Bibliography: pages 388-416. / In On the Nature of the Psyche (1946), Jung proffers what is probably his most systematic and articulate formulation of the theory of archetypes. A pivotal role is ascribed to his clinical observations of the interrelationships between waking and nocturnal fantasy in the genesis of the theory. Fantasy-activity is conceptualised as constituting the medium par excellence through which archetypal activity is apprehended and experienced. In providing an empirical basis for archetypal theory, Jung cites his clinical observations of a decrease in the frequency of occurrence of dream material of an archetypal nature in association with the practice of the therapeutic method of Active Imagination. This method, which he characterised as a form of "visionary meditation", involves the experience of archetypal activity in the waking state. When employed with patients who exhibit an increased frequency and intensity of archetypal dream material, it functions as an avenue of discharge for, or expression of, the dream material, with the result that it decreases in frequency and intensity in sleep. On the other hand, Jung also asserted that the experience of archetypal material in the waking state could result in a general activation or "constellation" of the unconscious, with the result that the Individuation process is stimulated, facilitated or accelerated. This intensified unconscious activity is invariably manifested in an increased frequency of archetypal dream material. The present investigation subjects hypotheses derived from these two mutually exclusive sets of observations to experimental investigation using hypothetico-deductive and qualitative methodology. Thirteen experimental subjects were matched with a control group on age, sex, socio-economic and marital status. Both groups recorded their nocturnal dreams in standardised diaries for a period of 63 days, divided into the Pre-Experimental (21 days), Experimental (21 days) and Post-Experimental (21 days) phases. During the Experimental phase, extended sequences of waking fantasy were induced in the Experimental subjects for a total of six sessions. The archetypal content of the dreams of both groups was then measured and compared. There was a highly significant increase in archetypal content in the dreams of the Experimental group during the Experimental phase. No such changes were evident in the dreams of the Control group. The archetypal material in the waking fantasies and dreams of the Experimental group was then analyzed for structural and thematic continuities using the Jungian method of amplification, which yielded a complex matrix of anticipatory and retrospective connections. The results are discussed in relation to the support they provide for Jungian theory and their relevance to experimental research on the relationship between fantasy-activity in waking and sleeping states.

To better understand representational gestures used in everyday talk, this study explores the ways participants talk about their own mental imagery and gestural awareness, and how their comments affect analysis. Literature pertaining to representational gestures, mental imagery, gestural awareness, and self-report data provide the theoretical framework for the study's design and implementation. Data is drawn from observations of two video recorded dyads engaged in everyday conversation, and four audio recorded interviews with each participant individually as they viewed and commented on selected video segments in which they had produced a representational gesture. Findings indicate that participants talked about mental imagery and gestural awareness in ways that were descriptive, explanatory, and self-reflective. They described their mental imagery in i) visual and motor terms, ii) as mental simulations, iii) as textural sensations, and iv) in linguistic metaphors. Participants talked about gestural awareness in terms of i) spontaneity, ii) intentionality, and iii) affective states. Taken altogether, participant comments suggest embodied cognition as a useful framework for analyzing and understanding representational gestures. Further, findings indicate that participant comments served to i) confirm, ii) clarify, and/or iii) expand my analysis, suggesting that participant comments can enhance understanding of mental imagery and gestural awareness in ways that could not be achieved by a researcher's observations and analysis alone.

There is no consensus of how hypnosis works. The two major theorists in hypnosis research, the Phenomenologists and the Behaviorists, disagree on this issue. The Phenomenologists consider individual talent and change of the state of consciousness the key to how hypnosis works. The Behaviorists consider the social situation and the roles taken by the experimenter and subject, especially the subject's expectations of hypnosis, the mainspring of the hypnotic process. Subject expectations of hypnosis have been found to affect the final results of hypnosis experiments. An experiment was conducted to gain further insight into subject expectations of hypnosis, and how these expectations affect the enhancement of visual imagery (a Behavioral issue) without remaining in the confines of Behavioral theory.

No description available.

No description available.

The search for evidence of cognitive abilities in young children that have been previously detected only in the performance of older children and adults has been a target of study by many cognitive developmental psychologists. Early competency views suggest that aspects of cognitive fundamentals are present very early in life and are in some aspects developmentally invariant. Often, the focus of research is on the delineation of the constraints which direct and restrict deployment of early intellectual abilities to illuminate the regularities and patterns in observed developmental change. The purpose of this research was to examine children's proficiency with mental rotation tasks that involved the reorientation of complex multi-component stimuli. Specifically, the existence of stimulus effect and determination of which stimulus components prove problematic under taxing performance conditions was investigated. Sixteen students, eight first graders and eight third graders, participated in a two-choice discrimination task. Each student was assessed individually on 360 test trials in eight 20-minute sessions. Three test conditions included (1) perception, (2) memory, and (3) rotation. Two multi-component stimuli were used in which the experimenter-defined components included (A) an external protrusion on the edge of a circle, and (B) an internal axis system within the interior of the circle. The two stimuli varied in the placement of the internal axes which was either orthogonally or obliquely orientated. Test items in the memory and the rotation conditions included stimuli orthogonally oriented (90°, 180°, 270°) obliquely oriented (45°, 135°, 225°, 315°). Error scores were analyzed in a four-way analysis of variance. A main effect for foil type was found significant with axis foils being more difficult than protrusion foils. Furthermore, a significant four-way interaction effect was detected indicating that as stimulus characteristics and task demands increased in difficulty, performance declined particularly for the younger age group.

A problem in counselor education is the need to develop methods that would be more directly related to effective outcome in counseling. Researchers have concluded that success in counseling goals is related to clients' increased ability to monitor and modify their own behaviors and that counselor trainees whose education included an emphasis on learning self-regulation skills would be more effective in bringing about greater client self-regulation. Another need is for a theoretical formulation toward the development of more effective instructional methods. The concepts of holism and self-control, which were considered potentially useful within the theoretical system of Adler's Individual Psychology were combined with the methods of biofeedback, imagery, and self-control skills training in the synthesis of a prototypical instructional set. The purpose of the study was to experimentally evaluate this set and the potential validity and utility of the proposed conceptual framework. The hypothesis was that four graduate counselor students would demonstrate improvement in self-regulatory attitudes and behaviors after the treatment condition, which consisted of the instructional set. Electromyographic (EMG) physiological measurements, and scores on the Adult Nowicki-Strickland Internal-External locus-of-control scale were used to assess changes in the subjects' self-regulation, using the single-subject, multiple baseline across-subjects experiment design. Analysis of the results showed that subjects improved in control of muscle activity and in attitudinal direction of internal locus of control. The EMG physiological measurement was considered useful for this type of study, showing an adequate balance of sensitivity and stability. However, the locus-of-control measure was not considered adequate for this population because of an observed "floor" effect. The results were interpreted as having supported the hypothesis and were considered to have established the usefulness of the theoretical framework to generate research and the potential utility of the instructional method in counselor education. Suggestions are made for improvement for the use of EMG scores in the baseline phase and for minimal requirements for an adequate attitudinal scale for further research in this area.

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The purpose of this study was to investigate the effects of integrating the practice of imaging into dance training. Three skill components were identified which comprise the objective of imaging practices for dancers: a highly developed physical capacity for skilled movement; a well developed psychological makeup; an ability to become transformed. The design of a methodology integrating the elements of the skill components in dynamic relationships through imaging practices is investigated in various class and workshop situations. Definitions of the elements within this design are derived from the principal theories currently practiced in the fields of dance and body techniques, wholistic and psychosomatic health practices, and sports psychology. Creation and retention of plasticity in the developmental dynamic of the skill components emerges as an essential integrating factor within imaging practices. Increases in students' movement skills, concentration spans, and liveliness during performance are significant subjective results of integrating imaging practices in dance training.