Successful design characteristics were dominant in the Psychology literature, in interventions focusing on motor and strength-related tasks, in interventions with participants aged 20 to 29 years old, and in MI interventions including participants of both genders. MITS elements of successful interventions were individual, supervised and non-directed sessions, added after physical practice. Reporting rate varied between 25.5% and 95.5%. Average total MI time was 178 minutes including 13 MITS. Average study intervention lasted 34 days, with participants practicing MI on average three times per week for 17 minutes, with 34 MI trials. MI interventions focused with decreasing relevance on motor-, cognitive- and strength-focused tasks. Familiarisation sessions before the start of the MI intervention were mentioned in 17 reports. Changes in MI content, duration and dosage were reported in 31 MI interventions. MI training was performed from an internal perspective with a kinaesthetic mode. During MI practice, participants kept their eyes closed. Participants received acoustic detailed MI instructions, which were mostly standardised and live. The locations of the MITS and position of the participants during MI were task-specific. After selection, 133 studies reporting 141 MI interventions were included. Resultsīoth independent reviewers found 96% congruity, which was tested on a random sample of 20% of all references. Seven elements describing the MITS temporal parameters were calculated: study duration, intervention duration, MITS duration, total MITS count, MITS per week, MI trials per MITS and total MI training time. Information describing 17 MITS elements was extracted based on the PETTLEP (physical, environment, timing, task, learning, emotion, perspective) approach. References that described an MI intervention that focused on motor skills, performance or strength improvement were included. MethodsĪn extended systematic literature search using 24 databases was performed for five disciplines: Education, Medicine, Music, Psychology and Sports. The aim of this review was to identify the characteristics of a successful MITS and compare these for different disciplines, MI session types, task focus, age, gender and MI modification during intervention. There is also some evidence for eidetic memories in hearing some people report that their echoic memories persist for unusually long periods of time.The literature suggests a beneficial effect of motor imagery (MI) if combined with physical practice, but detailed descriptions of MI training session (MITS) elements and temporal parameters are lacking. These people, who often suffer from psychological disorders such as autism, claim that they can “see” an image long after it has been presented, and can often report accurately on that image. In some people iconic memory seems to last longer, a phenomenon known as eidetic imagery (or “photographic memory”) in which people can report details of an image over long periods of time. This is convenient as it allows you-among other things-to remember the words that you said at the beginning of a long sentence when you get to the end of it, and to take notes on your psychology professor’s most recent statement even after he or she has finished saying it. In contrast to iconic memories, which decay very rapidly, echoic memories can last as long as 4 seconds (Cowan et al., 1990). The “short enough” is the length of iconic memory, which turns out to be about 250 milliseconds (1⁄4 of a second).Īuditory sensory memory is known as echoic memory. This finding confirmed Sperling’s hunch: Participants had access to all of the letters in their iconic memories, and if the task was short enough, they were able to report on the part of the display he asked them to. In this condition, the participants now reported almost all the letters in that row. To test this idea, in his next experiment he first showed the same letters, but then after the display had been removed, he signaled to the participants to report the letters from either the first, second, or third row. Sperling reasoned that the participants had seen all the letters but could remember them only very briefly, making it impossible for them to report them all. The research demonstrated the existence of iconic memory. He found that when he cued the participants to report one of the three rows of letters, they could do it, even if the cue was given shortly after the display had been removed. Sperling (1960) showed his participants displays such as this one for only one-twentieth of a second.
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