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PubMed1986

'Imagine you're clever'.

A series of four studies was conducted to investigate the influence of role enactment on problem-solving in 6-10 yr old children from a disadvantaged background. It was hypothesized that asking the child to enact someone 'clever' (and in one instance someone 'not clever'), would modify the child's performance on the Matching Familiar Figures test as against performance under standard administrative conditions. Apart from the 6 yr old sample, the findings supported the experimental hypothesis. In addition, the speech of 7 and 8 yr old impulsive and reflective children, and children previously administered reflectivity training schemes, was analysed in terms of a classification scheme of reflexivity. No differences were found between these groups on the measures of reflexivity used in speech. The implications of these findings and this approach for disadvantaged children are discussed.

Child↗
PubMed1982

Obsessional phenomena and the development of imaginative competence.

Obsessional phenomena are discussed in the light of anxieties arising around the ages 8-12. Three cases of the disappearance of obsessional symptoms are then described. In one remarkable sequence of dreams preceded recovery; in another it was the establishment of a secure therapeutic bond; in the third it was falling in love. The capacity securely to differentiate between fantasy and reality is seen as an essential development element in the recovery from obsessionality.

Adolescent↗
PubMed1990

Sensual-imaginative training methods for students of medicine.

A specific lecture course for medical students is described which elucidates the interactions of the role of initial doctor-patient and student-patient interviews in cases where psychotherapy is to be applied to the treatment of psychosomatic illnesses. The ultimate goal of this living-learning-based teaching system is to allow the student to experience and evolve a concept of the role of the doctor with respect to the patient. The teaching system is structured in the frame of Balint groups [Balint, 1975]. Emphasis is placed on describing how medical students undergo an emotional awareness training program, to enable them to function and develop their new role as a doctor with reduced fear. We report about a specific setting in Balint groups, in which mood, physical sensation and fantasy work are made into the center point of the group process.

Curriculum↗
PubMed2000

Imaginal, semantic, and surface-level processing of concrete and abstract words: an electrophysiological investigation.

Words representing concrete concepts are processed more quickly and efficiently than words representing abstract concepts. Concreteness effects have also been observed in studies using event-related brain potentials (ERPs). The aim of this study was to examine concrete and abstract words using both reaction time (RT) and ERP measurements to determine (1) at what point in the stream of cognitive processing concreteness effects emerge and (2) how different types of cognitive operations influence these concreteness effects. Three groups of subjects performed a sentence verification task in which the final word of each sentence was concrete or abstract. For each group the truthfulness judgment required either (1) image generation, (2) semantic decision, or (3) evaluation of surface characteristics. Concrete and abstract words produced similar RTs and ERPs in the surface task, suggesting that postlexical semantic processing is necessary to elicit concreteness effects. In both the semantic and imagery tasks, RTs were shorter for concrete than for abstract words. This difference was greatest in the imagery task. Also, in both of these tasks concrete words elicited more negative ERPs than abstract words between 300 and 550 msec (N400). This effect was widespread across the scalp and may reflect activation in a linguistic semantic system common to both concrete and abstract words. ERPs were also more negative for concrete than abstract words between 550 and 800 msec. This effect was more frontally distributed and was most evident in the imagery task. We propose that this later anterior effect represents a distinct ERP component (N700) that is sensitive to the use of mental imagery. The N700 may reflect the a access of specific characteristics of the imaged item or activation in a working memory system specific to mental imagery. These results also support the extended dual-coding hypothesis that superior associative connections and the use of mental imagery both contribute to processing advantages for concrete words over abstract words.

Adult↗