Thesis (M.S.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains iii, 72 p. Includes abstract. Includes bibliographical references.

Thesis (Ph. D.)--University of Hong Kong, 2010. / Includes bibliographical references (leaves 249-262). Also available online.

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Research has shown the combination of strength training and motor imagery can increase isometric force production. This study explored the impact of motor imagery on dynamic strength using a 3RM bench press and back squat. Participants were randomized into either the treatment or placebo condition and engaged in an11 week training program (motor imagery: n=8; motivational music: n=7). Results for both the upper and lower body strength showed a significant overall main effect for time from baseline to post-test measure (upper body: motor imagery: M= 43.5 kg, SD= 18.65 kg to M= 60.7 kg, SD= 24.0 kg; placebo: M= 45.0 kg, SD= 15.54 kg to M=55.0 kg, SD=17.9 kg; p=.000) (lower body: motor imagery: M= 82.9 kg, SD= 29.72 kg to M=110.0 kg, SD= 23.4 kg; placebo: M= 84.6 kg, SD= 20.29 kg to M=119.3 kg, SD= 24.6 kg; p=.000). The upper body strength displayed a significant interaction effect (p=.001) between program type and time, lower body strength had an insignificant interaction effect (p=.162, ?p2=.162). Finally, there was no between group significant difference for overall main of upper (p=.870, ?p2=.002) and lower body (p=.818, ?p2=.004) strength. These results suggest that motor imagery may have an impact on the development of strength over an 11 week training program. However, further understanding of imagery use and how it impacts strength is needed.

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The following work provides a psychoanalytic exploration of the contribution of images to the psychological development of children, and their consequent impact on adult communication with both the self and the other. To begin, Jean Piaget's stage theory regarding the cognitive and perceptual development of infants is studied. Its consideration and critique allow me to establish the tenets which I wish to guide my work. For instance, while Piaget proposed the importance of sight in the development of children, he did not effectively distinguish vision, and its product visual imagery, from the conceptual framework of the written and spoken word. Thus, much like classical sociologists more generally, he was unable to assess imagery as a distinct form of communication and as a result subjected its character, role, and importance to misinterpretation. Its strong connection to the unconscious was at once underestimated and used as a means to undermine the intellectual complexity and significance of imagery. / To further highlight the importance of visual imagery in the life of both child and adult in chapter 3 I examine the dominant manners in which imagery, primarily through the unconscious, influences and stabilizes our psyche. I have distinguished three forms of psychic activity through visual imagery; (1) simple fantasy, (2) complex fantasy, and (3) dreams. These processes are used at different times and for different reasons as demanded by the need to maintain a healthy balance within the id and the ego, between the two, and with others in one's social sphere. Sigmund Freud, Carl Jung, D. W. Winnicott and Charles Rycroft are among those theorists used to develop these thoughts. (Abstract shortened by UMI.)

There is no abstract available for this thesis. / School of Physical Education

This experiment was initially inspired by the visual imagery studies of R.J. Weber and colleagues (1969, 1970, 1972). The purpose of the present study was to examine various aspects of mental fatigue associated with the forming of mental images as suggested by Weber and Castleman (1970).A total of 45 undergraduates were given 10 trials on the Weber Alphabet Task (Weber and Kelley, 1969) which involves mental imagery, The experimental design compared three inter-trial interval periods, 0 sec, 10 sec, and 30 sec, on speed and accuracy of performance. The results indicated that the more trials a subject completed, the faster he was able to complete later trials, regardless of the intertrial interval. However, on the error data, the effedt of the intertrial interval was significant. It was demonstrated that the 0 sec intertrial interval group made most errors on the imagery task when compared to the other two groups.

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Thesis (Ph. D.)--University of Hawaii at Manoa, 1983. / Bibliography: leaves 139-147. / Microfiche. / x, 147 leaves, bound ill. 29 cm