Imagining the future is a fundamental human capacity that occupies a large part of people's waking time and impacts their affective well-being. In this meta-analysis, we examined the effect of (1) positive future imagination and (2) negative future imagination on affect, and (3) compared the affective responses between imagining the future and remembering the past; lastly, we (4) examined potential moderating variables in this regard. We identified 63 experimental studies (N = 6813) from different research areas and combined studies that applied the best possible self imagination task, future worry induction, and episodic future simulation, respectively. Findings yielded that imagining the future has a moderate to strong impact on affect, and it has a stronger influence on affect compared to remembering the past. Relevant moderator variables in each research area were also identified. We discuss the findings for the field of psychology in general and clinical psychology in particular. More elaborate research on personal future imagination seems crucial for the further advancement of clinical applications for mental health complaints. We conclude with recommendations for future research on the impact of future imagination on affective well-being.
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http://dx.doi.org/10.1016/j.cpr.2019.101811 | DOI Listing |
Ophthalmic Physiol Opt
January 2025
Vision and Hearing Sciences Research Centre, Anglia Ruskin University, Cambridge, UK.
Purpose: Wearable electronic low vision enhancement systems (wEVES) improve visual function but are not widely adopted by people with vision impairment. Here, qualitative research methods were used to investigate the usefulness of wEVES for people with age-related macular degeneration (AMD) after an extended home trial.
Methods: Following a 12-week non-masked randomised crossover trial, semi-structured interviews were completed with 34 participants with AMD, 64.
Front Comput Neurosci
January 2025
Center for Synaptic Brain Dysfunctions, Institute for Basic Science, Daejeon, Republic of Korea.
Memory consolidation refers to the process of converting temporary memories into long-lasting ones. It is widely accepted that new experiences are initially stored in the hippocampus as rapid associative memories, which then undergo a consolidation process to establish more permanent traces in other regions of the brain. Over the past two decades, studies in humans and animals have demonstrated that the hippocampus is crucial not only for memory but also for imagination and future planning, with the CA3 region playing a pivotal role in generating novel activity patterns.
View Article and Find Full Text PDFArts Health
January 2025
Nuffield Department of Orthopaedics, Rheumatology and Musculoskeletal Sciences, University of Oxford, Oxford, UK.
Background: Access to pain relief is a fundamental human right, yet child and adolescent pain can remain unheard and untreated . We aimed to understand and testify to young people's pain experiences.
Methods: This is the first systematic review of qualitative research to present findings as poetry.
Orthod Fr
January 2025
Laboratoire Forme et Croissance du Crâne, Institut Imagine, 24 boulevard du Montparnasse, 75015 Paris, France
Introduction: Facial asymmetry, present in all human faces at varying degrees, plays a critical role in clinical fields such as orthodontics, orthognathic and plastic surgeries, and craniofacial reconstruction. Accurate quantification of facial asymmetry is essential for diagnosis, treatment planning, and post-surgical evaluation.
Material And Methods: This article examines contemporary methods for quantifying facial asymmetry, including two-dimensional (2D) and three-dimensional (3D) landmark-based approaches, surface curvature analysis, and advanced image-based techniques.
Front Sports Act Living
January 2025
Department of Development and Educational Psychology, University of Murcia, Murcia, Spain.
Introduction: Attitudes and beliefs guide our decision-making. In the educational context, prior research has noted the existence of prejudices and stereotypes among teachers that make it difficult to identify and care for gifted students. Stereotypes towards gifted students can hinder the identification and development of potential and the development of personality.
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