rotation from individuals reporting vivid and poor imagery on the vviq. groups differed in brain activation patterns suggesting that the groups performed the same tasks in different ways. these findings help to explain the lack of association previously reported between vviq scores and mental rotation performance. training and learning styles some educational theorists have drawn from the idea of mental imagery in their studies of learning styles. proponents of these theories state that people often have learning processes that emphasize visual, auditory, and kinesthetic systems of experience. according to these theorists, teaching in multiple overlapping sensory systems benefits learning, and they encourage teachers to use content and media that integrates well with the visual, auditory, and kinesthetic systems whenever possible. educational researchers have examined whether the experience of mental imagery affects the degree of learning. for example, imagining playing a five-finger piano exercise (mental practice) resulted in a significant improvement in performance over no mental practice—though not as significant as that produced by physical practice. the authors of the study stated that "mental practice alone seems to be sufficient to promote the modulation of neural circuits involved in the early stages of motor skill learning". visualization and religion mental visualization is used across world religions, particularly as an aid for prayer or meditation. christianity opinions on the value of visualization vary within christianity. in catholicism, visualization plays a central role in the recitation of the rosary, where it may be used to visualize biblical scenes. in eastern orthodoxy, however, image-based prayer is generally frowned upon, because it is seen as an opening for demonic influence, and as contradictory to the aims of hesychastic prayer. tibetan traditions in general, vajrayana buddhism and bön utilize sophisticated visualization or imaginal (in the language of jean houston of transpersonal psychology) processes in the thoughtform construction of the yidam sadhana, kye-rim, and dzog-rim modes of meditation and in the yantra, thangka, and mandala traditions, where holding the fully realized form in the mind is a prerequisite prior to creating an 'authentic' new art work that will provide a sacred support or foundation for deity. substitution effects mental imagery can act as a substitute for the imagined experience: imagining an experience can evoke similar cognitive, physiological, and/or behavioral consequences as having the corresponding experience in reality. at least four classes of such effects have been documented. imagined experiences are attributed evidentiary value like physical evidence. mental practice can instantiate the same performance benefits as physical practice and reduction central neuropathic pain. imagined consumption of a food can reduce its actual consumption. imagined goal achievement can reduce motivation for actual goal achievement.