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<p>The accurate diagnosis of disorders of consciousness presents substantial difficulty because of the reliance on behaviour-based assessment tools. A patient may be covertly aware but unable to indicate their state due to physical impairments. Neuroimaging researchers have begun to seek alternate methods of assessment that rely on brain responses rather than behavioural ones. To this end, mental imagery has been employed as a voluntary cognitive activity that can be measured with fMRI or EEG to indicate awareness. In this dissertation I examine the advantages and limitations of these two imaging techniques and argue that EEG is more suitable for this patient population. I expand upon existing mental imagery research by exploring additional tasks that have not been applied to this problem, in order to address three previously unanswered questions that are central to the development of imagery-based diagnostic tools. First, do individuals differ on which imagery tasks produce the most reliable activation? Second, can the robustness of brain activation during imagery be predicted from familiarity with the imagined activity? Third, do fMRI and EEG provide converging evidence about individual imagery performance? In order to answer these questions, 6 mental imagery tasks were examined using simultaneous EEG and fMRI recordings, in combination with participant ratings. The findings revealed that, of the mental imagery tasks studied, mental arithmetic consistently produced the most robust activation at the single subject level. Additionally, there was no relationship between participants’ familiarity with an activity and the level of brain activation during performance. The key finding demonstrated that EEG and fMRI were in agreement on both of these questions, lending support to the increasing use of EEG over fMRI in disorders of consciousness.</p> / Doctor of Philosophy (PhD)

Brain-computer interfaces (BCIs) create a new form of communication and control for humans by translating brain activity directly into actions performed by a computer. This new field of research, best known for its breakthroughs in enabling fully paralyzed or locked-in patients to communicate and control simple devices, has resulted in a variety of remarkable technological developments. However, the field is still in its infancy, and facilitating control of a computer application via thought in a broader context involves a number of a challenges that have not yet been met. Advancing BCIs beyond the experimental phase continues to be a struggle. End-users have rarely been reached, except for in the case of a few highly specialized applications which require continual involvement of BCI experts. While these applications are profoundly beneficial for the patients they serve, the potential for BCIs is much broader in scope and powerful in effect. Unfortunately, the current approaches to brain-computer interfacing research have not been able to address the primary limitations in the field: the poor reliability of most BCIs and the highly variable performance across individuals. In addition to this, the modes of control available to users tend to be restrictive and unintuitive (\emph{e.g.}, imagining complex motor activities to answer ``Yes" or ``No" questions). This thesis presents a novel approach that addresses both of these limitations simultaneously. Brain-computer interfacing is currently viewed primarily as a machine learning problem, wherein the computer must learn the patterns of brain activity associated with a user's mental commands. In order to simplify this problem, researchers often restrict mental commands to those which are well characterized and easily distinguishable based on \emph{a priori} knowledge about their corresponding neural correlates. However, this approach does not fully recognize two properties of a BCI which makes it unique to other human-computer interfaces. First, individuals can vary widely with respect to the patterns of activation associated with how their brains generate similar mental activity and with respect to which kinds of mental activity have been most trained due to life experience. Thus, it is not surprising that BCIs based on predefined neural correlates perform inconsistently for different users. Second, for a BCI to perform well, the human and the computer must become a cohesive unit such that the computer can adapt as the user's brain naturally changes over time and while the user learns to make their mental commands more consistent and distinguishable given feedback from the computer. This not only implies that BCI use is a skill that must be developed, honed, and maintained in relation to the computer's algorithms, but that the human is the fundamental component of the system in a way that makes human learning just as important as machine learning. In this thesis it is proposed that, in the long term, a generalized BCI that can discover the appropriate neural correlates of individualized mental commands is preferable to the traditional approach. Generalization across mental strategies allows each individual to make better use of their own experience and cognitive abilities in order to interact with BCIs in a more free and intuitive way. It is further argued that in addition to generalization, it is necessary to develop improved training protocols respecting the potential of the user to learn to effectively modulate their own brain activity for BCI use. It is shown through a series of studies exploring generalized BCI methods, the influence of prior non-BCI training on BCI performance, and novel methods for training individuals to control their own brain activity, that this new approach based on balancing the roles of the user and the computer according to their respective capabilities is a promising avenue for advancing brain-computer interfacing towards a broader array of applications usable by the general population. / Thesis / Doctor of Philosophy (PhD)

The purpose of the current study was to examine the Psychological Intervention Strategies (PIS) that are used by coaches for male soccer teams in South Africa to enhance the performance of the national soccer teams. National soccer coaches for male teams (n = 4) completed a questionnaire and attended in-depth interview. Results from both the questionnaire and in-depth interview revealed a lack of knowledge of PIS which was further supported by the data from the analysis. While some of the coaches did not utilise goal setting and relaxation in their coaching responsibilities, the current results further show that these soccer coaches do not utilise mental imagery as well. These results suggest that the SAFA soccer coaches could not integrate PIS in the coaching. Although the results cannot be generalised there is evidence that the SAFA trained soccer coaches demonstrate inadequacy in using PIS in their soccer coaching. The study finds that soccer coaches are psychologically under-prepared for their arduous task of soccer coaching. By implication the players are also mentally under-prepared that they cannot face their peers competitively. Current studies point to this psychological preparedness as the psychological momentum.

Submitted by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2015-05-26T11:44:48Z No. of bitstreams: 1 arquivototal.pdf: 779548 bytes, checksum: 9ba78a9c3da6f0f49e931cd8f729230c (MD5) / Made available in DSpace on 2015-05-26T11:44:48Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 779548 bytes, checksum: 9ba78a9c3da6f0f49e931cd8f729230c (MD5) Previous issue date: 2014-04-24 / Music education has undergone a number of changes in recent centuries. These changes do not happen in isolation but interact and are interdependent events with another knowledge areas. Dominant paradigm in musical instrument teaching, since the establishment of music education model appeared at eighteenth century conservatorie, has roots in Newtonian-Cartesian thinking. Nowadays can be observed a change of mindset from almost all areas, is the rise of new paradigms fleeing from fragmentation, mechanization and mind-body dissolution that the old paradigm suggests, these new paradigms are heading to a holistic and integrative vision. The aim of this study was to observe and analyze imagery utilization in guitar student's daily practice, as it considered them a key component in these emerging paradigms. Data were gathered with three UFPB bachelor's guitar students. Were observed the student's study routines, data analysis gave the understanding of the current state of the relationship and interactions between knowledge of the cognitive sciences and the musical instrument teaching / learning process in our context today. / A educação musical vem sofrendo uma série de mudanças nos últimos séculos. Essas mudanças não acontecem de forma isolada mas interagem e são interdependentes aos acontecimentos de outras áreas do conhecimento. O paradigma dominante no ensino de instrumento, desde a implantação do modelo de ensino de música surgido nos conservatórios do século XVIII, tem raízes no pensamento newtoniano-cartesiano. Na atualidade é possível observar uma mudança na forma de pensar de praticamente todas as áreas, é o surgimento de novos paradigmas que fogem da fragmentação e mecanização, da separação entre mente e corpo que sugere o paradigma antigo e se encaminham a uma visão holística e integradora. O objetivo desta pesquisa foi de observar e analisar a utilização de imagens mentais na prática diária de estudantes de violão, por considerá-las um componente fundamental desses paradigmas emergentes. Foram colhidos dados com três estudantes de violão do bacharelado em música da UFPB. Observaram-se as rotinas de estudo dos alunos e, a partir da análise dos dados, foi possível compreender o estado atual das relações e interações existentes entre o conhecimento das ciências cognitivas e o ensino/aprendizagem de instrumento no nosso contexto na atualidade.

This thesis analyses the gender differences in spatial orientation and mental imagery when navigating a virtual environment with only auditory cues. A prototype was developed for an iPod Touch device to evaluate possible gender difference in performance of orientation. A sketch map task was conducted to externalize the participants’ mental representation they achieved from the environment. Questionnaires were used to collect data on previous video game experience, spatial orientation self-assessment and spatial anxiety. A post-interview was conducted to gather qualitative information from the participants on how they experienced the experiment and to collect some background about them. In total, 30 participants (15 females, 15 males) with tertiary education participated in the experiment. The result indicates that there are gender differences in time to complete the tasks in the virtual environment. In the sketch map task, there were no gender differences in how well they sketch and externalize their mental representation of the environment. The post-interview showed tendencies that there are possible gender differences in vividness of mental imagery.

Mental imagery is a common theme in research that clarifies how musical thought relates to musical performance. Unfortunately, minimal information exists regarding mental imagery and singers. The purpose of this study was to probe the role, if any, mental imagery plays in the conceptualization of pitch and vowel. By interviewing singers at differing levels of expertise, basic information was obtained about the mental processes used by singers. Through evaluations of the singers' mental processes, it was concluded that 95% of the singers in the study employed mental imagery. All singers described using kinesthetic imagery, while the majority implemented sensory and auditory imagery. Viso-spatial imagery was implemented among the more experienced singers. The majority of singers also reported: imaging pitch and vowel interactively; imaging from an internal perspective; and utilizing mental rehearsal. Less than half of the singers described using methods other than mental imagery to conceptualize pitch and vowel.

Shepard and Metzler (1971) argued that mental rotation is analogous to the real world in that people imagine the rotation of an object as if it were being physically rotated. This study tested this assertion by exposing participants to physical shapes that increased in size and weight. Participants interacted with blocks designed after Shepard and Metzler mental rotation size that differed in size and weight then performed subsequent mental rotation. We found no difference in reaction time but found that increased size reduced accuracy. We discuss the implications of this study as they pertain to embodied cognition.

In a world where gamification is increasingly prevalent, Dungeons &amp; Dragons is a vast, seemingly untapped arena into which students in an EFL classroom could potentially venture. By exploring the various applications of the hugely popular tabletop role-playing game, there are several aspects in which students and teachers can explore in order to find practical as well as theoretical uses for a role-playing game of this size and scope. This study has discussed and analyzed the benefits and drawbacks of implementing Dungeons &amp; Dragons in the EFL classroom through mental imagery and immersion as an effective teaching tool. The implementation of D&amp;D in an EFL classroom is achievable through scaffolding and preparation. This study has also discussed the gamification aspects of the EFL classroom and the game specific areas of game-based pedagogy.

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