Voluntary Control of Electrodermal Activity in Relation to Imagery and Internal Perception Scores

Ikeda, Yukinobu; Hirai, Hisashi

doi:10.1111/j.1469-8986.1976.tb03085.x

Cited by 19 publications

(7 citation statements)

References 10 publications

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“…This possibility has been proposed by Iacono and Lykken (1984), although Gruzelier and Eves (1987) failed to find a difference between instruction to passively ignore tones or inhibit responses to them. While evidence of indirect control on overall reactivity including SCLs has been provided through training in biofeedback and relaxation (Klinge, 1972;Ikeda and Hirai, 1976;Critchley et al, 2002;Nagai et al, 2004a,b), evidence of relatively spontaneous self-control on ORs is still sparse (see Lacroix and Roberts, 1978).…”

Section: Discussionmentioning

confidence: 97%

The influence of anxiety on electrodermal responses to distractors

Naveteur

Buisine

Gruzelier

2005

International Journal of Psychophysiology

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Section: Discussionmentioning

confidence: 97%

The influence of anxiety on electrodermal responses to distractors

Naveteur

Buisine

Gruzelier

2005

International Journal of Psychophysiology

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“…In the HR increase condition, differences in the reported characteristic vividness of visual imagery tended to be reflected in the extent of HR increases. Recently, Ikeda & Hirai (1976) have reported indications of a similar relationship between differences in imagery vividness and voluntary increases in the frequency of skin potential responses. However, in their study it is unclear to what extent subjects actually employed imagery in the pursuit of skin potential response control.…”

Section: Discussionmentioning

confidence: 83%

Individual differences in visual imaging and the voluntary control of heart rate

Carroll¹,

Baker

Preston

1979

British J of Psychology

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The role of visual imagery in the bidirectional control of heart rate (HR) was explored in 24 subjects. While voluntary HR increases were reliably demonstrated with and without HR feedback, appropriate HR decreases were modest and inconsistent. Changes in respiration rate (RR) generally paralleled the alterations in HR. Eighteen of the subjects reported conventionally using visual imagery to effect HR changes. For these subjects, vividness of visual imagery scores and the extent of HR change showed indications of a direct relationship in the HR increase condition. However, in the HR decrease condition, it was concomitant RR changes which were associated with the vividness and the control of imagery production. The remaining six subjects, who reported not employing visual imagery, demonstrated superior HR acceleration to the imaging subjects. Further, while the imaging subjects did not benefit from the introduction of feedback, the six non-imaging subjects showed reliably greater HR acceleration as a result of feedback introduction.

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“…(The MIS is highly correlated to presumed effects on planning and teaching criteria.) Ikeda and Hirai (1976) similarly disputed the efficacy of the Sophian scales and reported that individual differences in subjects' self-control of autonomic electrodermal activity affected imagery responses. (Reing, 1970; Reing, Note 1 ).…”

mentioning

confidence: 95%

“…An innovative methodology for individual and group psychotherapy, called clinical eidetics, employing imagery to reveal and resolve conflict areas, has been generated (Ahsen, 1977). The psychophysical effects of imagery mediated by instructional sets on parasympathetic reactions (Ikeda & Hirai, 1976) and heart rate and muscle tension, but not respiration rate (Beiman, 1976), have also been shown. ' In summary, prior investigators have successfully developed and applied different imagery models within the context of word retention, memory, and coding tasks, as well as verbalized thinking and effective behaviors.…”

mentioning

confidence: 97%

Imaginal Behavioral Analysis: a Multisensory Imagery Scale for Evaluating a Specific Teacher Competency

Reing

1978

J Spec Educ

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The study developed and used a self-report graphic Multisensory Imagery Scale (MIS) to analyze imaginal behavior and to test the hypothesis that multisensory imagery is a specific teacher competency associated with effective pedagogy, particularly in special education. The MIS was field-tested, abbreviated, performed on teacher-trainees, examined for test-retest reliability, and compared to performance criteria. Twenty imageevoking phrases of the MIS, cumulatively self-scored for the six sensory areas, yielded consistent imagery responses in agreement with ratings of lesson plans and teaching. The data defended the hypotheses, indicated the scale's limited usefulness as a criterion for evaluating groups of interns and training programs, and implied support for competencybased teacher education if properly validated.Although competency-based teacher education and certification (CBTE/C) is currently viewed as a major reform movement in education, the overriding issue remains: &dquo;research on teaching has not been able to turn up such a set of competencies&dquo; (Turner, 1975, p. 9). Not only have the conceptual underpinnings of CBTE been questioned (Houston, 1974), so have the validity and effects of arbitrarily selected lists of teacher-competencies (Brophy & Everston, 1974). Investigators agree that empirical research is needed to validate pedagogic competencies, especially before they are accepted as performance criteria in teacher-internship programs (Shores, Cegelka, & Nelson, 1973). Rosner (1973) also predicted that new materials and measures designed to foster teacher competencies could radically alter all of teacher educationonce research justifies CBTE and monies are committed to such costly programs. Pettigrew (1974) found promise of improved teacher functioning in multicultural settings attributable to CBTE. Edgar and Neel (1976) cautioned, however, that a direct functional relationship between teacher behavior and changes in pupil performance has not been empirically verified, to date, because of complex measurement factors. Gillespie and Sitko (1976), in their CBTE/C model, focused on the special education teachers' pivotal position in the decision-making process for formulating instructional strategies. Current studies (Reing, Note 1 ) continue to search for methods to link specific teacherteaching behaviors and approaches to the amelioration of learning and social disorders in the mentally retarded (MR).

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Voluntary Control of Electrodermal Activity in Relation to Imagery and Internal Perception Scores

Cited by 19 publications

References 10 publications

The influence of anxiety on electrodermal responses to distractors

The influence of anxiety on electrodermal responses to distractors

Individual differences in visual imaging and the voluntary control of heart rate

Imaginal Behavioral Analysis: a Multisensory Imagery Scale for Evaluating a Specific Teacher Competency

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