Ideation

1. Ideation Do not use or distribute without written permission.

2. Ayers (1985) Ideation is knowing “what to do” • Inability to come up with play ideas • Unable to play alone “bored” • Difficulty identifying new and novel ideas • Some may frequently “break” toys due to inappropriate use Do not use or distribute without written permission.

3. Ideation • Systematic imitation of new actions including those invisible to child • Ritualization of combinations of behavior evoked by a symbolic stimuli • Pretend play with actual objects • Directed investigation and experimentation to discover new properties of objects • Explores environment such as looking in cupboards Do not use or distribute without written permission.

4. Defining Ideation • Not clear in OT literature • Webster Dictionary • any conception existing in the mind as a result of mental understanding, awareness or activity • a thought, conception or notion • a plan of action, intention • a concept developed by the mind • a mental image Do not use or distribute without written permission.

5. Ayers 1985 • Central to the theory of Dyspraxia • Cognitive or thinking process • Before can engage purposefully and adaptively with object, one must have a conceptualization of person-object interaction and some idea as to what may take place during that interaction • Essential skill underlying all use of objects to obtain a goal • Includes the use of tools Do not use or distribute without written permission.

6. Ideation / Exploratory Play • Exploration of Events • 0 – 4 months • Attention focused on events in immediate visual surround • Visual attention paid to motion • Tactile information through • Mouthing and grasping • Auditory attention to sounds accompanying events Do not use or distribute without written permission.

7. Ideation / Exploratory Play • Observes • Reaching • Grasping • Holding • Rubbing • Mouthing objects • Holding and looking at objects • Repetitive shaking of objects Do not use or distribute without written permission.

8. Object Play • Systematic imitation of new actions including those invisible to child • Ritualization of combinations of behavior evoked by a symbolic stimuli • Pretend play with actual objects • Directed investigation and experimentation to • Discover new properties of objects • Explores environment such as looking in cupboards Do not use or distribute without written permission.

9. Involves Visualization • Inability to “see” the whole picture • the representation of an object, situation, or set of information as a chart or other image. • a chart or other image that is created as a visual representation of an object, situation, or set of information. • the formation of a mental image of something. • Descriptive language can aid visualization Do not use or distribute without written permission.

10. Congenital Aphantasia • Visual imagery is essential for memory, daydreaming and imagination. • Lack of mind’s eye - impossible to conjure up visual images • May affect their ability to learn. • do experience visual imagery in their dreams; only voluntary visualization is affected. • May be able to form visual images; no conscious access. Do not use or distribute without written permission.

11. Mental Imagery • Representations with accompanying experience of sensory information without a direct external stimulus. • Recalled from memory and lead one to re-experience a version of the original stimulus or some novel combination of stimuli. • Not all mental imagery need be voluntary; external events or internal associations also can trigger a mental image, even if one does not want to experience the image at that time. • Mental imagery can clearly involve all of the senses. Do not use or distribute without written permission.

12. Activation in the Brain • The human visual system is organized in a hierarchy. • Top of the hierarchy – high-level visual areas – sensitive to changes in the semantic content of visual scenery - Ventral Temporal Lobe • From these areas become increasingly abstract toward the anterior pole. • Toward the bottom of the hierarchy – early visual areas – occipital cortex – highly sensitive to visual detail (e.g., retinotopic location, spatial frequency, edges). • Given this organization and that early visual areas both send projections to and receive projections from high-level visual areas, many researchers have predicted that the role of the early visual areas in mental imagery is to flesh out visual detail. Do not use or distribute without written permission.

13. When we imagine something, we try to reactivate the same pattern of activity in our brain as when we saw the image before. And the better we are able to do this, the stronger our visual imagery is. • mental imagery partly depends on the same mechanisms as visual perception, in line with depictive accounts of mental representations • the neural overlap between imagery and perception in the entire visual system correlates with experienced imagery vividness. Do not use or distribute without written permission.

14. Mental Synthesis Theory https://www.youtube.com/watch?time_continue=39&v=e7uXAlXdTe4 Do not use or distribute without written permission.

15. From mind to matter: neural correlates of abstract and concrete mindsets • Conjunction analysis of the two tasks • Uncover the neural activity associated with abstraction and concretization. • Concretization was associated with activation in fronto-parietal regions implicated in goal-directed action • Abstraction was associated with activity within posterior regions implicated in visual perception. Do not use or distribute without written permission.

16. Relationship between Visual Spatial Skill and Visualization • Visual areas of the brain divided two distinct pathways. • The dorsal / spatial / ventral pathway • From occipital lobe to posterior parietal lobe • Processing spatial attributes such as location, movement, spatial transformations  and spatial relations. • Object pathways. • From occipital lobe to inferior temporal lobe • Processing visual appearances of objects in terms of color, detail, shape, and size. Do not use or distribute without written permission.

17. Visualization Do not use or distribute without written permission.

18. Spatial and Object Visualizers • Both spatial and object visualizers showed bilateral task-related activity in object processing areas; spatial visualizers showed greater bilateral activity in object processing areas than did object visualizers.  • Spatial visualizers also showed greater activation in attentional areas than object visualizers.  • High object-processing ability is associated with more efficient use of visual-object resources; less neural activity in the object-processing pathway. • Performance on spatial imagery tasks peaked in puberty and then gradually declined. • Performance on object imagery tasks tended to increase with age; more smoothly than on spatial measures, and did not show age-related decline as on spatial measures • (Blazhenkova & Kozhevnikov, 2007; Blazhenkova, Becker, Kozhevnikov, in press). Do not use or distribute without written permission.

19. Kozhevnikov, Blazhenkova, & Becker, 2010 • In all age groups, visual-object ability discriminatively relates to specialization in visual art • Visual-spatial ability relates to specialization in physics, mathematics, and other natural sciences. Do not use or distribute without written permission.

20. Spatial Reasoning https://www.123test.com/spatial-reasoning-test/ Do not use or distribute without written permission.

21. Visual-Spatial Construction • Visual-spatial construction involves the ability to manipulate and arrange objects in positional relation to each other and in space. • Another important aspect of spatial cognition is the bodily gestures that people produce (Alibali, 2005). Gestures can be used to support spatial thinking and communication, but also may be used to express knowledge that is difficult to verbalize. • Contrary to the notion that attention has an extent in depth, when the target appeared at a different location in depth from the cue, no cost to reaction time was found for switching attention to the new depth location. • Results revealed that children with NLD symptoms performed worse than typically developing children on the spatial tasks but not on the visual tasks. • These findings support Rourke's contention that visual–spatial and perceptual difficulties may underlie the social difficulties frequently found in children with NLD. • These findings suggest that children with NLD do have more difficulty on tasks which require visual–spatial reasoning as well as visual–motor control and fine motor dexterity. Do not use or distribute without written permission.

22. Environment and Ideation • Ayers (1985) – praxis is exposed in a manner dependent on environment invitation and demand • Gibsons – the environment drives ideation and perceptual attributes of the environment provide the stimulus for action (1970-1980’s) • Leads to using the environment to set up or elicit the use of an idea Do not use or distribute without written permission.

23. Language in Ideation • Luria (1966) • Environmental stimuli • Role of internal referents – primary integral part of voluntary motor actions • Language is important for the formation of ideation. • Ojeman (1982) described multiple cortical and sub-cortical areas of overlap between motor and language functions • Ayers identified in her clinical practice that children with language difficulties frequently also had difficulties with ideation Do not use or distribute without written permission.

24. Sensorimotor Areas • Primary sensory and motor strips just anterior and posterior to the central gyrus • Parietal Lobe – primary sensory areas 3, 2, 1 direct sensory input from environment and periphery of the body • Association areas 5 and 7 integrate this information and relate to other information • The association areas, and area 39, and 40 (angular gyrus and supramarginal gyrus) – identify targets, select limb positions and prepare spatial orientation • Provide pre-planning, target, tactile / visual / spatial information for goal directed actions and development of ideas. • SMA (Supplemental Motor Area) – development and conceptualization of specific motor plan to achieve a goal (language also connects in this area) Do not use or distribute without written permission.

25. Frontal Lobe • SMA also receives information from the Frontal lobe structures that influence the development and formation of ideas • Performs the function of selecting movements related to overall goal • Allows verbal or conscious mediation of the act • Compares the results of the action with the original intention • Luria – largely regulatory function in initiating and sustaining goal directed action Do not use or distribute without written permission.

26. Limbic System • Brooks (1986) 4 components: • Motivation • Insight into appropriate behavior • Motor skill • Attention • Limbic and sensorimotor systems interact through direct and indirect circuits. • Hypothalamus, Amygdala, and Cingulate Cortex drive motivation to action – satisfaction of internal drives Do not use or distribute without written permission.

27. Therapeutic implications • Use bottom-up approach through sensory-motor system • Or top-down language based approach • Developing memory stores necessary for ideational skills • Building knowledge of objects or functional use of objects • Actions that can be used on a variety of objects • Combine various actions and objects through actual experience • Recognize possible person-object-environment interactions • Facilitate generalization of specific object-action interactions Do not use or distribute without written permission.

28. 9 Lacrue Avenue, Suite 103 Glen Mills, PA 19342 Maude Le Roux, OTR/L, SIPT, IMC Website www.atotalapproach.com Facebook https://www.facebook.com/ATAMaudeLerouxOT/ LinkedIn https://www.linkedin.com/company/a-total-approach Blog http://www.maude-leroux.com/ Do not use or distribute without written permission. Do not use or distribute without written permission. Do not use or distribute without written permission. Do not use or distribute without written permission.