The Mind's Eye: Picture as Narrative in Thomas Hardy's 'A Pair of Blue Eyes'

This paper focuses on Thomas Hardy’s A Pair of Blue Eyes in discussing certain peculiarities of narration. The numerous descriptions of people and scenes in the book are examined as basic building blocks used by the architecturally trained novelist to carry vital narrative information. This decision is approached by way of utilising ideas from the realms of phenomenology, cinema and photographic theory to prove that in addition to carrying aesthetic merits, Hardy’s descriptions are intricate data containers that reflect how the human mind processes experience.

Putting the Pieces Together: Mental Construction of Semantically Congruent and Incongruent Scenes in Dementia

Scene construction refers to the process by which humans generate richly detailed and spatially cohesive scenes in the mind’s eye. The cognitive processes that underwrite this capacity remain unclear, particularly when the envisaged scene calls for the integration of various types of contextual information. Here, we explored social and non-social forms of scene construction in Alzheimer’s disease (AD; n = 11) and the behavioural variant of frontotemporal dementia (bvFTD; n = 15) relative to healthy older control participants (n = 16) using a novel adaptation of the scene construction task. Participants mentally constructed detailed scenes in response to scene–object cues that varied in terms of their sociality (social; non-social) and congruence (congruent; incongruent). A significant group × sociality × congruence interaction was found whereby performance on the incongruent social scene condition was significantly disrupted in both patient groups relative to controls. Moreover, bvFTD patients produced significantly less contextual detail in social relative to non-social incongruent scenes. Construction of social and non-social incongruent scenes in the patient groups combined was significantly associated with independent measures of semantic processing and visuospatial memory. Our findings demonstrate the influence of schema-incongruency on scene construction performance and reinforce the importance of episodic–semantic interactions during novel event construction.

The Self in the Mind’s Eye: Revealing How We Truly See Ourselves Through Reverse Correlation

Is there a way to visually depict the image people “see” of themselves in their minds’ eyes? And if so, what can these mental images tell us about ourselves? We used a computational reverse-correlation technique to explore individuals’ mental “self-portraits” of their faces and body shapes in an unbiased, data-driven way (total N = 116 adults). Self-portraits were similar to individuals’ real faces but, importantly, also contained clues to each person’s self-reported personality traits, which were reliably detected by external observers. Furthermore, people with higher social self-esteem produced more true-to-life self-portraits. Unlike face portraits, body portraits had negligible relationships with individuals’ actual body shape, but as with faces, they were influenced by people’s beliefs and emotions. We show how psychological beliefs and attitudes about oneself bias the perceptual representation of one’s appearance and provide a unique window into the internal mental self-representation—findings that have important implications for mental health and visual culture.

Motivating Learners, Motivating Teachers

This volume presents a new approach to motivation that focuses on the concept of 'vision'. Drawing on visualisation research in sports, psychology and education, the authors describe powerful ways by which imagining future scenarios in one's mind's eye can promote motivation to learn a foreign language. The book offers a rich selection of motivational strategies that can help students to 'see' themselves as potentially competent language users, to experience the value of knowing a foreign language in their own lives and, ultimately, to invest effort into learning it. Transformational leaders' vision for change is one of the prerequisites of turning language classrooms into motivating learning environments, and the second part of the book therefore focuses on how to ignite language teacher enthusiasm, how to re-kindle it when it may be waning and how to guard it when it is under threat.

What is the Link Between Mental Imagery and Sensory Sensitivity? Insights from Aphantasia

People with aphantasia have impoverished visual imagery so struggle to form mental pictures in the mind's eye. By testing people with and without aphantasia, we investigate the relationship between sensory imagery and sensory sensitivity (i.e., hyper- or hypo-reactivity to incoming signals through the sense organs). In Experiment 1 we first show that people with aphantasia report impaired imagery across multiple domains (e.g., olfactory, gustatory etc.) rather than simply vision. Importantly, we also show that imagery is related to sensory sensitivity: aphantasics reported not only lower imagery, but also lower sensory sensitivity. In Experiment 2, we showed a similar relationship between imagery and sensitivity in the general population. Finally, in Experiment 3 we found behavioural corroboration in a Pattern Glare Task, in which aphantasics experienced less visual discomfort and fewer visual distortions typically associated with sensory sensitivity. Our results suggest for the very first time that sensory imagery and sensory sensitivity are related, and that aphantasics are characterised by both lower imagery, and lower sensitivity. Our results also suggest that aphantasia (absence of visual imagery) may be more accurately defined as a subtype of a broader imagery deficit we name dysikonesia, in which weak or absent imagery occurs across multiple senses.