Although there is ample evidence that motor imagery activates similar cerebral regions to those solicited during actual movements, it is still unknown whether visual (VI) and kinesthetic imagery (KI) recruit comparable or distinct neural networks. The present study was thus designed to identify, through functional magnetic resonance imaging at 3.0 Tesla in 13 skilled imagers, the cerebral structures implicated in VI and KI. Participants were scanned in a perceptual control condition and while physically executing or focusing during motor imagery on either the visual or kinesthetic components of an explicitly known sequence of finger movements. Subjects' imagery abilities were assessed using well-established psychological, chronometric, and new physiological measures from the autonomic nervous system. Compared with the perceptual condition, physical executing, VI, and KI resulted in overlapping (albeit non-identical) brain activations, including motor-related regions and the inferior and superior parietal lobules. By contrast, a divergent pattern of increased activity was observed when VI and KI were compared directly: VI activated predominantly the occipital regions and the superior parietal lobules, whereas KI yielded more activity in motor-associated structures and the inferior parietal lobule. These results suggest that VI and KI are mediated through separate neural systems, which contribute differently during processes of motor learning and neurological rehabilitation.

The authors review studies of mentally simulated movements. In automatic or cyclical movements, actual and motor imagery (MI) durations are similar. When athletes simulate only dynamic phases of movement or perform MI just before competing, however, environmental and time constraints lead to an underestimation of actual duration. Conversely, complex attention-demanding movements take longer to image. Finally, participants can modify the speed of MI voluntarily when they receive specific instructions. To complete the available data, the authors compared imagined and actual durations in tennis and gymnastics. Results showed systematic and disproportionate overestimation of actual duration. The authors found a relationship between complex motor skills and MI duration. They discuss the factors leading to over- and underestimation and the hypotheses that could be tested.

Over the last 20 years, the topics of action observation (AO) and motor imagery (MI) have been largely studied in isolation from each other, despite the early integrative account by Jeannerod (1994, 2001). Recent neuroimaging studies demonstrate enhanced cortical activity when AO and MI are performed concurrently (“AO+MI”), compared to either AO or MI performed in isolation. These results indicate the potentially beneficial effects of AO+MI, and they also demonstrate that the underlying neurocognitive processes are partly shared. We separately review the evidence for MI and AO as forms of motor simulation, and present two quantitative literature analyses that indeed indicate rather little overlap between the two bodies of research. We then propose a spectrum of concurrent AO+MI states, from congruent AO+MI where the contents of AO and MI widely overlap, over coordinative AO+MI, where observed and imagined action are different but can be coordinated with each other, to cases of conflicting AO+MI. We believe that an integrative account of AO and MI is theoretically attractive, that it should generate novel experimental approaches, and that it can also stimulate a wide range of applications in sport, occupational therapy, and neurorehabilitation.

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This study investigated the relationship between visuo-spatial representation, mental rotation (MR) and functional anatomy examination results. A total of 184 students completed the Group Embedded Figures Test (GEFT), Mental Rotation Test (MRT) and Gordon Test of Visual Imagery Control. The time spent on personal assignment was also considered. Men were found to score better than women on both GEFT and MRT, but the gender effect was limited to the interaction with MRT ability in the anatomy learning process. Significant correlations were found between visuo-spatial, MR abilities, and anatomy examination results. Data resulting from the best students' analyzes underscore the effect of high MR ability which may be considered reliable predictor of success in learning anatomy. The use of specific tests during learning sessions may facilitate the acquisition of anatomical knowledge.

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This review examines the measurement of motor imagery (MI) processes. First, self-report measures of MI are evaluated. Next, mental chronometry measures are considered. Then, we explain how physiological indices of the autonomic nervous system can measure MI. Finally, we show how these indices may be combined to produce a measure of MI quality called the Motor Imagery Index.