Thesis (M.S.)--Eastern Michigan University, 2005. / Includes bibliographical references (leaves 66-71). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.S.)--Eastern Michigan University, 2005. / Includes bibliographical references (leaves 66-71). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M. Sc.)--University of North Dakota, 2006. / Includes bibliographical references.

Thesis (Ph. D.)--Western Conservative Baptist Seminary, 1986. / Abstract. Typescript. Includes bibliographical references (leaves 127-142).

Thesis (M.S.)--University of North Dakota, 2006. / Includes bibliographical references (leaves 55-59). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ed.M.)--Boston University / The purpose of this study is to obtain a better understanding of the nature and presence of the imagery that children have while reading silently, and to determine the relationship of this imagery to the comprehension of the material read. In this study mental imagery is defined as the perceptions in the imagination which accompany reading. This includes auditory, kinesthetic, olfactory, and gustatory imagery as well as visual imagery. Comprehension is defined for this study as the ability to score on the tests accompanying the reading selections.

Thesis (Ed.M.)--Boston University / The purpose of this "study is to determine the relationship between mental imagery derived from real experience selections and mental imagery derived from vicarious experience selections. This study attempts to discover the mental imagery of the subjects tested through the component parts of mental imagery, visual, auditory, kinesthetic, olfactory, and gustatory imagery. The comparison is to be made between mental imagery derived from silent reading based upon a real experience background and mental imagery derived from silent reading based upon a vicarious experience background. By real experience is meant experience of a type frequently engaged in by schoolchildren. By vicarious experience is meant experience which in substance is unlikely to have been encountered directly or at all by the subjects of the experiment.

This study presents a framework for categorization of the imagery used in solo piano practice. The framework sorts imagery into two large category: pianistic and non-pianistic and further subdivides into three groups: auditory, kinesthetic, and visual. Given such a range of function for imagery, such as a “view” of the score, instrument, or the space in which performance takes place, a number of terms have emerged to describe imagery within musical practice, terms such as mental rehearsal, mental practice, aural or internal representations, inner hearing, visualization, and finger practice. My goal for this study is not only to investigate the potential of imagery and to devise a framework in which such terms could be defined with more consistency across the whole scope of piano performance studies; but also to apply such findings by suggesting ways in which the framework could be used in practice. With an understanding of imagery and the benefits it may bring, this study suggests paths for further exploration, paths that can impact how music educators might assist music enhance expression, music appreciation and learning, as well as technique in performance practice.

The influence of a mental imagery task was examined to determine if imagining completing the gambling act could satiate the participant on gambling-related reinforcers and subsequently reduce gambling behavior. Thirty participants underwent a mental imagery task consisting of either imagining gambling on a slot machine or placing quarters in to a laundry machine. The results showed a statistically significant reduction in trials played on the slot machine for those who completed the gambling imagery task when compared to those in the laundry imagery group. Clinical implications and future directions are discussed.

Gambling is a serious problem that affects the individual as well as the whole society. Multiple studies have investigated the effect of imagery tasks on gambling behavior. Whiting and Dixon (2013) investigated the effect of a gambling-related imagery task verses a laundry-related imagery task on gambling behavior. The current study extended Whiting and Dixon’s findings by comparing different outcome-specific imagery tasks on gambling behavior. The study included two groups: 1) winning imagery group (n=7), and 2) losing imagery group (n=7). Participants in the winning imagery group imagined themselves winging for 15 trials, while participants in the losing imagery group imagined themselves losing for 15 trials. Then both groups were given the opportunity to play a game of blackjack downloaded on a laptop for as long as they desired. Gambling intensity was measured by the total time played and the number of trials played. The Participants in the winning imagery group gambled significantly longer (p= 0.01) and played significantly more trials (p= 0.03) than those in the losing imagery group. Implications for pathological gambling treatment are discussed.