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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.

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

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1976. / Bibliography: leaves 68-74. / vi, 74 leaves

Thesis (Ph. D.)--Duke University, 2007.

Thesis (B.Sc.)--University of Hong Kong, 2003. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 2003." Includes bibliographical references (p. 27-29) Also available in print.

Thesis (Ph.D.)--Bowling Green State University, 2008. / Document formatted into pages; contains vii, 75 p. Includes bibliographical references.

Thesis (M.A.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 74-82).