Outlining a brain model of mental imaging abilities

Faw, Bill

doi:10.1016/s0149-7634(96)00026-7

Cited by 16 publications

(21 citation statements)

References 40 publications

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“…Only 3 of the rejected subjects were completely unable to imagine themselves roll-tilted. This suggests a proportion of nonimagers (10%) of the same order of magnitude as those previously reported in visual imagery (Galton, 1883;Betts, 1909;Faw, 1997). Although they were imagers to some extent, the 7 other rejected subjects did not conform to a priori required characteristics of the mental image.…”

Section: Discussionsupporting

confidence: 72%

Imagined body orientation and perception of the visual vertical

Mertz

Lepecq

2001

Psychological Research

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The existence of body orientation mental imagery was tested by examining whether self roll tilt imagery affects the subjective visual vertical (SVV). Twenty healthy subjects judged the orientation of a dim luminous bar with respect to gravitational vertical, while normally seated in complete darkness with their head firmly restrained earth vertically. SVV was measured in three conditions: a reference condition with no imagery, and a left and a right imagery condition, during which the bar orientation was to be judged while the subjects imagine themselves roll-tilted towards left or right, respectively. The imagined roll tilts were of the same magnitude as roll tilts which generally induce an E-effect, i.e., an SVV lean toward the side opposite to those of body tilt. If imagery and perception of self roll tilt share common processes, self roll tilt imagery should induce an E-like effect. Results show an imagery-induced E-like effect, which strongly supports the idea that humans can perform mental imagery of body orientation about gravity.

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Section: Discussionsupporting

confidence: 72%

Imagined body orientation and perception of the visual vertical

Mertz

Lepecq

2001

Psychological Research

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“…This is akin to a distinction I made in Faw, 1997, between having mental images and even word thoughts -Freud's "primary processing" and cognitive therapy's "self-talk" -and becoming reflexively or introspectively aware of them.…”

Section: Emotional Experiencesmentioning

confidence: 90%

“…But the fact that these are "mental objects" does not at all mean that they have any less physical rootage in the brain. There is considerable evidence that major parts of the posterior cortical areas activated by perceptual input from external objects are also activated when one forms memorial or imaginal images of those objects (Farah, 1984;Kosslyn, 1994;Faw, 1997Faw, , 2000. Thus, perceptual, memorial, and sensory-and verbal-thought-images all stimulate the brain structures involved in subsequent components of an emotional episode.…”

Section: Perception or Imaging Of The Objectmentioning

confidence: 99%

“…Many studies show that the amygdala can be activated by subliminal and "masked" stimuli, which the subject never consciously perceives Akin t this are many cases of amygdala-triggered autonomic responses to familiar faces by prosopagnosic patients who cannot consciously distinguish familiar from unfamiliar faces (surveyed in Faw, 1997). Thus, it is very doubtful that the amygdala is at the level where conscious emotional experience occurs.…”

Section: Emotional Experiencesmentioning

confidence: 99%

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A Neuro-Psychological Model of Emotion

Faw¹

2008

THS

Self Cite

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“…This determinative role of mental imagery in molding everyday experiences or in all mental processes is uncontroversial (Eckardt, 1988). This role is central in visual-spatial reasoning and semantic grounding for language, which enables people to relate their past experiences to ongoing perceptual experiences: remembering, expecting, desiring, making decisions, and solving problems (Faw, 1997(Faw, , 2009). …”

Section: The Role Of Mental Imagery In Information Acquisitionmentioning

confidence: 99%

The role of unconscious information processing in the acquisition and learning of instructional messages

Kuldas

Bakar²,

Ismail

2017

EJREP

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This review investigates how the unconscious information processing can create satisfactory learning outcomes, and can be used to ameliorate the challenges of teaching students to regulate their learning processes. The search for the ideal model of human information processing as regards achievement of teaching and learning objectives is a recurring issue in educational studies. Although conscious processes are more conducive to the objectives than unconscious processes, they do not necessarily result in satisfactory learning of instructional messages. Studies reviewed here show that the unconscious can play a facilitatory role in the encoding, storage, retrieval processes of information and learning activities, even when the conscious fails to achieve this. To take advantages of both conscious and unconscious processes, relevant literature suggests educators utilizing visual teaching aids that optimize use of working memory capacity and allow students to form mental imageries, thereby facilitating the comprehension of instructional messages.Keywords: unconscious processes, conscious processes, information acquisition, mental imagery, visual information processing. Received ResumenEsta revisión investiga cómo el procesamiento de la información inconsciente, puede ayudar a crear resultados satisfactorios en el aprendizaje, y puede ser utilizado para mejorar los retos de enseñar a los alumnos para regular sus procesos de aprendizaje. La búsqueda del modelo ideal del procesamiento de la información humana, para delimitar los procesos y los objetivos de aprendizaje es un tema recurrente en los estudios educativos. A pesar de que los procesos conscientes son los más implicados para la consecución de los objetivos educativos y de la preocupación por estos procesos, ello no se ha traducido necesariamente en aprendizaje satisfactorio de las informaciones educativas. Los estudios revisados aquí muestran que el inconsciente puede jugar un papel facilitador en la codificación, el almacenamiento, procesos de recuperación de información y actividades de aprendizaje, aún cuando la conciencia no puede lograr este objetivo. Para aprovechar las ventajas delos procesos, tanto conscientes como inconscientes, la literatura sugiere que los educadores deben utilizan ayudas visuales de enseñanza que optimizan el uso de la capacidad de memoria de trabajo y permitir así a los estudiantes formar imaginarios mentales, lo que facilita la comprensión de los mensajes educativos.Palabras clave: procesos inconscientes, procesos conscientes, adquisición de información, imaginarios mentales, procesamiento visual de la información.

show abstract

Outlining a brain model of mental imaging abilities

Cited by 16 publications

References 40 publications

Imagined body orientation and perception of the visual vertical

Imagined body orientation and perception of the visual vertical

A Neuro-Psychological Model of Emotion

The role of unconscious information processing in the acquisition and learning of instructional messages

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