Biological Evidence of Imagery Abilities: Intraindividual Differences

Abstract

This study extended motor imagery theories by establishing specificity and verification of expected brain activation patterns during imagery. Eighteen female participants screened with the Movement Imagery Questionnaire-3 (MIQ-3) as having good imagery abilities were scanned to determine the neural networks active during an arm rotation task. Four experimental conditions (i.e., KINESTHETIC, INTERNAL Perspective, EXTERNAL Perspective, and REST) were randomly presented (counterbalanced for condition) during three brain scans. Behaviorally, moderate interscale correlations were found between the MIQ-3 and Vividness of Movement Imagery Questionnaire-2, indicating relatedness between the questionnaires. Partially confirming our hypotheses, common and distinct brain activity provides initial biological validation for imagery abilities delineated in the MIQ-3: kinesthetic imagery activated motor-related areas, internal visual imagery activated inferior parietal lobule, and external visual imagery activated temporal, but no occipital areas. Lastly, inconsistent neuroanatomical intraindividual differences per condition were found. These findings relative to recent biological evidence of imagery abilities are highlighted.

French translation and validation of the Movement Imagery Questionnaire-third version (MIQ-3f)

“…Finally, it is important to note that the participants with national or international levels of practice, 10 years of practice, and a high frequency of practice had higher EVI than IVI scores. According to Callow, Jiang, Roberts, and Edwards (2017), the use of EVI and IVI might exert influences on the motor system, resulting in selectively different brain activations (Jiang et al, 2015;Lorey et al, 2009;Ruby & Decety, 2001;Seiler et al, 2015) that depend on task constraints (Hardy & Callow, 1999). For example, White and Hardy (1995) showed that EVI was efficient in the learning of movements, including body coordination or form to reproduce (e.g., gymnastics), whereas IVI was beneficial for open skills when timing is important (e.g., slalom line-based activities such as downhill slalom skiing).…”

“…MI is frequently used to facilitate motor (re)learning, promote motor rehabilitation, and improve performance in sports settings Rulleau, Mauvieux, & Toussaint, 2015). Seiler, Monsma, and Newman-Norlund (2015) argued that the effectiveness of MI as a performance-enhancing strategy might primarily depend on one's capacity to generate accurate and vivid mental images of specific movements. Participants with greater imagery ability have been shown to achieve greater levels of performance following MI practice than their less-skilled counterparts (Goss, Hall, Buckolz, & Fishburne, 1986;Hall, Buckolz, & Fishburne, 1992;Robin et al, 2007;Robin & Coudevylle, 2018).…”

“…Internal visual imagery (IVI) requires participants to imagine a movement through their own eyes, while during external visual imagery (EVI), individuals must mentally simulate the movement as spectators (i.e., by viewing themselves from another person's perspective) (Hall, 2001). Interestingly, Ruby and Decety (2001) reported different brain activation when imaging from an EVI perspective compared to an IVI perspective (see also Jackson, Meltzoff, & Decety, 2006;Jiang, Edwards, Mullins, & Callow, 2015;Lorey et al, 2009;Seiler et al, 2015). From a practical viewpoint, there is also substantial evidence that the differentiation of the two visual imagery perspectives is critical to achieve peak performance and deliver fruitful imagery interventions.…”

Cognitive training: How can it be adapted for surgical education?

“…This theory hypothesises that the motor system is part of a cognitive network that includes various psychological activities. Initial functional MRI investigations have shown that similar neural pathways are activated during cognitive training and actual performance of a task [12,14]. Furthermore, a study by Debarnot et al found that the brain changes resulting from cognitive training for a specific motor task mimic those observed after physical practice of the same skill [12,15].…”

Comparison of ‘Mental Training’ and Physical Practice in the Mediation of a Structured Facial Examination

“…A reason discussed for its effectiveness resides in Janerod's simulation theory [15] which hypotheses that the motor system is also part of a bigger cognitive network which includes various psychological activities. During this 'Mental Training', similar neural pathways are activated and similar changes in the brain take place as when actually performing a motor skill as functional MRI investigations have shown [15,16]. This explains why 'Mental Training' can directly improve motor skills and induce a similar neuroplasticity as physical practice and thus can help to close the gap between the observation and the execution of a skill [17].…”