Regional cerebral blood flow patterns in visual imagery

Goldenberg, Georg; Podreka, I.; Steiner, Manuel; Hinckeldey, Klaus Willmes-von; Suess, E.; Deecke, Lüder

doi:10.1016/0028-3932(89)90110-3

Cited by 191 publications

(54 citation statements)

References 24 publications

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“…Although the present study did not explicitly require the use of mental imagery, it has previously been suggested that performing a color knowledge task involves creating and inspecting a colored mental image of the object (De Vreese, 1991;Farah, 1984). Consistent with this proposal, a number of neuroimaging studies on the processing of explicit visual object/shape imagery have implicated a region of the PIT lobe (in some cases, right lateralized), comparable with that observed during visual attribute retrieval in the present study (D'Esposito et al, 1997;Kosslyn et al, 1993;Mellet, Petit, Mazoyer, Denis, & Tzourio, 1998;Mellet et al, 1996;Mellet et al, 2000;Roland & Gulyas, 1995; see also Goldenberg et al, 1989).…”

Section: Modality-specific Activationssupporting

confidence: 89%

“…Howard et al, 1998), whereas Paulesu et al (1995) have shown that word-color synesthetes activate the left PIT lobe while experiencing color images in response to words. Object-based imagery has also been reported to activate this left PIT region (D'Esposito et al, 1997; Kosslyn et al, 1993;Mellet, Petit, et al, 1998;Mellet et al, 1996;Mellet et al, 2000;Roland & Gulyas, 1995; see also Goldenberg et al, 1989;Nakamura et al, 2000). In our study, however, this region was also activated by size and sound knowledge, relative to the control condition, suggesting that this area not only is specialized for color knowledge processing, but also plays a more general role in word processing and/or semantic retrieval.…”

Section: (Visual) Attribute-specific Activationssupporting

confidence: 44%

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Large, colorful, or noisy? Attribute- and modality-specific activations during retrieval of perceptual attribute knowledge

Kellenbach

Brett

Patterson

2001

Cognitive, Affective, & Behavioral Neuroscience

136

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Position emission tomography was used to investigate whether retrieval of perceptual knowledge from long-term memory activates unique cortical regions associated with the modality and/or attribute type retrieved. Knowledge about the typical color, size, and sound of common objects and animals was probed, in response to written words naming the objects. Relative to a nonsemantic control task, all the attribute judgments activated similar left temporal and frontal regions. Visual (color, size) knowledge selectivelyactivated the right posterior inferior temporal (PIT) cortex, whereas sound judgments elicited selective activation in the left posterior superior temporal gyrus and the adjacent parietal cortex. All of the attribute judgments activated a left PIT region, but color retrieval generated more activation in this area. Size judgments activated the right medial parietal cortex. These results indicate that the retrieval of perceptual semantic information activates not only a general semantic network, but also cortical areas specialized for the modality and attribute type of the knowledge retrieved.

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Section: Modality-specific Activationssupporting

confidence: 89%

Section: (Visual) Attribute-specific Activationssupporting

confidence: 44%

Large, colorful, or noisy? Attribute- and modality-specific activations during retrieval of perceptual attribute knowledge

Kellenbach

Brett

Patterson

2001

Cognitive, Affective, & Behavioral Neuroscience

136

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“…This finding suggests that this is a critical region for successful task completion. The peak activation fell in dorsal BA 19, which is typically activated during visual imagery, especially when there is a spatial task component (11), and activity in this area correlates with quantitative (21) and qualitative (22) measures of the ability to use visual imagery. In addition, the young and facilitated old showed increased activity in the left retrosplenial cortex.…”

Section: Discussionmentioning

confidence: 98%

Neural correlates of training-related memory improvement in adulthood and aging

Nyberg

Sandblom

Jones

et al. 2003

Proc. Natl. Acad. Sci. U.S.A.

238

195

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Cognitive studies show that both younger and older adults can increase their memory performance after training in using a visuospatial mnemonic, although age-related memory deficits tend to be magnified rather than reduced after training. Little is known about the changes in functional brain activity that accompany training-induced memory enhancement, and whether age-related activity changes are associated with the size of training-related gains. Here, we demonstrate that younger adults show increased activity during memory encoding in occipito-parietal and frontal brain regions after learning the mnemonic. Older adults did not show increased frontal activity, and only those elderly persons who benefited from the mnemonic showed increased occipitoparietal activity. These findings suggest that age-related differences in cognitive reserve capacity may reflect both a frontal processing deficiency and a posterior production deficiency.T he existence of age-related deficits in episodic memory functioning are well documented (1). Given the impact of such deficits, much research has been directed at examining possible means of enhancing memory performance in older adults by various forms of cognitive support (2). One approach that has received considerable attention involves estimation of latent cognitive potential, or cognitive reserve capacity, in older age (3). In one variant of this approach, younger and older participants are given training in using a classical mnemonic, the method of loci (4), to memorize and retrieve words. This method involves learning to visualize a series of mental landmarks (e.g., places along one's route to work). After acquisition of the landmarks, the to-be-remembered information is linked to the various loci at the time of encoding. At test, the landmarks are mentally revisited in serial order, and the information associated with each locus is retrieved.Serial recall is substantially enhanced by the loci mnemonic for both younger and older adults (5, 6), demonstrating cognitive reserve capacity in aging (i.e., cognitive reserve capacity is defined as the ability to enhance one's memory performance after learning a mnemonic). However, the most striking aspect of previous findings is that age differences in memory performance are magnified rather than reduced after training (7). This pattern of results suggests an age-related decrease in cognitive reserve capacity. Little is known about the basis for this phenomenon. Baltes and Kliegl (7) hypothesized that older adults may have difficulty in forming novel relations between the landmarks and the to-be-remembered information (i.e., a difficulty in using rather than acquiring the mnemonic), and they proposed neurobiological constraints as a determinant of this deficit. However, no direct evidence for this account has been provided. Here, we present the results from an age-comparative positron emission tomography (PET) study of the neural underpinnings of acquisition and use of the loci method. MethodsTasks and Procedure. The whole experiment,...

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“…If the theory of motor imagery has any merit then we should look carefully at neural events near the beginning of the imaginary actions. The methods of rCBF and SPECT scanning classically used by Roland et al [14] and by Goldenberg et al [9] have relatively good spatial resolution but rather poor temporal resolution. At Warwick we have recently begun some experiments using BEAM which has a much better temporal resolution (about 2.5 s) but relatively crude spatial resolution [16].…”

Section: The Search For the Physical Bases Of Motor Imagerymentioning

confidence: 99%

On knowing how to do things: a theory of motor imagery

Annett

1996

Cognitive Brain Research

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The distinction between ' knowing how' and ' knowing that' is fundamental to current theories of cognition. Two distinct encodings or representations are implied, one conscious and verbalisable and the other normally unconscious yet demonstrable in behaviour. The paper discusses the nature of these two kinds of representation and relations between them. It is shown that imagery forms an essential mediating link between the two encodings and a theoretical model -the Action-Language-Imagination or ALl model -is presented. An important feature of the model is the role attributed to the motor system in generating imagery and principal features of motor imagery are reviewed in the context of the ALl model and with reference to recent experimental findings. Problems in mapping conscious representations of action onto physical brain mechanisms are briefly discussed. It is proposed that the physical basis of imaginal representations of actions is best understood in terms of the mechanisms of motor control. A two stage theory of motor imagery is proposed in which the first stage, the generation of a prototypical action is virtually identical to that involved in overt actions whilst the second stage depends on the retrieval of sensory impressions from memory.Keywords: Procedural/declarative knowledge; Motor imagery; Action prototype Procedural and declarative knowledgeThe distinction between two kinds of knowledge, ' knowing how' and ' knowing that' was made nearly half a century ago by the philosopher Ryle [15]. 'Knowing that' is evidenced by a verbal statement, for example I know that "the big wheel in the Prater pleasure gardens was designed and built by British engineers", whilst 'knowing how' is evidenced by performance, actually building the wheel. Ryle was attacking the 'dualist' theory that mental events belong to a separate ghostly world of knowledge comprised of propositions which act in some mysterious way to cause overt actions. He pointed out that although we can mentally rehearse an action before, or instead of, executing it this is by no means necessary. In fact it is sometimes quite difficult to explain verbally perfectly normal routine actions. The distinction between 'procedural' and 'declarative' knowledge' and the closely related distinction between 'implicit' and 'explicit' knowledge is familiar in the writings of recent cognitive psychologists such as Anderson [1]. Both sets of terms refer to the problem of representation. Declarative or explicit knowl-* Corresponding author. Fax: (44) (1203) edge is available to consciousness, and can readily be expressed verbally, whereas procedural or implicit knowledge is typically unconscious and can only be expressed verbally with some difficulty and sometimes not at all.Knowledge of either kind implies a representation and this symposium is about the representation of motor acts or, more generally, representations of procedural knowledge. The translation between procedural and declarative knowledge is required whenever it is necessary to explain a pro...

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Regional cerebral blood flow patterns in visual imagery

Cited by 191 publications

References 24 publications

Large, colorful, or noisy? Attribute- and modality-specific activations during retrieval of perceptual attribute knowledge

Large, colorful, or noisy? Attribute- and modality-specific activations during retrieval of perceptual attribute knowledge

Neural correlates of training-related memory improvement in adulthood and aging

On knowing how to do things: a theory of motor imagery

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