Imagination,Cognition and Personality

This study looked at personality and sub-clinical personality disorder correlates of self-rated motives for aesthetic motivation (AM). Two groups, totalling over 4000 adult British managers, completed three tests including a personality trait measure (HPI); a personality disorders measure (HDS), and a measure of their Motives and Values (MVPI) for Aestheticism and Culture. The two different groups had similar results, showing that for personality traits Inquisitiveness (Openness-to-Experience) and Sociability (Extraversion) were positively, and Adjustment (low Neuroticism) and Prudence (Conscientiousness) were negatively, related to AM. For personality disorder traits Imaginativeness (Schizotypy) and Colourful (Histrionic) were positively correlated with AM. Factor analysis confirmed the higher order classification of both traits and disorders. Regressions at the higher factor level suggested personality traits were more related to AM than disorder traits. Implications for the selection and management of aesthetic people are considered. Limitations and future directions are also noted.

Mental rotation is known to be mediated by sensorimotor processes. To deepen our understanding of the role of somatosensory inputs in mental rotation, we investigated the effects of holding weight by the hands on mental rotation performance. In an experiment, 22 male and 22 female students performed a chronometric mental rotation task while holding either light or heavy bags in both hands. Results showed that females holding heavy bags were quicker and more accurate at mental rotation than females holding light bags, as evidenced by shallower slopes for response times (RTs) and error rates. In contrast, males showed no such heavy-bag-induced improvement. Unlike slopes, intercepts for RTs and error rates were equivalent regardless of sex and bag weight. Consistent with previous research on embodied cognition, the present findings demonstrated the facilitatory role of somatosensory cues by weight in mental rotation and suggested sex differences in embodied processes in mental rotation.

We evaluated variables important to understanding dissociation (N = 379 undergraduates). We investigated: (a) the correlations among dissociation and impulsivity, alexithymia, mindfulness, negative affect, neuroticism, sleep disturbances, and emotion dysregulation; (b) unique variance of these variables in statistically predicting dissociation scores; and (c) the statistical mediational role of emotion dysregulation and sleep in explaining dissociation. We found significant positive correlations between dissociation and emotion dysregulation, sleep, alexithymia, negative affect, impulsivity, and neuroticism as well as a significant negative correlation between mindfulness and dissociation, consistent with Lynn et al. Sleep, impulsivity, emotion dysregulation, and negative affect uniquely related to and explained significant variance in dissociation, in order from most to least variance accounted for. Sleep partially mediated the relation between emotion dysregulation and dissociation and the relation between impulsivity and dissociation. Emotion dysregulation partially mediated the relation between sleep and dissociation and the relation between impulsivity and dissociation. Additional findings provided support for bidirectional relations between sleep experiences and dissociation and emotion dysregulation and dissociation.

One early manifestation of science inquiry skills may be inquisitiveness; that is, children’s tendency to ask questions about science relevant information. Little is known about individual differences in inquisitiveness, despite its fundamental role in emerging science inquiry skills. Prior research hints at potential predictors of inquisitiveness, including children’s imagination and curiosity through children’s exploration and play. Hence, this study examines potential correlates of inquisitiveness: children’s fantasy orientation and curiosity. Thirty-four ethnically diverse 4- to 5-year-old children (58.8% female) self-reported imaginary companion status, fantasy orientation, engagement in pretend role-play, and drew imaginative pictures. Children participated in two tasks, one that measures preference for uncertainty (curiosity) and one that measures inquisitiveness about science relevant content. MANOVA indicated differences in inquisitiveness by imaginary companion status and regression indicated that fantasy orientation made an independent contribution to inquisitiveness. Our results suggest that educators can enhance children’s science education in early childhood classrooms by providing opportunities for children to engage in imaginative play and experience stories and games with fantasy content.

We critically reviewed the protocols, results, and potential implications from empirical studies (n = 44) on mirror-gazing (including the “psychomanteum”) and eye-to-eye gazing, both in healthy individuals and clinical patients, including studies of hypnotic mirrored self-misidentification, mirror-gazing in body dysmorphic disorder and schizophrenia. We found these methods to be effective for eliciting altered states or anomalous experiences under controlled conditions and in non-clinical samples. Mirror-gazing and eye-to-eye-gazing produced anomalous experiences almost exclusively in the visual, bodily, and self-identity modalities, whereas psychomanteum experiences tended also to involve voices, smells, and bodily touches. The complexity, diversity, and specificity in contents across these anomalous experiences suggest mechanisms beyond perceptual distortions or illusions. We argue that mirror- and eye-gazing anomalous perceptions implicate different mechanisms that induce (i) Derealization (anomalous perceptions of external reality); (ii) Depersonalization (anomalous perceptions of the body), and (iii) Dissociated identity (anomalous perceptions of another identity in place of the self in mirror-gazing or in place of the other in eye-to-eye gazing). These interpretations suggest directions for future researches.

One of the limitations of keyword mnemonics concerns its efficacy in delayed recall. The objective of this study was to analyse the impact of keyword mnemonics on delayed recall (at a one-week interval). A sample of 794 first and second-year Compulsory Secondary Education students of both genders were presented a list of 14 Basque words, the meanings of these words were to be learnt using keyword mnemonics (keyword selected by classmates, researchers, or by the participants themselves), or the rote learning method. Half of the sample were allowed immediate and delayed recall, and the remaining 50% of participants underwent delayed recall. Activation of immediate recall influenced delayed recall. The rote learning method was more effective than the keyword method when the keyword was supplied by the researcher, or when participants generated their own keywords themselves, but not as effective as the keyword method when the keyword was generated by the classmates of the participants in the study.