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  1. Mental images and imagination in moral education.Wojciech Kaftanski - 2024 - Journal of Moral Education 53 (1):119-138.
    ABSTRACT This article argues for a unique role of imagination and mental images in the moral education of students. Imagination is rendered here as a capacity oriented toward realizable and salient goals; mental images are understood as particular future-oriented self-representations (FOSRs) devised by and held in imagination. FOSRs have four moral attributes: they are 1) expressive of us as moral agents, 2) shape our moral identity, 3) serve as moral pointers, and 4) help devise mitigating strategies. FOSRs can be created (...)
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  • Beyond words: Sensory properties of depressive thoughts.Steffen Moritz, Claudia Cecile Hörmann, Johanna Schröder, Thomas Berger, Gitta A. Jacob, Björn Meyer, Emily A. Holmes, Christina Späth, Martin Hautzinger, Wolfgang Lutz, Matthias Rose & Jan Philipp Klein - 2014 - Cognition and Emotion 28 (6):1047-1056.
  • Imagery and verbal thought during rumination and distraction: Does imagery amplify affective response?Hannah R. Lawrence & Rebecca A. Schwartz-Mette - 2018 - Cognition and Emotion 33 (5):1006-1019.
    ABSTRACTRumination has long been considered a verbal thought process, though emerging evidence suggests that some individuals dwell on maladaptive imagery. This series of studies evaluated imagery and verbal thought during experimentally induced rumination and distraction. In Study 1, imagery and verbal thought during rumination resulted in similar increases in negative affect. Greater imagery during distraction, on the other hand, was associated with greater decreases in negative affect while verbal thought was not related to affect change. Given that greater verbal thought (...)
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