The Four Ws of Imagery Use: Where, When, Why, and What

By K. J. Munroe, Peter R. Giacobbi, Craig R. Hall, R. Weinberg. 2000

307 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/17c18d96e2a75891d6cd1398758739d2ad73a984

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In Developmental and Educational Psychology

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Citations in the corpus

The Relationship Between the Use and Effectiveness of Imagery: An Exploratory Investigation (2003, methodology): “When using imagery, it is generally easier to image an environment you know is going to occur as well as knowing how it is going to occur (Munroe et al., 2000).”
Best practice for motor imagery: a systematic literature review on motor imagery training elements in five different disciplines (2011, methodology): “was also evaluated, including the well known ‘W’ questions (where, when and why do athletes use MI, and what do they imagine?) [28].”
Relationship Between Visual and Kinesthetic Imagery, Field Dependence-Independence, and Complex Motor Skills (2004, background): “Athletes may use MI in different ways (Munroe et al., 2000), and specific charac-”
Functional neuroanatomical networks associated with expertise in motor imagery (2008, background): “Other subject-dependent variables like the ability to create and manipulate accurate and vivid mental images have also been shown to influence the degree of improvement that can be seen following MI (Munroe et al., 2000).”
Professional Dancers Describe Their Imagery: Where, When, What, Why, and How (2005, unknown): “The 4 Ws refer to Where, When, What and Why mental skills are used and has been successfully employed to explore imagery in both sport (Munroe et al., 2000) and exercise (Hausenblas et al.”
Developing competitive endurance performance using mental skills training (2003, background): “…to suggest that imagery may be relevant for preparatory issues such as decision making for the latter stages of the task (e.g., kicking for the finish) where perceptual sensitivity may be reduced due to task-irrelevant factors causing decrements in motor performance (Munroe et al., 2000).”
Construction of the Motor Imagery Integrative Model in Sport: a review and theoretical investigation of motor imagery use (2008, background): “The cognitive specific function of MI facilitates the learning and performance of a motor skill (Driskell et al., 1994; Martin et al., 1999; Munroe et al., 2000).”
Understanding the timing of motor imagery: recent findings and future directions (2012, background): “participants self-reported their use of MI showed that the speed at which athletes visualize a movement can be voluntarily changed depending on the objectives (Munroe et al., 2000).”