kunskap genom bilder : en studie i hur studenter inom natur- och samhällsvetenskapliga utbildningar fördjupar sin ämnesförståelse genom arbete med bilder /." Uppsala : Dept. of Landscape Planning Ultuna, Swedish Univ. of Agricultural Sciences, 2004. http://epsilon.slu.se/a448.pdf.

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Bressem, Michael R. "The Relationship between individual differences in imaginal ability, Christian imaginal frequency, and Christian spirituality." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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Theberge, Janice E. "The effect of guided imagery exercises on the creative performance of fourth grade students." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999thebergej.pdf.

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簡建顥 and Kin-ho Kan. "The effect of mental imagery in the performance and recall of a sequence of Tai Chi movements." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31257239.

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Kan, Kin-ho. "The effect of mental imagery in the performance and recall of a sequence of Tai Chi movements /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23435884.

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Runeke, Josephine. "Simma med huvudet : En studie kring simmares visualiseringsförmåga och användning." Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-29030.

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Syftet med studien var att undersöka vid vilken situation som simmare använder visualisering mest och varför samt simmarnas visualiseringsförmåga. I studien deltog 278 simmare (15-30 år) i den kvantitativa delen och 3 simmare (17-23 år) i den kvalitativa delen av studien. De instrument som tillämpades till den kvantitativa delen var en konstruktion av SIAM och IPIES som tillsammans mäter idrottares visualiseringsförmåga och användning. Till den kvalitativa delen användes en semikonstruerad intervjumall. Resultaten från studien visade att det fanns några statistisk signifikant skillnad mellan högpresterade och lågpresterande simmare i visualiseringsförmåga. Resultaten visade att simmarena använder visualiseringen för att tänka positiv och fokusera samt förberedda sig inför nästa tävling. Dessutom sågs en tendens från den kvalitativa studien att högpresterade simmare hade bättre visualiseringsförmåga än lågpresterade och de använde visualiserings för att minska nervositet samt förbättra en prestation. Rekommendation med studien var att introducera och uppmuntra simmare att redan i lägre åldrar för visualisering som ett kompletterande träningsform till simningen, för att på så sätt förbättra simmares förberedelser inför tävling samt motivera till högre prestationsnivåer.
The aim of the study was to investigate at which situation swimmers use imagery the most, why, and the swimmers imagery ability. The study involved 278 swimmers (15-30 years) in the quantitative study, and 3 swimmers (17-23 years) in the qualitative part of the study. The instruments that were applied to the quantitative part were a construction of SIAM and IPIES which together measure the athlete's imagery ability´s and uses. For the qualitative part, a semi constructed interview was applied. The result of the study showed that there were statistically significant differences between high-performance and low-performance swimmers in imagery ability. The results showed that the use imagery to think positive and focused and prepare themselves before the next race. There was also a tendency from the qualitative study that high-performance swimmers had better imagery ability than lowperformance and used imagery to reduce nervousness and to improve the performance. Recommendation from the study was to introduce and encourage swimmers in lower ages to imagery as a complementary exercise for swimming, to improve the swimmer's preparation for the competition and motivate to higher performance levels

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Palm, Claes. "Self-reported Olfactory Imagery Ability is neither related to Odor Identification nor Episodic Recognition Performance." Thesis, Stockholm University, Stockholm University, Stockholm University, Stockholm University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-28502.

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Participants claiming to be good at evoking vivid olfactory images are assumed to have better access to odor memory. It was hypothesized that this would be reflected in better odor naming and recognition task performance. Two extreme groups of participants high and low in self-reported olfactory imagery ability were exposed to familiar and unfamiliar odors in an incidental learning session. This was followed by an episodic odor recognition and odor naming task 20 minutes later. Imagery ability was unrelated to naming and recognition. This might indicate that if high imagers have a better access to odor memory, it is not due to a stronger link between language and odor memory or better incidental encoding.

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Crowder, Anita. "Differences in Spatial Visualization Ability and Vividness of Spatial Imagery Between People With and Without Aphantasia." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5599.

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Mathematics education researchers have examined the relationship between visualization and mathematics for decades (e.g., Arcavi, 2003; Bishop, 1991; Duval, 1999; Fennema & Tartre, 1985; Presmeg, 1986). Studies have linked spatial visualization ability, such as measured in mental rotation tasks, directly to mathematics self-efficacy (Pajares & Kranzler, 1995; Weckbacher & Okamoto, 2014), which in turn influences mathematics achievement (Casey, Nuttall, & Pezaris, 1997). With the important role that spatial visualization plays in learning mathematics, the recent identification of congenital aphantasia (Zeman, Dewar, & Della Sala, 2015), which is the lack of mental imagery ability, has raised new questions for mathematics education researchers. This study investigated the differences in mental rotation test performance and vividness of spatial imagery between people who have aphantasia and people who do not as a first step toward examining how aphantasia may affect mathematics learning and education. Results confirmed prior aphantasia research showing that there was no significant difference in mental rotation test performance between people with aphantasia and those without aphantasia, despite people with aphantasia reporting significantly lower vividness of spatial imagery. Results also showed that there was less difference in mental rotation test performance between the genders for people with aphantasia, while gender played a significant role in mental rotation test performance for people without aphantasia. People with aphantasia also reported lower self-efficacy in the arts than people without aphantasia. Implications of these results will be discussed within the context of current research, and possible directions for future research will be offered.

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Penk, Mildred Lotus. "Mental Imagery: The Road to Construct Validity." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331872/.

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Internal consistency reliability and validity were established for a new 31 item Imagery Manipulation Scale. Previous attempts to correlate subjectively rated control of visual imagery with tests of spatial ability have been unsuccessful. However, no attempt to construct a subjectively rated control of imagery scale was located which tried to establish internal consistency reliability and both content and construct validity. Further, no research was located in which subjects were requested to rate their imagery ability utilized during the performance of the actual spatial tasks used to try to establish validity. A new scale of subjectively rated control of imagery was devised in which subjects were requested to rate their imagery while solving spatial tasks which involved visualizing the manipulation of geometric forms. Content validity was established by analyzing the transformation involved while solving the spatial problems. Internal consistency reliability for the 31 item scale was established across two samples. Validity was established with the second sample (100 university students: 26 male and 74 female). The task utilized to provide validity could be objectively scored, and was made up of four spatial subtests, which were adapted from the Vandenberg and Kuse Mental Rotations Test, the Kosslyn Directions Test, performed in both the forward and backward direction, and a block task utilized by Snyder. A convergent and discriminant validity analysis established construct validity. Further, the hypotheses of three investigators, Kosslyn, Shepard and his colleagues, and Snyder, were supported by the results of the present investigation, thus substantiating the conclusion that reported control of imagery processing can be operationalized with performance scores on spatial ability tasks.

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Spargo, Mark, and n/a. "Individual differences in imagery ability and its effects on reducing warm-up decrement of the Volleyball serve." University of Canberra. Sports Studies, 1998. http://erl.canberra.edu.au./public/adt-AUC20061109.081216.

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The purpose of this investigation was to determine the effectiveness of using imagery in eliminating post-rest warm-up decrement (WUD) in the volleyball serve, and to assess whether individual differences in imagery ability mediated any possible reductions in WUD. Thirty-nine State level volleyball players were placed into one of 3 groups, High Imagery, Control, and Low Imagery, based on their scores on the Vividness of Movement Imagery Questionnaire (VMIQ). Players served 15 balls at a designated target area, rested for 10 minutes, and then attempted 5 more serves. During the last 2 minutes of the rest period, the players in the High and Low Imagery groups engaged in imagery of successful serving every 10 seconds, for a total of 12 repetitions. The Control group continued to read a magazine article. To ensure adherence to the imagery instructions, players were evaluated at completion of testing. Results revealed the High Imagery group was significantly better on serving performance post-rest, however there was no significant differences when comparing the mean of the last 3 pre-rest trials with the first post-rest trial. The interaction approached significance (p_= .091) and suggested that the High Imagery group may have benefited from the use of imagery. These findings have implications for the Nacson and Schmidt's (1971) activity-set hypothesis that states that an appropriate task will reduce WUD. It may need to include the effect individual differences, such as imagery ability, may have on the performance of that task.

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Quinton, Mary Louise. "Investigating the effects of positive and negative imagery content and ability on cognitive, affective, and behavioural outcomes." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7957/.

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The aim of this thesis was to investigate the effects of positive and negative imagery content and ability on cognitive, affective, and behavioral outcomes. After reviewing the literature in Chapter 1, Chapter 2 examined whether negative image interpretation was influenced by imagery content and skill level. This chapter also investigated the effect of imagery content and skill level on performance, anxiety, and confidence in a golf putting task. Following a similar study design to Chapter 2, Chapter 3 investigated imagery’s effectiveness for regulating psychological and cardiovascular responses to competition stress. This chapter also examined whether mastery imagery ability was associated with psychological and cardiovascular outcomes. Following an experimental investigation of mastery and affect imagery ability, Chapter 4 explored these types of imagery ability as mediators between confidence and appraisals and responses to stress. This chapter also explored negative imagery ability’s role in these models through a negatively worded version of the Sport Imagery Ability Questionnaire. Overall, this thesis makes novel contributions to imagery literature by adding new relationships to the revised applied model of deliberate imagery use, testing a new measure of negative imagery ability, and highlighting mastery imagery ability’s role for protecting against debilitative imagery and regulating stress outcomes.

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Alden, N. M. "Visuo-spatial perspective-taking, avatar embodiment and the ability to cultivate compassion using virtual reality and mental imagery." Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/1471137/.

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Aims: This study explored whether allocentric visuo-spatial perspective-taking (VSPT) ability or sense of embodiment affect the ability to cultivate self-compassion in self-critical individuals using an immersive virtual reality (IVR) or mental imagery (MI) intervention. Change in self-compassion and self-criticism following the intervention was examined. Participants’ experience of the intervention and effects related to practicing imagining the intervention for two weeks were investigated. Method: This was a parallel-groups, stratified randomisation, non-blinded study. Healthy adults high in trait self-criticism were randomly assigned to a one-off IVR (n = 20) or analogue MI (n = 20) intervention. Participants completed an allocentric VSPT task pre-intervention, an embodiment measure post-intervention and a state self-compassion and self-criticism measure pre-intervention, post-intervention and at two week follow-up. Ease of recall, frequency of practice and image vividness ratings were also completed at follow-up. Results: Allocentric VSPT ability and embodiment were unrelated to change in state self-compassion or self-criticism following the interventions. State self-criticism reduced after both interventions but state self-compassion increased only after MI. The IVR intervention was experienced more negatively. Ease of recalling the MI intervention was positively related to allocentric VSPT ability. Reduction in state self-criticism after the IVR intervention was associated with greater image vividness. Conclusions: Rather that VSPT ability or embodiment it may be the experience of the intervention that influenced state self-compassion and self-criticism. The MI intervention was more efficacious in cultivating self-compassion however the efficacy of the IVR intervention may be developed by addressing aspects that were experienced negatively. This study would benefit from replication and extension to investigate variations of the interventions.

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Vellera, Cyrielle. "Rôle de l'imagerie mentale dans l'identification d'individus créatifs et dans l'amélioration de la créativité des utilisateurs." Thesis, Grenoble, 2013. http://www.theses.fr/2013GRENG013.

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Bien que le phénomène de co-Création prenne de l'ampleur dans les pratiques actuelles des entreprises, ces dernières se déclarent souvent déçues par la faible créativité effective des utilisateurs « ordinaires » à générer des idées de nouveaux produits. Ce travail doctoral cherche à répondre au questionnement général suivant : peut-On améliorer l'efficacité des démarches de co-Création avec des utilisateurs ? Si l'identification des utilisateurs créatifs est un enjeu crucial pour les entreprises, il est également essentiel pour ces dernières de faire en sorte de stimuler les capacités créatives des utilisateurs enrôlés dans les processus d'innovation. Cette thèse s'intéresse donc au phénomène d'imagerie mentale qui a souvent été souligné en psychologie pour son implication dans les processus créatifs. Trois études quantitatives explorent la relation entre la capacité individuelle d'imagerie mentale et la capacité créative de sujets. Les résultats obtenus identifient la capacité d'imagerie mentale comme une variable révélatrice de la capacité créative des individus et constituant ainsi un élément possible d'identification des individus créatifs. Une quatrième étude montre qu'il est possible d'agir, par le biais d'instructions d'imaginer mentalement, sur les processus d'imagerie suspectés d'être en œuvre dans les processus créatifs, de manière à améliorer la créativité résultante. Ces résultats mettent en évidence l'imagerie mentale comme un mécanisme sous-Jacent explicatif des processus créatifs. Enfin, une cinquième expérimentation, plus conséquente en matière de variables examinées, étudie l'effet de deux types de stimulations de l'activité d'imagerie, à savoir : la présence d'une stimulation d'imagerie liée à soi (versus non liée à soi) et la présence (versus l'absence) d'un entraînement préalable à l'imagerie mentale. L'étude confirme le rôle médiateur de l'imagerie mentale et met en évidence les effets favorables de ces stimulations sur la quantité, l'originalité, l'utilité perçue et l'attrait des idées produites. Le rôle modérateur de variables individuelles – le caractère lead user et l'implication envers la catégorie de produit – a également été examiné
Although co-Creation is a phenomenon increasingly present in various business practices, companies are often disappointed by the low effective creativity of "ordinary" users to generate ideas for new products. This doctoral research aims to answer the following general question: Can we improve the effectiveness of co-Creation processes with users? If the identification of creative users is a critical issue for businesses, then it is also essential to ensure stimulation of the creative abilities of the users enrolled in the innovation process. This thesis is interested in mental imagery, a phenomenon that has often been cited in psychology for its implication in the creative process. In this work three quantitative studies explore the relationship between the individual's imagery ability and their creative ability. The obtained results identify the mental imagery ability as a variable indicating the creative ability of individuals and thus constituting a potential element for identifying creative individuals. A fourth study shows that it is possible to impact, via instructions to form mental images, the mental imagery process that is implemented in the creative process, thus improving the resulting creativity. These results highlight mental imagery as an underlying mechanism of the creative process. Finally, a fifth experiment, more consistent in terms of the variables examined, studies the effect of two types of stimulation of imagery activity: self-Related vs. non self-Related imaging stimulation, and the presence vs. absence of mental imagery training. The study confirms the mediator role of mental imagery and highlights the favorable effects of these stimulations on the quantity, originality, perceived usefulness and the customer appeal of the generated ideas. The moderator role of individual variables - leadership and involvement with the product category - was also examined

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Yagmur-Kilimci, Elif Sezen. "3D mental visualization in architectural design." Diss., Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/37132.

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Many architects report about mentally visualizing 3D aspects of their design ideas while simply working with 2D sketches of them. Indeed, in architecture, the general practice of conveying 3D building information by means of 2D drawings bears on the assumptions that every architect can mentally visualize a building in 3D by looking at its 2D drawings or sketches and that architects, as many report, can capture the 3D aspects of a building design during such 3D mental visualization practices. Additionally, many intuitively believe that the levels at which architects perform such 3D mental visualization practices is highly correlated to their spatial visualization abilities as defined by existing measures of spatial visualization ability. This thesis presents the outcomes of protocol studies and analyses that were conducted with the aim of developing an in-depth understanding about such 3D mental visualization practices and capabilities of architects on the basis of four research questions. First, what might be the nature of the 3D mental visualization phenomena that architects claim to experience: what are the features of these 3D mental visualizations as evidenced in specific tasks; and what might be the nature of the mental representations created during these visualization processes? Second, can every architect carry out these 3D mental visualization practices; might there be individual differences among architects' performances? Third, might 3D mental visualization of buildings be only an architectural skill; can non-architects, who can read 2D architectural drawings, visualize a building in 3D based on its 2D drawings and can they do so to the same levels of performance of those of architects? Fourth, might performance in 3D mental visualization tasks be related to/predicted by spatial visualization ability? The major conclusions of this thesis with regard to the first research question include that (1) architects can be visualizing the buildings in one of the two major forms or by alternatively switching between them: by imagining themselves situated within (almost) the actual size 3D building environment or by imagining a 3D small scale model of the building; (2) the mental representations they create during these visualization processes capture the various visual and spatial aspects of the buildings with a structure similar to that of an actual size or small scale model of the visualized space/form, yet the way they capture these aspects is not like the way these aspects would be captured from a certain viewpoint in reality; and (3) what they experience during these visualization processes is not like the continuous holistic visuospatial experience that one would have when looking at a building or walking inside/around a building. With regard to the second, third and fourth research questions this thesis concludes that (question 2) architects differ in their 3D mental visualization skills; (question 3) 3D mental visualization is an architectural skill in that it relies on certain abilities that become heightened in architects, possibly during education; and (question 4) 3D mental visualization skills are not related to spatial visualization ability as defined by the standard paper-folding test of spatial visualization ability.

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Walker, Joanna Louise. "How do healthy individuals adapt to reversed vision generated when using mirror specs? : an investigation into mirror devices, adaptation to body schema and imagery ability in healthy participants." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5629.

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Introduction: This study investigates a new form of Mirror Therapy (MT), the Mirror Specs. Evidence suggests that MT is a non-invasive, cost effective method of reducing pain and increasing functioning in some chronic pain conditions. There is no clear explanation for the underlying mechanisms of MT, however, a plausible hypothesis suggests that adaptation to the Body Schema is an integral component. Aims and Hypotheses: The current study examined Body Schema adaptation in healthy participants when performing a Finger Tapping Task with both Mirror Specs and a Mirror Box. It was hypothesised that adaptation would be indicated by increases in Reaction Times (RTs) and Error Rates when comparing unimanual phases of a Finger Tapping Task, following a bimanual „adaptation‟ phase. It was hypothesised that there would be no difference between participants‟ ability to adapt to each device. Finally, the study proposed that there would be a relationship between the adaptation observed on the Finger Tapping Task and participants individual imagery abilities. Method: Participants performed 4 phases of a Finger Tapping Task with alternate bimanual and unimanual phases when using both the Mirror Specs and Mirror Box. Imagery abilities were measured using self-report questionnaires and a Motor Imagery computer task. Results and Discussion: Repeated Measures ANOVAs revealed reductions in RTs and Error Rates in Phase 3 compared to Phase 1 on the Finger Tapping Task. There were no differences between RTs and Error Rates when using the Mirror Specs and Mirror Box. These findings suggest that healthy participants were able to use each Mirror Device effectively and this provide impetus for the proposal that Mirror Specs could provide a practical, cost effective addition to rehabilitation services. Finally, there were no clinically significant relationships between use of the Mirror Devices and imagery abilities, thereby indicating imagery abilities did not influence how participants adapted to using the Mirror Devices.

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Greenauer, Nathan Michael. "The effects of verbal processing on spatial memories verbal overshadownig [sic] and spatial representations /." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1153938077.

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Li, Shyi-Shyang. "Comparing the ability of subjective quality factor and information theory to predict image quality /." Online version of thesis, 1994. http://hdl.handle.net/1850/11880.

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Young, Jeffry R. (Jeffry Ray). "Children's ability to recognize visually occluded stimuli." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc798056/.

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The purpose of this research was to study children's ability to recognize partially occluded images. Tasks were constructed which consisted of occluded images from video games, trademarks, and household objects. The tasks were administered to third and sixth grade students at two elementary schools in Arlington, Texas. The researcher discovered no significant differences between the scores of males and females except for the males' higher score on the video game task .

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32

Miller, Ruth. "Self-reported and objective measures of physical activity/inactivity /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16820.pdf.

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Brettle, David. "Assessment of inherent ability to detect clinical abnormalities in images." Thesis, University of Leeds, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406888.

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Sorbello, Tamma. "Goal orientation, ability and task performance : a moderated analysis /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19220.pdf.

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Hong, Youngju. "The Effect of Teachers' Error Feedback on International Students' Self-Correction Ability." Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd529.pdf.

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Loo, Jasmine. "The phenotypic and genetic relationship between reading ability and academic achievement /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19768.pdf.

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Efimba, Motale E. "An exploratory analysis of littoral combat ships' ability to protect expeditionary strike groups." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03sep%5FEfimba.pdf.

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Alba, Micah Adam. "Comparison of two training programs on acceleration out of the break in American football /." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2759.pdf.

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Johnson, Jennifer Lynn. "Effects of delayed auditory feedback on the Bereitschaftspotential /." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2144.pdf.

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Shemmell, Jonahan B. H. "Neuromuscular-skeletal constraints on the acquisition of human coordination /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18163.pdf.

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Birney, Damian Patrick. "The measurement of task complexity and cognitive ability : relational complexity in adult reasoning /." St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16543.pdf.

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Scott, Sarah A. "The effect of caffeine on people's ability to process and discount a persuasive message /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16831.pdf.

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Sims, Kevin Joseph. "Neuromuscular control of medio-lateral postural stability in unilateral hip osteoarthritis /." St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17510.pdf.

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Kinugasa, Taisuke. "Individualized assessment of conditioning for elite athletes /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18053.pdf.

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Van, Haeringen Alison. "Educational resilience : the effects of early childhood risk and protective factors on intellectual ability at five years and on adolescent learning /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17976.pdf.

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Fluckiger, Persia L. "Planning by preschoolers : the effects of children's social understanding on the development of planning ability /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16833.pdf.

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Voorhees, Chelsea Celeste. "The Ability of Children with Language Impairment to Understand Emotion Conveyed by Prosody in a Narrative Passage." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2728.pdf.

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Engh, Cameron Howard. "A See-ability Metric to Improve Mini Unmanned Aerial Vehicle Operator Awareness Using Video Georegistered to Terrain Models." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2664.pdf.

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Haws, Benjamin B. "Ability of ADV Measurements to Detect Turbulence Differences Between Angular and Rounded Gravel Beds of Intermediate - Roughness Scale." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2558.pdf.

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Sterling, Michele. "Motor, sensory and psychological impairments following whiplash injury : development and predictive function /." St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17379.pdf.

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Dissertations / Theses on the topic 'Imagery ability'

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