Web-Based Imagery Behavioral Activation (WIMBA): Study Protocol for a Randomized Controlled Trial Testing the Effects, Acceptability, and Feasibility of a Mental Imagery Activity Scheduling Training Delivered Online.

Background: Behavioral activation (BA) is an effective and efficacious treatment for depression. Activity scheduling is the central treatment component of BA and involves planning of potentially enjoyable and rewarding activities. Evidence from non-clinical studies suggests that mental imagery simulations of planned activities can increase motivation and anticipated pleasure for these activities. Method: We describe a randomized controlled trial testing a mental imagery activity scheduling training delivered online in four weekly sessions (total training duration approximately 90 minutes) in a sample meeting diagnostic criteria of a major depressive episode, as indicated by the Diagnostic Short-Interview for Mental Disorders (Mini-DIPS), and not currently receiving treatment. Participants (N = 140) will be randomized to either mental imagery activity scheduling or a wait-list control condition. Depressive symptoms (BDI-II) and behavioral activation (BADS) are the primary outcomes; BDI-II will be measured at Session 1, Session 4, and at two-week follow-up, BADS at Sessions 1-4 and at two-week follow-up. Discussion: It is discussed how the expected results may reflect mechanisms and effects of a mental imagery activity scheduling training delivered online in a sample of individuals with depression. Concluding we outline next steps for future research and highlight the potential of this novel treatment for dissemination in the wider community and integration into routine care.

Mental simulation of colour properties during language comprehension: influence of context and comprehension stages.

Many studies have shown that mental simulation may occur during language comprehension. Supporting evidence is derived from the matching effects in the sentence-picture verification (SPV) task often used to assess mental simulations of object properties, such as size, orientation, and shape. However, mixed results have been obtained regarding object colour, with researchers reporting matching or mismatching effects. This study investigated the impact of colour information clarity within sentences on the process of mental simulation during language comprehension. Employing the SPV task and using novel objects, we examined whether there is a mental simulation of colour after excluding typical/atypical colour bias and how varying levels of colour information clarity in sentences influence the emergence of matching effects at different stages of comprehension. To address these issues, we conducted two experiments. In Experiment 1, the participants read normal sentences and subsequently engaged in picture verification with a novel object after a 500 ms delay. In Experiment 2, the participants encountered sentences containing both clear and unclear colour information and, after either a 0 ms or 1500 ms interval, completed picture verification tasks with a novel object. Null effects were found in the 500 ms condition for normal sentences and the 0 ms condition for unclear colour information sentences. A mismatching effect appeared in the 0 ms condition after clear colour information sentences, and a matching effect appeared in the 1500 ms condition for all sentences. The results indicated that after excluding colour bias, the participants still formed mental simulations of colour during language comprehension. Our results also indicated that ongoing colour simulation with time pressure impacted the participant responses. The participants ignored unclear colour information under time pressure, but without time pressure, they constructed simulations that were as detailed as possible, regardless of whether the implicit colour information in the sentence was clear.

Counterfactual simulation in causal cognition.

How do people make causal judgments and assign responsibility? In this review article, I argue that counterfactual simulations are key. To simulate counterfactuals, we need three ingredients: a generative mental model of the world, the ability to perform interventions on that model, and the capacity to simulate the consequences of these interventions. The counterfactual simulation model (CSM) uses these ingredients to capture people's intuitive understanding of the physical and social world. In the physical domain, the CSM predicts people's causal judgments about dynamic collision events, complex situations that involve multiple causes, omissions as causes, and causes that sustain physical stability. In the social domain, the CSM predicts responsibility judgments in helping and hindering scenarios.

Flexible and fine-grained simulation of speed in language processing.

According to the embodied cognition theory, language comprehension is achieved through mental simulation. This account is supported by a number of studies reporting action simulations during language comprehension. However, which details of sensory-motor experience are included in these simulations is still controversial. Here, three experiments were carried out to examine the simulation of speed in action language comprehension. Experiment 1 adopted a lexical decision task and a semantic similarity judgment task on isolated fast and slow action verbs. It has been shown that fast action verbs were processed significantly faster than slow action verbs when deep semantic processing is required. Experiment 2 and Experiment 3 investigated the contextual influence on the simulation of speed, showing that the processing of verbs, either depicting fast actions or neutral actions, would be slowed down when embedded in the slow action sentences. These experiments together demonstrate that the fine-gained information, speed, is an important part of action representation and can be simulated but may not in an automatic way. Moreover, the speed simulation is flexible and can be modulated by the context.

The influence of sentence focus on mental simulation: A possible cause of ACE instability.

Recent studies have revealed the instability of the action-sentence compatibility effect (ACE). The current study was designed to demonstrate the hypothesis that the instability of the ACE may be attributed to the instability of focused information in a sentence. A pilot study indicated that the focused information of sentences was relatively stable in the sentence-picture verification task but exhibited significant interindividual variability in the action-sentence compatibility paradigm in previous studies. Experiments 1 and 2 examined the effect of sentence focus on the shape match effect and the ACE by manipulating the focused information of sentences using the focus marker word "" (is). Experiment 1 found that the shape match effect occurred in the original sentence, while it disappeared when the word "" (is) was used to make an object noun no longer the focus of a sentence. Experiment 2 failed to observe the ACE regardless of whether the sentence focus was on the action information. Experiment 3 modified the focus manipulation to observe its impact on the ACE using different fonts and underlines to highlight the focused information. The results indicated that the ACE only occurred when the action information was the sentence focus. These findings suggest that sentence focus influences mental simulation, and the instability of the ACE is likely to be associated with the instability of sentence focus in previous studies. This outcome highlights the crucial role of identifying specific information as the critical element expressed in the current linguistic context for successful simulation.

Automatic mental simulation in native and non-native speakers.

Pictures of objects are verified faster when they match the implied orientation, shape, and color in a sentence-picture verification task, suggesting that people mentally simulate these features during language comprehension. Previous studies had an unintended correlation between match status and the required response, which may have influenced participants' responses by eliciting strategic use of this correlation. We removed this correlation by including color-matching filler trials and investigated if the color-match effect was still obtained. In both a native sample (Experiment 1) and a non-native sample (Experiment 2), we found strong evidence for a color-match advantage on median reaction time and error rates. Our results are consistent with the view that color is automatically simulated during language comprehension as predicted by the grounded cognition framework.

Experiential traces first: Does holding a location in visuospatial working memory affect the processing of space-associated words?

This study aimed to systematically examine whether actively maintaining a visual location in working memory can influence the processing of spatially related words. In five experiments, we asked participants to maintain either the location or the shape of a visually presented stimulus in working memory so that it could later be compared with a test stimulus concerning the relevant target features. In between, we presented participants with words that refer to objects typically encountered in the upper or lower vertical space (roof vs. root, respectively). The task participants performed as a response to these words differed between experiments. In Experiments 1-3, participants performed a lexical decision task, in Experiment 4 they performed a semantic task (deciding whether the word refers to an occupation), and in Experiment 5 they performed a spatial task (deciding whether the word refers to something in the upper or lower visual field.) Only in Experiment 5 did we observe an interaction between the position of the visual stimulus held in working memory (up vs. down) and the meaning of the spatial words (associated with up vs. down). Our results therefore suggest that actively maintaining a stimulus location in working memory does not automatically affect the processing of spatially related words, but does so if the relevant spatial dimension is made highly salient by the task. The results are thus in line with studies showing a strong context-dependency of embodiment effects and thus allow the conclusion that language processing proper is not operating on a sensorimotor representational format.

The role of visual imagery in story reading: Evidence from aphantasia.

Aphantasia is a condition in which people are unable to experience visual imagery. Since visual imagery is thought to be key to language processing, we hypothesized the experience of a story would differ between individuals with aphantasia and controls. Forty-seven individuals with aphantasia were compared to fifty-one matched controls on their experience of reading a short story and their general reading habits. Aphantasics were less likely to be engaged with, interested in, and absorbed in the story, and experienced reduced emotional engagement with and sympathy for the story characters, compared to controls. Yet, aphantasics and controls did not differ in how much they liked or appreciated the story, and in general, the reading habits of the two groups also did not differ. Results have implications for embodied theories of language, suggesting visual imagery may influence how a story is experienced, but it is not the only route to story enjoyment.

Ecological Meanings: A Consensus Paper on Individual Differences and Contextual Influences in Embodied Language.

Embodied theories of cognition consider many aspects of language and other cognitive domains as the result of sensory and motor processes. In this view, the appraisal and the use of concepts are based on mechanisms of simulation grounded on prior sensorimotor experiences. Even though these theories continue receiving attention and support, increasing evidence indicates the need to consider the flexible nature of the simulation process, and to accordingly refine embodied accounts. In this consensus paper, we discuss two potential sources of variability in experimental studies on embodiment of language: individual differences and context. Specifically, we show how factors contributing to individual differences may explain inconsistent findings in embodied language phenomena. These factors include sensorimotor or cultural experiences, imagery, context-related factors, and cognitive strategies. We also analyze the different contextual modulations, from single words to sentences and narratives, as well as the top-down and bottom-up influences. Similarly, we review recent efforts to include cultural and language diversity, aging, neurodegenerative diseases, and brain disorders, as well as bilingual evidence into the embodiment framework. We address the importance of considering individual differences and context in clinical studies to drive translational research more efficiently, and we indicate recommendations on how to correctly address these issues in future research. Systematically investigating individual differences and context may contribute to understanding the dynamic nature of simulation in language processes, refining embodied theories of cognition, and ultimately filling the gap between cognition in artificial experimental settings and cognition in the wild (i.e., in everyday life).

Imagery, emotion, and bioinformational theory: From body to brain.

The bioinformational theory of emotional imagery is a model of the hypothetical mental representations activated when people imagine emotionally engaging events, and was initially proposed to guide research and practice in the use of imaginal exposure as a treatment for fear and anxiety (Lang, 1979). In this 50 year overview, we discuss the development of bioinformational theory and its impact on the study of psychophysiology and psychopathology, most importantly assessing its viability and predictions in light of more recent brain-based studies of neural functional activation. Bioinformational theory proposes that narrative imagery, typically cued by language scripts, activates an associative memory network in the brain that includes stimulus (e.g., agents, contexts), semantic (e.g., facts and beliefs) and, most critically for emotion, response information (e.g., autonomic and somatic) that represents relevant real-world coping actions and reactions. Psychophysiological studies in healthy and clinical samples reliably find measurable response output during aversive and appetitive narrative imagery. Neuroimaging studies confirm that emotional imagery is associated with significant activation in motor regions of the brain, as well as in regions implicated in episodic and semantic memory retrieval, supporting the bioinformational view that narrative imagery prompts mental simulation of events that critically includes the actions and reactions engaged in emotional contexts.

A protocol for a scoping review of the use of mental simulation and full-scale simulation in practising healthcare decision-making skills of undergraduate nursing students.

AIM: This scoping review aims to explore the effect of FSS and mental simulation on the decision-making skills of nursing students. BACKGROUND: Full-scale simulation (FSS) has been the most used simulation modality in nursing education due to its applicability to enhance both technical and non-technical skills. However, FSS can be excessively costly and other factors such as technophobia and lack of trained staff and support make FSS less accessible, especially for nursing education. Therefore, a novel mental simulation that is interactive and supported by visual elements can be a substitute for FSS, at least for some of the skills, such as clinical decision-making. Reviews comparing the effectiveness of FSS and mental simulation on decision-making skills in nursing students are lacking. Further knowledge on the effectiveness of these two modalities on decision-making skills for nursing students is needed to inform the nursing education curriculum and to decide between the two modalities. DESIGN: This protocol adheres to the guidelines outlined in the PRISMA extension for scoping reviews (PRISMA-scr) checklist. METHOD: The methodological framework for scoping reviews will be followed for this scoping review. Scopus, EBSCOhost the Cumulative Index to Nursing and Allied Health Literature (CINAHL), MEDLINE and for the grey literature ERIC and BASE will be searched for related studies. The search will be limited to January 2008 and April 2023 (up-to-date) and English. A detailed search strategy was developed with an experienced research information manager and this strategy will be adapted to each database. A single screening will be performed by an author who will screen all abstracts and titles and full-text publications. After the study selection step of the framework, the data from the included studies will be charted using a data extraction form. The data will be synthesised by comparing the effect of FSS and mental simulation on decision-making skills. CONCLUSION: A synopsis of the publication on FSS and mental simulation on nurse students' decision-making skills will be useful for stakeholders when choosing between two modalities to deliver decision-making skills to nursing students and also help to inform the nursing education and simulation practice. SCOPING REVIEW REGISTRATION: Protocols.io (doi: 10.17504/protocols.io.e6nvw57y7vmk/v1).

Refugee visa insecurity disrupts the brain's default mode network.

BACKGROUND: Research has largely focused on the psychological consequences of refugee trauma exposure, but refugees living with visa insecurity face an uncertain future that also adversely affects psychological functioning and self-determination. OBJECTIVE: This study aimed to examine how refugee visa insecurity affects the functional brain. METHOD: We measured resting state brain activity via fMRI in 47 refugees with insecure visas (i.e. temporary visa status) and 52 refugees with secure visas (i.e. permanent visa status) residing in Australia, matched on key demographic, trauma exposure and psychopathology. Data analysis comprised independent components analysis to identify active networks and dynamic functional causal modelling tested visa security group differences in network connectivity. RESULTS: We found that visa insecurity specifically affected sub-systems within the default mode network (DMN) - an intrinsic network subserving self-referential processes and mental simulations about the future. The insecure visa group showed less spectral power in the low frequency band in the anterior ventromedial DMN, and reduced activity in the posterior frontal DMN, compared to the secure visa group. Using functional dynamic causal modelling, we observed positive coupling between the anterior and posterior midline DMN hubs in the secure visa group, while the insecure visa group displayed negative coupling that correlated with self-reported fear of future deportation. CONCLUSIONS: Living with visa-related uncertainty appears to undermine synchrony between anterior-posterior midline components of the DMN responsible for governing the construction of the self and making mental representations of the future. This could represent a neural signature of refugee visa insecurity, which is marked by a perception of living in limbo and a truncated sense of the future.

Refugee visa insecurity disrupts default mode network (DMN) connectivity ­ a core network that supports the internal construction of the self.Refugees living with insecure visa status showed decreased connectivity in the DMN and more negative coupling between midline anterior­posterior hubs of the DMN, compared to refugees living with secure visas.Diminished DMN connectivity may represent a neural basis for the psychological effects of refugee visa insecurity, which is associated with prolonged uncertainty regarding the future self and increased risk for psychological distress.

Different kinds of simulation during literary reading: Insights from a combined fMRI and eye-tracking study.

Mental simulation is an important aspect of narrative reading. In a previous study, we found that gaze durations are differentially impacted by different kinds of mental simulation. Motor simulation, perceptual simulation, and mentalizing as elicited by literary short stories influenced eye movements in distinguishable ways (Mak & Willems, 2019). In the current study, we investigated the existence of a common neural locus for these different kinds of simulation. We additionally investigated whether individual differences during reading, as indexed by the eye movements, are reflected in domain-specific activations in the brain. We found a variety of brain areas activated by simulation-eliciting content, both modality-specific brain areas and a general simulation area. Individual variation in percent signal change in activated areas was related to measures of story appreciation as well as personal characteristics (i.e., transportability, perspective taking). Taken together, these findings suggest that mental simulation is supported by both domain-specific processes grounded in previous experiences, and by the neural mechanisms that underlie higher-order language processing (e.g., situation model building, event indexing, integration).

Motor imagery training to improve language processing: What are the arguments?

Studies showed that motor expertise was found to induce improvement in language processing. Grounded and situated approaches attributed this effect to an underlying automatic simulation of the motor experience elicited by action words, similar to motor imagery (MI), and suggest shared representations of action conceptualization. Interestingly, recent results also suggest that the mental simulation of action by MI training induces motor-system modifications and improves motor performance. Consequently, we hypothesize that, since MI training can induce motor-system modifications, it could be used to reinforce the functional connections between motor and language system, and could thus lead to improved language performance. Here, we explore these potential interactions by reviewing recent fundamental and clinical literature in the action-language and MI domains. We suggested that exploiting the link between action language and MI could open new avenues for complementary language improvement programs. We summarize the current literature to evaluate the rationale behind this novel training and to explore the mechanisms underlying MI and its impact on language performance.

Neurocognitive Model of Schema-Congruent and -Incongruent Learning in Clinical Disorders: Application to Social Anxiety and Beyond.

Negative schemas lie at the core of many common and debilitating mental disorders. Thus, intervention scientists and clinicians have long recognized the importance of designing effective interventions that target schema change. Here, we suggest that the optimal development and administration of such interventions can benefit from a framework outlining how schema change occurs in the brain. Guided by basic neuroscientific findings, we provide a memory-based neurocognitive framework for conceptualizing how schemas emerge and change over time and how they can be modified during psychological treatment of clinical disorders. We highlight the critical roles of the hippocampus, ventromedial prefrontal cortex, amygdala, and posterior neocortex in directing schema-congruent and -incongruent learning (SCIL) in the interactive neural network that comprises the autobiographical memory system. We then use this framework, which we call the SCIL model, to derive new insights about the optimal design features of clinical interventions that aim to strengthen or weaken schema-based knowledge through the core processes of episodic mental simulation and prediction error. Finally, we examine clinical applications of the SCIL model to schema-change interventions in psychotherapy and provide cognitive-behavior therapy for social anxiety disorder as an illustrative example.

The effectiveness of online Visually Enhanced Mental Simulation in developing casualty triage and management skills of paramedic program students: A quasi-experimental research study.

BACKGROUND: Paramedics who perform patient triaging in case of a mass casualty incident generally receive triage training during their undergraduate educational program. Triage training can be facilitated using various simulation modalities together with theoretical training. OBJECTIVES: The aim of this study is to determine the effectiveness of online scenario-based Visually Enhanced Mental Simulation (VEMS) on developing the casualty triage and management skills of paramedic students. DESIGN: The study was conducted using a single-group pre-test/post-test quasi-experimental design. SETTINGS AND PARTICIPANTS: The study was carried out in October 2020 with 20 volunteer students studying in the First and Emergency Aid program of a university in Turkey. METHODS: After the online theoretical crime scene management and triage course, students completed a demographic questionnaire and a pre-VEMS assessment. They then took part in the online VEMS training and eventually completed the post-VEMS assessment. At the end of the session, they filed an online survey concerning VEMS. RESULTS: There is a statistically significant increase in the scores obtained by the students between the pre- and post-educational intervention assessment (p < 0.05). The majority of the students gave positive feedback concerning VEMS as an educational approach. CONCLUSION: The results show that online VEMS is effective in helping paramedic students acquire casualty triage and management skills and that students thought it was an effective educational approach.

From tablet to table: How augmented reality influences food desirability.

Augmented reality (AR) technology has generated enormous industry investment and buzz, with the food and beverage sector quickly embracing this technology in an effort to enhance the customer experience. However, academic research has only just begun to empirically explore how and why this technology might influence consumer judgements and behaviors in such contexts. Across two field studies involving consequential behavior and two controlled laboratory studies, we find that AR's unique ability to visually superimpose objects onto a real-time environment increases consumers' ability to mentally simulate consuming a pictured food, which in turn increases their desire and purchase likelihood of the food item. Further, we find the increased mental simulation produced by AR is itself preceded and driven by an increased sense of personal relevance of the food items. Supplementary Information: The online version contains supplementary material available at 10.1007/s11747-022-00919-x.

Representing linguistic communicative functions in the premotor cortex.

Linguistic communication is often regarded as an action that serves a function to convey the speaker's goal to the addressee. Here, with an functional magnetic resonance imaging (fMRI) study and a lesion study, we demonstrated that communicative functions are represented in the human premotor cortex. Participants read scripts involving 2 interlocutors. Each script contained a critical sentence said by the speaker with a communicative function of either making a Promise, a Request, or a Reply to the addressee's query. With various preceding contexts, the critical sentences were supposed to induce neural activities associated with communicative functions rather than specific actions literally described by these sentences. The fMRI results showed that the premotor cortex contained more information, as revealed by multivariate analyses, on communicative functions and relevant interlocutors' attitudes than the perisylvian language regions. The lesion study results showed that, relative to healthy controls, the understanding of communicative functions was impaired in patients with lesions in the premotor cortex, whereas no reliable difference was observed between the healthy controls and patients with lesions in other brain regions. These findings convergently suggest the crucial role of the premotor cortex in representing the functions of linguistic communications, supporting that linguistic communication can be seen as an action.

The implicit effect of action mental simulation on action evaluation.

The main assumption underlying the present investigation is that action observation elicits a mandatory mental simulation representing the action forward in time. In Experiment 1, participants observed pairs of photos portraying the initial and the final still frames of an action video; then they observed a photo depicting the very same action but either forward or backward in time. Their task was to tell whether the action in the photo portrayed something happened before or after the action seen at encoding. In this explicit task, the evaluation was faster for forward photos than for backward photos. Crucially, the effect was replicated when instructions asked only to evaluate at test whether the photo depicted a scene congruent with the action seen at encoding (implicit task from two still frames, Experiment 2), and when at encoding, they were presented a single still frame and evaluated at test whether a photo depicted a scene congruent with the action seen at encoding (implicit task from single still frame; Experiment 3). Overall, the results speak in favour of a mandatory mechanism through which our brain simulates the action also in tasks that do not explicitly require action simulation.

Mechanisms underlying superior memory of skilled climbers in indoor bouldering.

INTRODUCTION: Bouldering is an Olympic climbing discipline that encompasses short climbing sequences, referred to as boulders, set up on low-height bouldering walls. Memory plays a critical role in bouldering, as it allows climbers to develop climbing strategies, to mentally rehearse climbing movements, and to recall climbing holds of boulders. This study extends previous research on memory in climbing and bouldering with the purpose to elucidate potential mechanisms underlying superior memory abilities of skilled climbers. METHODS: Sixty climbers with intermediate (n = 20), advanced (n = 20), or elite (n = 20) skill levels were tasked to memorise the climbing holds and movements of a boulder, set up on a spray wall and demonstrated by a bouldering expert. RESULTS: Findings revealed a positive relation between the participants' bouldering skills and sport-specific movement knowledge and both, the number of climbing holds and movements they were able to memorise following a two-minute rehearsal period. CONCLUSION: Consistent with previous research, bouldering expertise is positively associated with the ability to memorise domain-specific information. Superior memory abilities among skilled climbers appear to be associated with climbing-specific movement knowledge, coupled with better mental visualisation and increased attentional focus towards functional aspects of boulders.