Mental simulation inflates performance estimates for physical abilities

Landau, Joshua D.; Libkuman, Terry M.; Wildman, Jonathon C.

doi:10.3758/bf03194938

Cited by 26 publications

(21 citation statements)

References 31 publications

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“…Landau, Libkuman, and Wildman (2002) found that participants who imagined themselves lifting a heavy object were subsequently more likely to believe that they could lift heavier weights. Similarly, Jones, Bray, Mace, MacRae, and Stockbridge (2002) found imagery to impact on levels of selfefficacy in female novice climbers.…”

Section: Imagery Intention and Behaviourmentioning

confidence: 97%

From imagery to intention: A dual route model of imagined contact effects

Crisp

Husnu

Meleady

et al. 2010

European Review of Social Psychology

115

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Section: Imagery Intention and Behaviourmentioning

confidence: 97%

From imagery to intention: A dual route model of imagined contact effects

Crisp

Husnu

Meleady

et al. 2010

European Review of Social Psychology

115

View full text Add to dashboard Cite

“…Landau, Libkuman and Wildman (2002) found that participants who imagined themselves lifting a heavy object were subsequently more likely to believe that they could lift heavier weights. Similarly, Jones et al (2002) found imagery to impact on levels of self-efficacy in female novice climbers.…”

Section: Imagined Contact 26mentioning

confidence: 99%

The Imagined Contact Hypothesis

Crisp

Turner²

2012

Advances in Experimental Social Psychology

131

162

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Imagined intergroup contact (Crisp & Turner, 2009) is a new indirect contact strategy for promoting tolerance and more positive intergroup relations. Research has shown that mentally simulating a positive interaction with an outgroup member can elicit more favorable explicit and implicit outgroup attitudes, less stereotyping, and enhance intentions to engage in future contact.This review documents the range of benefits that accrue from imagined contact, the processes through which it operates, and the conditions that limit or enhance its effectiveness. Studies have shown when, how and why imagining contact reduces prejudice against a range of different target groups, and how it can be integrated with existing contact-based approaches to provide maximally effective strategies for improving intergroup relations. The approach is not without its critics, and this review addresses the controversies and debates stimulated by imagined contact theory and research. The review concludes with a discussion of the value that imagery techniques can bring to implementations of contact theory, and how the approach offers a new, flexible and effective tool for practitioners and policy makers in their efforts to promote, encourage and enhance more harmonious intergroup relations.

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“…One such method is 'Mental Simulation' (MS). MS (also known as 'Mental Practice' and sometimes referred to as 'Imaginary practice') is a technique by which the mind creates a mental representation of a preconceived idea or action with the intent to practice in order to enhance performance (Hinshaw, 1991;Landau, Leynes, & Libkuman, 2001). An example of MS is when a tennis player closes his eyes and visualizes himself as he prepares for a perfect serve.…”

mentioning

confidence: 99%

Prospective Educational Applications of Mental Simulation: A Meta-review

Meer¹,

Theunissen²

2009

Educ Psychol Rev

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This paper focuses on the potential of Mental Simulation (mentally rehearsing an action to enhance performance) as a useful contemporary educational method. By means of a metareview, it is examined which conditions impede or facilitate the effectiveness of Mental Simulation (MS). A computer search was conducted using Ovid PsycINFO. Reviews, metareviews or meta-analyses published between 1806-2006 were included. The current paper presents the results of 10 publications in which about 630 studies on mental simulation or mental practice are reviewed. According to the analyses, conditions that influence the effect of MS are the type of skill practiced, personal factors, time per trial, amount of trials, and instructional procedures. Based on these insights, it is reflected upon in which areas MS would be functional with regard to contemporary educational demands, such as for emotional, behavioral and (other) complex cognitive tasks. An increasingly complex society --with high-speed, global, and multimedia information exchange possibilities --requires the mastery of more and more complex skills. This means that the learner must combine any blend of cognitive, motor, behavioral and/or emotional skills. Examples of such skills are improvisational, strategic or analytical skills as well as reasoning, problem solving and decision-making. Complex skills put a high cognitive strain on the learner and call for effective and personalized practice that is available at the exact time that the learner is ready for it (Kester, Kirschner, Van Merriënboer, & Baumer, 2001;Van Merriënboer, Clark, & de Croock, 2002). This indicates that contemporary education must focus on the individualized practice of complex cognitive skills, independent of time and place.To support these learners, a trend has developed towards highly advanced and multimedia supported learning. Technological solutions such as mobile learning, e-learning, and serious gaming are offered in order to achieve higher quality in terms of efficient and effective education (Billings, 2005;Buckley & Anderson, 2006;Gee, 2003;Keegan, 2002;Lieberman, 2006;Prensky, 2001;Ritterfeld & Weber, 2006;Rosenberg, 2000;Ting, 2005). Though the value of these high-tech solutions is acknowledged, simpler alternatives for effective learning should not be discarded as they may be equally sophisticated. What is more, some educational methods might not need much costly technology at all and instead rely on natural human abilities. One such method is 'Mental Simulation' (MS). MS (also known as 'Mental Practice' and sometimes referred to as 'Imaginary practice') is a technique by which the mind creates a mental representation of a preconceived idea or action with the intent to practice in order to enhance performance (Hinshaw, 1991;Landau, Leynes, & Libkuman, 2001). An example of MS is when a tennis player closes his eyes and visualizes himself as he prepares for a perfect serve. He imagines how his arm feels when he lifts it to throw the ball in the air. He sees the 2 Educational applic...

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Mental simulation inflates performance estimates for physical abilities

Cited by 26 publications

References 31 publications

From imagery to intention: A dual route model of imagined contact effects

From imagery to intention: A dual route model of imagined contact effects

The Imagined Contact Hypothesis

Prospective Educational Applications of Mental Simulation: A Meta-review

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