Search

The current research was designed to assess the influence of dissociative experiences and creative imagination on the artistic production of Fine Arts students of the University of Vigo (Spain). The sample consisted of 81 students who were administered the Creative Imagination Scale and The Dissociative Experiences Scale. To measure artistic production students were given an art assignment requiring them to produce a picture 180 cm x 180 cm in format with freedom of choice regarding technique and materials. The artistic productions were scored on three factors: analysis of the idea, implementation of the idea and technical skill. The results support our working hypothesis that dissociative experiences influence the artistic production of Fine Arts students. Notwithstanding, no significant differences in artistic production were observed between students with high in comparison to low creative imagination. The scarce availability of the literature underscores the need for further research. (Contains 1 table.)

The aim of the present study was to assess the influence of word image vividness on the immediate and long-term recall (one-day interval) of words using either the rote repetition learning method or the keyword mnemonics method in a sample of adults aged 55 to 70 years. Subjects learned a list of concrete and abstract words using either rote repetition or keyword mnemonics. Individuals using keyword mnemonics recalled more concrete than abstract words both immediately after learning and after a one-day time interval. In contrast, subjects using the repetition method recalled more abstract than concrete words immediately after learning; however, no difference in the number of recalled concrete and abstract words were found after the one-day interval. These findings are discussed in the context of previous studies, and new lines of research are proposed. (Contains 2 tables.)

Imaging is a component of fundamental cognitive processes employed in a variety of cognitive activities. In particular, imaging is of special relevance to artistic skills. As part of our research on the relationships between mental images and the plastic arts, the influence of the imaging capacity in the visual art skills was investigated. Seventy-two fine arts students were administered the Vividness Of Visual Imagery Test and performed tasks testing spatial skill, spatial manipulation skill, and visual memory. Imaging capacity was associated with all three-task scores. We also found that women were more proficient in spatial tasks and spatial manipulation tasks than men. These results lead us to consider future studies with other tests of imaging capacity, with the aim of confirming and generalizing the relation between mental imagery and artistic skills. If the ability to create mental images is connected to artistic skill one would have to take this into account in the teaching of art and in designing programmes for mental image training. (Contains 2 figures and 2 tables.)

The efficacy of keyword mnemonics in the learning of the non-dominant language in bilingual students was assessed. Of a total of 237 Compulsory Secondary Education students who participated in the study, 102 students used keyword mnemonics and 100 students used the rote method to learn the Spanish meaning of a list of 20 Galician words (the remaining 35 students generated the keywords to be used in the study). Moreover, each participant's image control was assessed. The recall of the meaning of words was greater in the keyword mnemonics group than in the rote learning group both in terms of receptive and productive recall. Moreover, participants with high image control had better recall than those with low image control ability. Keywords Keyword * Bilingualism * Imagery * Mnemonic * Learning, The keyword mnemonic is probably the most common technique used in languages learning, and the most researched in the literature. The term 'keyword mnemonics' was coined by Atkinson (1975) to [...]

In this study reliability and construct validity of tile Vividness of Visual Imagery Questionnaire (VVIQ) and of a revised version, the Vividness of Visual Imagery Questionnaire-2 (VVIQ-2) were assessed with a total of 279 undergraduate psychology students who were also administered other measures of imagery. Cronbach a reliabilities for both the VVIQ and the VVIQ-2 were high. A Pearson correlation between scores on the two versions of the questionnaire was high and similar to correlations with other measures of imagery. Estimates of internal consistency reliability and construct validity were similar for the two versions. New lines of research involving both imagery questionnaires are proposed.

This study investigated relationships between visual imaging abilities (imaging capacity and imagery control) and academic performance in 146 Fine Arts students (3l men, 115 women). Mean age was 22.3 yr. (SD = 1.9; range 20-26 yr.). All of the participants who volunteered for the experiment regularly attended classes and were first, second, or third year students. For evaluation of imaging abilities, the Spanish versions of the Gordon Test of Visual Imagery Control, the Vividness of Visual imagery Questionnaire, the Verbalizer-Visualizer Questionnaire, and Betts' Questionnaire Upon Mental Imagery were used. Academic performance was assessed in four areas, Drawing, Painting, Sculpture, and Complementary Subjects, over a three-year period. The results indicate that imagery control was associated with academic performance in Fine Arts. These findings are discussed in the context of previous studies, and new lines of research are proposed.

Sheehan's shortened form of Betts' Questionnaire Upon Mental Imagery is one of the most widely used inventories for measuring imaging. Participants were 562 undergraduate students (414 women and 148 men), with a mean age of 20.2 yr. In a principal components analysis followed by varimax orthogonal rotation for the Spanish version, eight factors were identified, six of which coincide with those of the original English version. Internal consistency was .92 (Cronbach alpha). Scores on the Betts Questionnaire Upon Mental Imagery correlated -.34 with those on the Gordon Test of Visual Imagery Control, .58 with those on the Vividness of Visual Imagery Questionnaire, and .02 with the Verbalizer-Visualizer Questionnaire.

We examined the factor structure and internal consistency of the Spanish version of the Gordon Test of Visual Imagery Control, as well as the correlations with scores on the Vividness of Visual Imagery Questionnaire and the Verbalizer-Visualizer Questionnaire, for a sample of 479 undergraduates. Principal components analysis, followed by varimax orthogonal rotation, identified the expected four factors (Movement, Misfortune, Colour, and Stationarity), which jointly explained 55% of the variance. The Gordon Test had a Cronbach [alpha] value of .69 and correlated significantly with scores on Marks' Vividness of Visual Imagery Questionnaire.

Relationships between frequency of computer use or ability to use the computer effectively with the tendency to construct and process visual mental images were investigated by administering a computer-use questionnaire and a visualization questionnaire to a sample of 185 Italian and Spanish undergraduates. Analysis did not support associations between either (a) frequent computer use of any kind or (b) high competence in using the computer for various purposes and spontaneous use of imagery.

The aim of this study was to investigate whether the capacity to form mental images influences the frequency with which subjects use mental images. Two tests measuring capacity for mental imagery were given to 283 undergraduates, a self-assessment and a performance test. Frequency of spontaneous use of mental imagery was also measured. Subjects with high self-assessed ability to form images used mental imagery spontaneously more often than those with low self-assessed imaging ability.