Imagination

Galileo once said that one cannot understand the universe without comprehending its language: mathematics. Unfortunately, most individuals will approach physical sciences with dread, due in part to the difficulty with speaking the language of the universe, and for this reason may fail to perceive its breathtaking beauty. When we look deeper than the letter of reason, we encounter a flow of imagination that appears to be integral to the cosmos. The Enlightenment of the 18th century was an Age of Reason that deeply shaped our modern society. By following the movement of ideas from classical physics to quantum mechanics, passing by chaos theory and Einstein’s special and general relativity, it is argued that a new Enlightenment might be in sight, an Age of Imagination, wherein the creatures that we are will consciously re-enter the flow of imagination. This exploration concerns classical physics and its repression of imagination; the difficult emergence of deterministic chaos is viewed as a return of what was left behind, so to speak: the shadow of reason.

Arts-based Education in Outdoor Learning is a compendium of artistic endeavour created for the purposes of learning. The contents stem mainly from teaching BA undergraduate Outdoor students at the University of Central Lancashire in Preston, UK, showcased here to promote critical discussion on Outdoor issues and foster pedagogical progress wherever that may be found. This introduction outlines the structure of the book, which also illuminates the plan of teaching that has brought about such a vibrant collection of chapters. The ethos of my educational mission has been for students to become philosophical about things, ‘having ideas’ with a view to making a comment about some state of affairs in the Outdoors. With a nugget of an idea latched on to, fuelled with some passion, the next step was to transform that idea into some physical presence through an artistic medium; shape it. Thereafter, the academic task was to polish and present the artwork with a supporting chapter, in order to communicate their idea to the world; share it. The creation of art in this context was always a means to an educational end, the artworks being an impressive by-product from this experience – but now the artworks are leading the show, representing the style of education we enjoyed. It seems worth mentioning at the outset, that all the Outdoor students I have taught are not artists, they are climbers, canoeists and mountaineers. They never came to university to do or study art and nor did I teach them as such. If I have done anything, it was to free up the possibility of thinking slightly differently about topics they chose, and then equip them with some basic artistic tools to play with those ideas. As a result, I discovered a huge increase in student confidence and a palpable increase in enjoyment of learning, as much for me as their teacher as for them. In effect, what I did was invite into my classroom a raft of untapped talent in thinking and learning that suddenly had a place in their university degrees. Students were writing home asking parents to dig out their pencils and painting sets that they had at school, as there was now an urgent need to express an idea in a creative way. On this point, and towards a student-centred introduction to this book, I invite the reader to turn to the last chapter (chpt 40) Student Voices: living and learning through art and the outdoors which provides a sense of the endeavour, commitment and learning experiences from a selection of student authors in this volume.

Arts-based Education in Outdoor Learning is a compendium of artistic endeavour created for the purposes of learning. The contents stem mainly from teaching BA undergraduate Outdoor students at the University of Central Lancashire in Preston, UK, showcased here to promote critical discussion on Outdoor issues and foster pedagogical progress wherever that may be found. This introduction outlines the structure of the book, which also illuminates the plan of teaching that has brought about such a vibrant collection of chapters. The ethos of my educational mission has been for students to become philosophical about things, ‘having ideas’ with a view to making a comment about some state of affairs in the Outdoors. With a nugget of an idea latched on to, fuelled with some passion, the next step was to transform that idea into some physical presence through an artistic medium; shape it. Thereafter, the academic task was to polish and present the artwork with a supporting chapter, in order to communicate their idea to the world; share it. The creation of art in this context was always a means to an educational end, the artworks being an impressive by-product from this experience – but now the artworks are leading the show, representing the style of education we enjoyed. It seems worth mentioning at the outset, that all the Outdoor students I have taught are not artists, they are climbers, canoeists and mountaineers. They never came to university to do or study art and nor did I teach them as such. If I have done anything, it was to free up the possibility of thinking slightly differently about topics they chose, and then equip them with some basic artistic tools to play with those ideas. As a result, I discovered a huge increase in student confidence and a palpable increase in enjoyment of learning, as much for me as their teacher as for them. In effect, what I did was invite into my classroom a raft of untapped talent in thinking and learning that suddenly had a place in their university degrees.

The opposition between the naked and the clothed body is one of the most productive elements of cultural history and is often associated with the dichotomy between nature and culture. According to tradition, nudity stimulates the imagination and is the imaginary origin of art. The article examines this narrative in Ovid’s Metamorphoses and in the eighteenth century in Rousseau, the Encyclopédie, and Winckelmann, in order to show its poetic productivity, but also its colonial entanglements.

We live in a globalized world in which a person in Burkina Faso can identify with Star Wars heroes, and in which a New York trader drinks the same Starbucks coffee as his Taiwanese counterpart. How are individuals socialized in Rome, Bombay, and Tokyo? To answer this question, a unique investigation has been carried out using two scales of analysis usually tackled separately by global studies: the scale of the cosmopolitan world and its global narratives, imaginaries, iconographies; as well as the scale of everyday life and socialization to otherness. This two-fold perspective constitutes the innovative approach of this volume that endeavors to address an operationalization of the cosmopolitan perspective and reacts to current debates and new research findings.
This book was first published in 2016 as Pluriel et commun. Sociologie d’un monde cosmopolite by Les Presses de Sciences Po.
Vincenzo Cicchelli is Associate Professor of Sociology at Université Paris Descartes and Research Fellow at GEMASS, Université Paris Sorbonne/CNRS. At Brill, he is the co-editorin-chief of Youth and Globalization (with Sylvie Octobre), the series co-editor of Youth in a Globalizing World (with Sylvie Octobre), and the series co-editor of Doing Global Studies (with Stéphane Dufoix). He has published (with Sylvie Octobre) Aesthetico-Cultural Cosmopolitanism and French Youth. The Taste of the World (Palgrave, 2018).

“Vincenzo Cicchelli has written a new and much needed book. He explores people’s experiences of a shared and plural world, and the tangible, ordinary mechanisms of global society that are shaping the cultural imaginaries and the lives of individuals today. Plural and Shared is a major contribution to understanding the cultural shifts of our time and how cosmopolitanism may be understood in this context.”
– David Held, Professor of Sociology, Durham University

“Timely and important, […] a well-written and meticulously researched monograph that stands as a major contribution to the growing body of literature on cosmopolitanism. It is a ‘must read’ for anyone wanting to understand the historic and modern forces shaping our increasingly globalizing and cosmopolitan world.”
– Elijah Anderson, Professor of Sociology, Yale University

“Cicchelli has written a thought-provoking book about an important and timely topic: how can we come to terms with the cosmopolitan world, which we share but which is inherently plural, composed of different cultures and outlooks on life? To address that conundrum, the book lays foundations for a cosmopolitan sociology and shows how it can be applied to examining the cultural, subjective and experiential dimensions of global society. It is a must read for all interested in global studies and cosmopolitanism.”
– Pertti Alasuutari, Professor of Sociology, University of Tampere

Autism Diagnostic Observation Schedule (ADOS) Modules 1-3 item and domain total distributions were reviewed for 1,630 assessments of children aged 14 months to 16 years with an autism spectrum disorder (ASD) or with heterogeneous nonspectrum disorders. Children were divided by language level and age to yield more homogeneous cells. Items were chosen that best differentiated between diagnoses and were arranged into domains on the basis of multifactor item-response analysis. Reflecting recent research, the revised algorithm now consists of two new domains, Social Affect and Restricted, Repetitive Behaviors (RRB), combined to one score to which thresholds are applied, resulting in generally improved predictive value.

The mystical technique of imagery, i.e. visualizing an imaginary picture, found already in the earliest stages of Kabbalah, reached its peak in the teachings of R. Kalonymous Kalman Shapira, the Rebbe of Piazecna (1889-1943). Academic interest in exploring mystical phenomena solely within their historical, social and political contexts has increased in recent years. This article challenges the exclusive quest for historicization in the study of Jewish mysticism, using R. Shapira's remarkable mystical-imagery techniques as a case study. Through employing the concepts of “empowerment” and “intensification” as a lens for the study of mysticism in world religions, this article argues that R. Shapira used imagery techniques as a method for empowerment in ritual, both nomian and anomian, in order to transform normative religious acts into mystical experiences. These imagery exercises are not simply one technique among many. Nor do they just function as an alternative to the experiences made possible by secularism in the early twentieth century, as have been claimed in studies based on historical readings of his works. Historical research that negates a phenomenological perspective impedes the scholar from observing a variety of important insights. R. Shapira used imagery techniques as a powerful tool for intensifying all religious practices, transforming ordinary rituals into encounters with the Divine.

Art and Pornography presents a series of essays
which investigate the artistic status and aesthetic
dimension of pornographic pictures, films, and
literature, and explores the distinction, if there is
any, between pornography and erotic art. Is there
any overlap between art and pornography, or are
the two mutually exclusive? If they are, why is
that? If they are not, how might we characterize
pornographic art or artistic pornography, and how
might pornographic art be distinguished, if at all,
from erotic art? Can there be aesthetic experience of
pornography? What are some of the psychological,
social, and political consequences of the creation and
appreciation of erotic art or artistic pornography?
Leading scholars from around the world address these
questions, and more, and bring together different
aesthetic perspectives and approaches to this widely
consumed, increasingly visible, yet aesthetically
underexplored cultural domain. The book, the first
of its kind in philosophical aesthetics, will contribute
to a more accurate and subtle understanding of the
many representations that incorporate explicit sexual
imagery and themes, in both high art and demotic
culture, in Western and non-Western contexts. It is
sure to stir debate, and healthy controversy.

Critical Race Theory (CRT) revolutionized how we investigate race in education. Centralizing counterstories from people of color becomes essential for decentralizing white normative discourse-a process we refer to as realities within the Black imagination. Yet, few studies examine how whites respond to centering the Black imagination, especially since their white imagination goes unrecognized. We propose utilizing Critical Whiteness Studies (CWS) to support CRT to aid in deconstructing the dimensions of white imaginations. Our findings describe how the white imagination operates inside the minds of white teacher candidates, namely through their (a) emotional disinvestment, (b) lack of critical understanding of race, (c) resurgence of white guilt, and (d) recycling of hegemonic whiteness, all of which negatively impact their role in anti-racist teaching in urban schools.

While online, some people self-disclose or act out more frequently or intensely than they would in person. This article explores six factors that interact with each other in creating this online disinhibition effect: dissociative anonymity, invisibility, asynchronicity, solipsistic introjection, dissociative imagination, and minimization of authority. Personality variables also will influence the extent of this disinhibition. Rather than thinking of disinhibition as the revealing of an underlying "true self," we can conceptualize it as a shift to a constellation within self-structure, involving clusters of affect and cognition that differ from the in-person constellation.

This article traces the radical devaluation of the phantasm throughout Western civilization. With the help of Nietzsche's critical perspective, I develop a notion of hystery as the series of collective traumas repeated in each individual's growth, whereby the phantasm changes value from psychosomatic interface, to evil incarnate, to disease of learning. Beginning with the Classical episteme represented by Plato, Aristotle, and the Stoics, then moving up through the Christian era, I focus primarily on Enlightenment thinkers such as Hobbes and Bacon, who represent the last nail in the imagination's coffin. The next section examines Nietzsche's rediscovery of the phantasm and the theoretical contributions of post-structuralism that follow in Nietzsche's wake. Juxtaposing Bataille and Deleuze, I look at Deleuze's early enthusiasm and ultimate betrayal of the phantasm, and I posit Bataille's emphasis on the affective force of the mythological phantasm as an insurrection to reclaim our experience and life along with it. The article ends with speculation, offering Bruno's art of memory as an ontic and epistemic alternative to dominant Western hystery, other pasts opening to other possible futures, an ungrounding that paradoxically leads to a restoration of the human house in a re-enchanted cosmos.

This paper explores the topic of "ends" in John Dewey's educational theories. It deals with the shift from "capacity" to "potentiality" in Dewey 1 conception of the learner, revealing that Dewey became aware flaws in his "Democracy and Education" and sought to correct them. One of the motivations behind much of his later work was developing a more adequate understanding of the relationship of individual powers and educational ends. Dewey's shift to the conception of "ideal ends" was addressed in his metaphysical exploration of the topic of ends, the shift from the notion of capacity to the notion of potentiality, and the development of a theory of imagination and philosophical vision which increases the importz.nce of art in practical affairs. Interpretation of Dewey's later works leads to the conclusions that each individual has a multitude of potentialities which become operational only when opportunities are available for exposure to specific features of the environment, that each individual has the obligation of imagining the ideal ends which are pertinent to both personal and environmental conditions, and that the schools' challenge is to help youngsters increase their ability to imagine pertinent ideal ends. (Contains 11 references.) (JDD) *

Rationality has since long been one of the central been issues in the discourse of management. Among the classics voices propagating a reductionist rationalism dominated and there are still many contexts where such a view is taken for granted. On the other hand, critics since the times of classics have been arguing for a less linear approach to management and management thinking. However, little attention has been paid to some of the di erent dimensions of management rationality, such as imagination. is paper sets out to address this gap in knowledge through presenting a narrative study focused on a literary character well known for his rationality, Sherlock Holmes, and revealing that this, to many, very epitome of rationality is actually an example of an extended type of rationality, including imagination. Following the ctional protagonist of our study, we consider some aspects of its relevance for management thought and practice.

Across spoken languages, properties of wordforms (e.g. the sounds in the word hammer) do not generally evoke mental images associated to meanings. However, across signed languages, many signforms readily evoke mental images (e.g. the sign HAMMER resembles the motion involved in hammering). Here we assess the relationship between language and imagery, comparing the performance of English speakers and British sign language (BSL) signers in meaning similarity judgement tasks. In experiment 1, we found that BSL signers used these imagistic properties in making meaning similarity judgements, in contrast with English speakers. In experiment 2, we found that English speakers behaved more like BSL signers when asked to develop mental images for the words before performing the same task. These findings show that language differences can bias users to attend more to those aspects of the world encoded in their language than to those that are not; and that language modality (spoken versus signed) can affect the degree to which imagery is involved in language.

Subjects watched either an emotional, neutral, or unusual sequence of slides containing 1 critical slide in the middle. Experiments 1 and 2 allowed only a single eye fixation on the critical slide by presenting it for 180 ms (Experiment 1) or 150 ms (Experiment 2). Despite this constraint, memory for a central detail was better for the emotional condition. In Experiment 3, subjects were allowed 2.70 s to view the critical slide while their eye movements were monitored. When subjects who had devoted the same number of fixations were compared, memory for the central detail of the emotional slide was again better. The results suggest that enhanced memory for detail information of an emotional event does not occur solely because more attention is devoted to the emotional information.

Although clinical theories suggest that people with Borderline Personality Disorder (BPD) experience a confused sense of self, little empirical research has directly examined the self in BPD (Heard & Linehan, 1993; Westen & Cohen, 1993). In this study, 43 female participants, 15 with BPD and 28 without BPD, completed the closed-ended version of Markus and Wurf's (1987) Possible Selves Questionnaire (PSQ). Participants with BPD were less likely than controls to endorse positive possible selves as current, but more likely to endorse negative possible selves as current, probable, desired, and important. Participants with BPD linked negative and positive selves to their desired selves, which is consistent with the unstable sense of self characteristic of BPD.

Children and adults identified or discriminated the version (normal or backwards) of letters presented in 10 different orientations between o and 180 degrees. Reaction time to discriminate version increased linearly with orientation for both children and adults, but reaction time to identify was not strongly influenced by orientation for either children or adults. This suggests that both children and adults mentally rotate a representation of the letter to discriminate version, but that neither children nor adults rotate letters to identify them.

This paper unites current philosophical thinking on imagination with a burgeoning debate in the philosophy of memory over whether episodic remembering is simply a kind of imagining. So far, this debate has been hampered by a lack of clarity in the notion of 'imagining' at issue. Several options are considered and constructive imagining is identified as the relevant kind. Next, a functionalist account of episodic memory is defended as a means to establishing two key points: first, one need not defend a factive (or "causalist") view of remembering in order to hold that causal connections to past experiences are essential to how rememberings are typed; and, second, current theories that equate remembering with imagining are in fact consistent with a functionalist theory that includes causal connections in its account of what it is to remember. This suggests that remembering is not a kind of imagining and clarifies what it would take to establish the contrary.

Multiple studies report relationships between circulating androgens and performance on sexually differentiated spatial cognitive tasks in human adults, yet other studies find no such relationships. Relatively small sample sizes are a likely source of some of these discrepancies. The present study thus tests for activational effects of testosterone (T) using a within-participants design by examining relationships between diurnal fluctuations in salivary T and performance on a male-biased spatial cognitive task (Mental Rotation Task) in the largest sample yet collected: 160 women and 177 men. T concentrations were unrelated to within-sex variation in mental rotation performance in both sexes. Further, between-session learning-related changes in performance were unrelated to T levels, and circadian changes in T were unrelated to changes in spatial performance in either sex. These results suggest that circulating T does not contribute substantially to sex differences in spatial ability in young men and women. By elimination, the contribution of androgens to sex differences in human performance on these tasks may be limited to earlier, organizational periods.

Social communication requires shared representations as well as a cognitive¯exibility for successful interactions between self and other. What neural mechanisms underlie the ability to distinguish between our own perspective vs. the perspective of others at a conceptual level? In this PET study subjects who were medical students were asked according to the experimental conditions to respond to a list of health-related questions, taking either their own perspective or the perspective of a`lay person'. Third-person perspective as compared to ®rst-person perspective was associated with activation in the medial part of the superior frontal gyrus, in the left superior temporal sulcus, in the left temporal pole and in the right inferior parietal lobe. The reverse comparison revealed a speci®c activation in the postcentral gyrus for the ®rst-person conceptual perspective. This study provides congruent results at the conceptual level with previous studies investigating the neural correlates of self/other distinction at the motor level, and opens a new area of research in which conceptual cognition can be viewed in the continuity of motor cognition.

This paper aims to study the imagination of Tehran through 1340s and 1350s Iranian cinema and the main question is that what kind of representation on city was fueled by cinema. This study was conducted based on analysis of four impressive films in these two decades. Two of them are popular movies (Ganje Gharoon and Khater Khah) and the two other (Khesht-o Ayeni and Ragbar) are related to avantgarde cinema. Although they are different in presenting the city in some aspects, the results reveal that both approaches emphasise on the negative aspects of the city and expose latent contradictions in the extreme way.

The prediction of our actions and their interaction with the external environment is critical for sensorimotor adaptation. For instance, during prism exposure, which deviates laterally our visual field, we progressively correct movement errors by combining sensory feedback with forward model sensory predictions. However, very often we project our actions to the external environment without physically interacting with it (e.g., mental actions). An intriguing question is whether adaptation will occur if we imagine, instead of executing, an arm movement while wearing prisms. Here, we investigated prism adaptation during mental actions. In the first experiment, participants (n ¼ 54) performed arm pointing movements before and after exposure to the optical device. They were equally divided into six groups according to prism exposure:

The relationship between cognitive functioning and play behaviors of children residing in an orphanage was examined. Twenty-six young children (15 boys) between 10 and 38 months of age participated. More developmentally competent play behaviors were highly related to better performance on cognitive functioning as measured by the Bayley Scales of Infant Development (r = .78, p ≤ .01). The participants' play behaviors were less competent compared to previous data for children of the same chronological age living at home on four out of five levels of symbolic play (p ≤ .05). However, when compared to data for children living at home with similar cognitive development, the participants demonstrated no significant differences in symbolic play (p ≥.05). The findings suggest that the relationship between thinking and playing is robust, even in an institutional environment. Additionally, practitioners assessing children from institutions who cannot engage in standardized testing may consider observing play behaviors to make an initial estimate of developmental status.

According to David Hume the imagination is a mental faculty that forms, unites and separates ideas. This creative character puts it in a position to play a major role not only in fiction — once it’s due to the imagination that we conceive fantastic creatures like dragons and winged horses —, but also in the natural sciences — once it’s due to the imagination that we suppose that the course of nature remains the same through time. My objectives in this paper are to introduce the vocabulary that Hume elaborated in the Treatise of Human Nature and argue that the imagination operates by irregular and regular principles, culminating in the generation of beliefs that have a negative and positive epistemic status, respectively.

Social justice connects to trends in organizational communication scholarship in important ways. Some organizational communication traditions engage, explicitly and implicitly, social justice concepts, such as fairness, equity, freedom, structure, and poverty. Drawing on these rich traditions, even more opportunities exist for conducting organizational communication scholarship that promotes justice. This essay articulates how the theory–practice conversation can be forwarded to enable social justice-oriented scholarship. Ultimately, communication scholarship can do more justice if it is understood as contributing to the " communicative imaginary " as opposed to only developing theory. The communicative imaginary is the splendid array of social possibilities that humans use to create and recreate ways of living together and sharing in one another's lives. As explained in this essay, heroism, tragedy, comedy, and beauty are four frames within the communicative imaginary that enable the pursuit of justice. The essay concludes with a reflection on how the social justice concept of " solidarity " can configure scholars' lives in meaningful and just ways.

Brain activity during observation and imagery of gait was investigated. Sixteen subjects were scanned with a 3-Tesla MRI scanner while viewing six types of video clips: observation of gait movement (GO) from the third-person perspective, observation of stepping movement, observation of standing posture, "virtual walking" (VW) that was observation of visual scenes mimicking the visual afferent during walking, and the scrambled version of the GO and VW stimuli. In the VW condition, moving scenes provided a virtual visual environment in which subjects easily imagined as if they were actually walking from the first-person perspective. A behavioral experiment revealed a correlation of cadence during actual walking with that during imaginary walking under the influence of the VW stimuli, indicating that a gait planning mechanism was shared by actual walking and gait imagery. The VW condition activated the dorsal premotor cortex (PMd), supplementary motor area/cingulate motor area (SMA/CMA), parahippocampal gyrus, and subcortical nuclei. The GO stimuli yielded activation of the SMA, PMd, inferior frontal gyrus, and inferior parietal lobule. Moreover, the conjunction null test of GO and VW revealed common activity in the SMA/CMA and PMd, which were reportedly active during actual gait movement, in addition to visual areas. Detailed analyses of activity during stepping or standing observation supported the specificity of the SMA and PMd to GO. These findings suggest that motor planning centers of gait, including the SMA and PMd, are activated during both imagination (first-person perspective) and observation (third-person perspective) of gait behaviors.

Parmi les sept péchés capitaux au Moyen Âge, l’acédie est considérée
traditionnellement comme l’ancêtre de la paresse, de la mélancolie ou de la dépression. Elle se signale par un manque de ferveur qui plonge le religieux dans un état spirituel de tristesse et de torpeur. La théologie morale du Moyen Âge a dressé un tableau clinique de l’acédie, sans toujours détailler les moyens concrets de lutter contre cette pathologie spirituelle. Le texte édité et présenté ici – l’Inflammatorium poenitentiæ – constitue à cet égard une notable exception. Cet exercice spirituel enrôle l’imagination pour concevoir un monde parfait, rutilant et plaisant propre à enflammer un désir vacillant de paradis. Comment situer cet usage spirituel de la fiction au sein de traditions théologiques et littéraires qui le rendent plus intelligibles ?

The functional role of human premotor and primary motor cortex during mental rotation has been studied using functional MRI at 3 T. Fourteen young, male subjects performed a mental rotation task in which they had to decide whether two visually presented cubes could be identical. Exploratory Fuzzy Cluster Analysis was applied to identify brain regions with stimulus-related time courses. This revealed one dominant cluster which included the parietal cortex, premotor cortex, and dorsolateral prefrontal cortex that showed signal enhancement during the whole stimulus presentation period, reflecting cognitive processing. A second cluster, encompassing the contralateral primary motor cortex, showed activation exclusively after the button press response. This clear separation was possible in 3 subjects only, however. Based on these exploratory results, the hypothesis that primary motor cortex activity was related to button pressing only was tested using a parametric approach via a random-effects group analysis over all 14 subjects in SPM99. The results confirmed that the stimulus response via button pressing causes activation in the primary motor cortex and supplementary motor area while parietal cortex and mesial regions rostral to the supplementary motor area are recruited for the actual mental rotation process.

Neuroimaging studies have suggested that the auditory cortex is involved in music processing as well as in auditory imagery. We hypothesized that music training may be associated with improved auditory imagery ability. In this study, performance of musically trained and musically naive subjects was compared on: (1) a musical mental imagery task (in which subjects had to mentally compare pitches of notes corresponding to lyrics taken from familiar songs); (2) a non-musical auditory imagery task (in which subjects had to mentally compare the acoustic characteristics of everyday sounds); and (3) a comparable measure of visual imagery (in which subjects had to mentally compare visual forms of objects). The musically trained group did not only perform better on the musical imagery task, but also outperformed musically naive subjects on the non-musical auditory imagery task. In contrast, the two groups did not differ on the visual imagery task. This finding is discussed in relation to theoretical proposals about music processing and brain activity.

Much controversy remains regarding the ability of children with autism to engage in spontaneous play. In this study children with autism, Down syndrome and typical development with verbal mental ages of approximately 2 years were assessed for play abilities at three data points. Even in this group of children with autism, who had relatively low verbal mental ages, symbolic play skills were not totally absent. However, it was possible to distinguish their pattern of play behaviors from the other two groups. Consequentially, it is argued that there are unusual features in early spontaneous play in children with autism and these atypical patterns are not restricted to their difficulties in the production of symbolic play. Such differences in early spontaneous play raise interesting questions about the etiology of autism, the direction of future research, and the theoretical models that can account for the condition.

“This is an extremely bold attempt to investigate the cultural history of imagination in a European context and to analyse the cultural enactment of imagination in dramatic texts as potential performance. As a concept imagination is more often assumed than actually investigated or historicised, both which  this study very definitely does.” (Christopher Balme, Chair of Theatre Studies at LMU Munich, Germany)

This book is the first comprehensive analysis of the fascinating and strikingly diverse history of imagination in the context of theatre and drama. Key questions that the book explores are: How do spectators engage with the drama in performance, and how does the historical context influence the dramaturgy of imagination? In addition to offering a study of the cultural history and theory of imagination in a European context including its philosophical, physiological, cultural and political implications, the book examines the cultural enactment of imagination in the drama text and offers practical strategies for analyzing the aesthetic practice of imagination in drama texts. It covers the early modern to the late modernist period and includes three in-depth case studies: William Shakespeare’s Macbeth (c.1606); Henrik Ibsen’s A Doll’s House (1879); and Eugène Ionesco’s The Killer (1957).

A prevailing neurobiological theory of semantic memory proposes that part of our knowledge about concrete, highly imageable concepts is stored in the form of sensory -motor representations. While this theory predicts differential activation of the semantic system by concrete and abstract words, previous functional imaging studies employing this contrast have provided relatively little supporting evidence. We acquired event-related functional magnetic resonance imaging (fMRI) data while participants performed a semantic similarity judgment task on a large number of concrete and abstract noun triads. Task difficulty was manipulated by varying the degree to which the words in the triad were similar in meaning. Concrete nouns, relative to abstract nouns, produced greater activation in a bilateral network of multimodal and heteromodal association areas, including ventral and medial temporal, posterior -inferior parietal, dorsal prefrontal, and posterior cingulate cortex. In contrast, abstract nouns produced greater activation almost exclusively in the left hemisphere in superior temporal and inferior frontal cortex. Increasing task difficulty modulated activation mainly in attention, working memory, and response monitoring systems, with almost no effect on areas that were modulated by imageability. These data provide critical support for the hypothesis that concrete, imageable concepts activate perceptually based representations not available to abstract concepts. In contrast, processing abstract concepts makes greater demands on left perisylvian phonological and lexical retrieval systems. The findings are compatible with dual coding theory and less consistent with single-code models of conceptual representation. The lack of overlap between imageability and task difficulty effects suggests that once the neural representation of a concept is activated, further maintenance and manipulation of that information in working memory does not further increase neural activation in the conceptual store. D

Dual tasks and their associated delays have often been used to examine the boundaries of processing in the brain. We used the dual-task procedure and recorded event-related potentials (ERPs) to investigate how mental rotation of a first stimulus (S1) influences the shifting of visual-spatial attention to a second stimulus (S2). Visual-spatial attention was monitored by using the N2pc component of the ERP. In addition, we examined the sustained posterior contralateral negativity (SPCN) believed to index the retention of information in visual short-term memory. We found modulations of both the N2pc and the SPCN, suggesting that engaging mechanisms of mental rotation impairs the deployment of visual-spatial attention and delays the passage of a representation of S2 into visual short-term memory. Both results suggest interactions between mental rotation and visual-spatial attention in capacity-limited processing mechanisms indicating that response selection is not pivotal in dual-task delays and all three processes are likely to share a common resource like executive control.

In this paper I argue that an important task of career-long teacher education is the encouragement of imagination and creativity in experienced teachers. The task implies a reversal of the managerialism that currently afflicts so many European education systems. I begin by giving an analysis of pedagogical relationships to expose some of the reasons that teaching is an extraordinarily complex activity, which it is difficult to do well. Indeed it is so complex that it is not something that can be learnt in advance of experience. Therefore early-career teachers need to develop their skills before they can become fully competent. However experience is not enough on its own. To become excellent – that is, more than proficient – requires a career-long commitment to self-cultivation as teachers. Part of the reason that the commitment needs to be career-long is that teaching contexts are in a continual state of change, and teachers need to adapt through a process of self-cultivation. I suggest that there are two broad approaches to career-long teacher education: (1) closed, standardised, benchmarked and (2) open, imaginative, creative. While the first can be encouraged in the usual managerial ways, the second cannot. Openness to change and adaptation requires teachers to carry out a daunting, exciting, risky re-evaluation of themselves and their pedagogical relationships. I draw on examples to illustrate what might be included in imaginative and creative self-cultivation. Many of these use creative and imaginative forms of practitioner research.

Most contemporary text books of neurology and of psychology pay little attention to the function of the cerebellum beyond noting it to be an organ of motor control. A historical overview of research on cerebellar function is presented, from pre-Sherrinton suggestions of sensory and motor function, through the post-Sherrinton and dominant 20 th . Century view of "motor" function, to the 21 st . century perspective of "sensorimotor" function. The intrinsic capability of the cerebellum is briefly considered in terms of: its size/complexity/capacity; its information representation/processing characteristics (with "a particular computational function"); its sensory information processing capability; and, its role in sensorimotor regulatory control. It is suggested that the cerebellum can process sensorimotor stimulus information in a statistical (connectionist type) manner and respond to in on the basis of its own learning based sensorimotor representations, albeit at a "level" that does not necessarily involve cerebral "awareness".