Neuroscience and Imagination Processes in Storytelling: A

Bibliometric Analysis

Wahyuni Mulia Helmi

, Yelva Novriyanti

, Desmawati Roza

, Warlan Sukandar

Zulfahman Siregar

, Evi Desmariani

and Mardiah Wulandari

Study Program of Early Childhood Education, Universitas Adzkia, Indonesia

Keywords: Neuroscience, Imagination Process, Storytelling, Bibliometric Analysis, Research Trends.

Abstract: This study systematically maps global publication trends, scientific collaboration networks, and thematic

research focuses related to neuroscience, imagination processes, and storytelling through a bibliometric

approach. Storytelling is proven effective in developing cognitive skills, fostering creativity, and supporting

mental health, while neuroscience provides a foundation for understanding imagination mechanisms and

narrative processing in the human brain. Data were obtained from the Scopus database using Publish or Perish

with two search queries: “neuroscience and imagination process” (1988–2025) and “neuroscience and

storytelling” (2007–2025), without language or geographical restrictions. Bibliometric analysis using

VOSviewer and Microsoft Excel mapped annual publication trends, author and country collaborations,

leading publication sources, and keyword relationships. Results show a rising publication trend in the past

decade, dominated by themes of memory, creative imagination, child development, autism, application, and

communication. Keyword network visualization identified four clusters: (1) brain mechanisms in imagination

and behavior, (2) storytelling applications in special education and communication design, (3) creativity

development and child social interaction, and (4) storytelling in leadership, interpersonal communication, and

mental health. The findings highlight the multidisciplinary nature of this research, spanning education,

psychology, design technology, and the arts. The connection between creative imagination and storytelling

emphasizes narrative as a cognitive tool that activates imagination and supports human potential, with

technology emerging as a promising research area.

1 INTRODUCTION

Advancements in science, particularly in the field of

neuroscience, have provided new insights into human

cognitive processes, including imagination.

Imagination is one of the brain’s essential functions,

playing a critical role in creative thinking, problem-

solving, and the formation of complex mental

experiences (Dehghani, 2017; Karampournioti, 2021;

Martinez-Conde, 2019; Kılıç, 2020; Nigam, 2012;

Lindahl, 2018; Chakraborty, 2020). Understanding

https://orcid.org/0009-0000-5742-4961

https://orcid.org/0009-0005-5262-0273

https://orcid.org/0009-0006-6287-4493

https://orcid.org/0009-0006-0914-1119

https://orcid.org/0009-0002-1038-0847

https://orcid.org/0009-0000-3024-5074

https://orcid.org/0009-0001-8547-1172

how the brain processes imagination offers profound

insights into the cognitive mechanisms underlying

various learning and communication activities

(Baker, 2025; Mulukom, 2020; Horváth, 2018;

Kulesza, 2022; Onians, 2018; Silvanto, 2025;

Wadhwani, 2024). In this context, neuroscience plays

a pivotal role in explaining how imagination can be

fostered and developed through different approaches,

one of which is storytelling (Chambers, 2019;

Boldosova, 2020; Warren, 2022; Gulino, 2018;

Kinalska, 2025; Chadwick, 2023; Moin, 2020;

192

Helmi, W. M., Novriyanti, Y., Roza, D., Sukandar, W., Siregar, Z., Desmar iani, E. and Wulandari, M.

Neuroscience and Imagination Processes in Storytelling: A Bibliometric Analysis.

DOI: 10.5220/0014070600004935

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 7th International Conference on Early Childhood Education (ICECE 2025) - Meaningful, Mindful, and Joyful Learning in Early Childhood Education, pages 192-202

ISBN: 978-989-758-788-7; ISSN: 3051-7702

Portus, 2025; Szita, 2021), which has been proven

particularly effective for children under the age of 12.

Storytelling has long been recognized as an

effective tool in education and communication.

Through stories, learners are able to develop language

proficiency, empathy, and creativity (Raffone, 2018;

Harrop, 2023; Moin, 2024). In today’s digital

education era, storytelling has evolved into

interactive and technology-based media, thereby

enriching learners’ learning experiences. Moreover,

storytelling facilitates mental processes involving the

construction of imaginative imagery and a deeper

understanding of meaning (Moin, 2020 and Raffone,

2018). However, despite the strong connection

between storytelling and imagination, research that

integrates a neuroscientific perspective to explain the

role of imagination in storytelling remains limited

(Oliver, 2023; Aldama, 2015; Cormick, 2019). Most

existing studies tend to separate the focus between

neuroscience research on imagination processes and

storytelling research as a communication and learning

approach (Hustvedt, 2011).

To observe research developments in this area, a

bibliometric analysis approach is required.

Bibliometric analysis enables researchers to map

publication trends, author collaboration patterns,

country contributions, journal sources, and keyword

relationships at a global scale. This approach not only

provides a quantitative overview of the topic’s

development but also identifies potential

opportunities for interdisciplinary research,

particularly concerning children aged 4–12 years.

Given this context, the present study aims to map

research trends that examine neuroscience in relation

to imagination processes and storytelling activities.

The findings of this study are expected to contribute

to the development of research that integrates

neuroscientific perspectives with storytelling

practices, particularly within the context of early

childhood education (ages 4–12). Additionally, the

outcomes of this research may serve as a foundation

for developing story-based learning models grounded

in scientific understanding of imagination processes.

2 RESEARCH METHOD

This study employed a bibliometric approach to map

and analyze the development of research related to

neuroscience, imagination processes, and storytelling

activities. Bibliometrics is a quantitative method of

analyzing scientific publications aimed at revealing

patterns, trends, and relationships within academic

literature through indicators such as publication

volume, citations, and author collaboration (Hudha et

al., 2020; Rogers et al., 2020; Yu et al., 2020). The

bibliometric approach was selected because it enables

a comprehensive quantitative overview of publication

trends, collaboration patterns, and research foci at the

global level.

Research data were collected using the Publish or

Perish software based on the Scopus database without

applying additional filters to ensure broader

publication coverage. Two sets of keywords were

used in the search process: (1) “neuroscience and

imagination process” for publications published

between 1988 and 2025, and (2) “neuroscience and

storytelling” for publications published between 2007

and 2025. The search results for both keyword sets

were exported in CSV/RIS format for further

processing and analysis.

The data were analyzed using VOSviewer

software to visualize and explore relationships among

bibliometric elements. The analysis was conducted in

several stages: (1) publication trend analysis to

observe annual publication growth; (2) source

productivity analysis (journals, books, and

proceedings) publishing research on related topics;

(3) author and affiliation collaboration analysis to

identify the most productive authors and countries in

the field; and (4) keyword co-occurrence analysis to

map research theme relationships and identify

emerging research foci. The results of these analyses

were visualized in the form of bibliometric network

maps illustrating relationships among authors,

countries, and relevant keywords. This approach

enables researchers to identify dominant research

topics, conceptual linkages, and potential directions

for future research development.

3 RESULTS AND DISCUSSION

3.1 Results

For the mutual benefit and protection of Authors and

Publishers, it is necessary that Authors provide

formal written Consent to Publish and Transfer of

Consent ensures that the publisher has the Author’s

authorization to publish the Contribution.

The copyright form is located on the authors’

reserved area. The form should be completed and

signed by one author on behalf of all the other

authors.

Neuroscience and Imagination Processes in Storytelling: A Bibliometric Analysis

193

3.1.1 Analysis Based on Annual Publication

Trends

The bibliometric analysis provides a comprehensive

overview of the dynamics of publications on

neuroscience, imagination processes, and storytelling

activities. One of the initial focal points is the annual

publication trend, which aims to observe the growth

of research output over time and to identify

significant phases of development.

Figure 1: Annual publication trends for the keyword

“neuroscience and imagination process” (1988–2025).

As shown in Figure 1, publications related to

neuroscience and imagination processes exhibit a

fluctuating growth pattern with an overall upward

trend over the years. During the initial period from

1998 to 2005, the number of publications remained

relatively low, ranging from one to four per year,

indicating that this topic had not yet become a

primary focus of scientific research. The trend began

to show a notable increase starting in 2006, reaching

its peak in 2020 with 16 publications. This surge

reflects the growing attention of researchers toward

the integration of neuroscience and imagination,

driven by advances in brain-mapping technologies

and the increasing relevance of cognitive studies in

education and communication. Following this peak,

publication output declined and fluctuated during

2021–2025, with the lowest record of three articles in

2025, which may be attributed to a shift in research

priorities or incomplete data for the ongoing year.

Figure 2: Annual publication trends for the keyword

“neuroscience and storytelling” (2007–2025).

As illustrated in Figure 2, the publication trend for the

keyword “neuroscience and storytelling”

demonstrates a significant upward trajectory

throughout the 2007–2025 period. In the initial phase

(2007–2014), publication numbers were relatively

low and fluctuating, averaging between one and four

articles per year, indicating that the integration of

neuroscience concepts with storytelling was still in its

early exploratory stage. A notable increase began in

2016, with eight publications recorded, followed by

continuous growth, reaching 12 publications in 2019

This reflects the growing scholarly attention toward

story-based learning approaches combined with an

understanding of cognitive mechanisms from a

neuroscience perspective. The upward trend

continued during 2020–2024, peaking at 14

publications in both 2023 and 2024, suggesting that

the topic had become a well-established and relevant

research focus. In 2025, the number of publications

declined to 10, most likely due to incomplete data for

the current year; therefore, this decrease should be

interpreted with caution. Overall, the pattern indicates

that research in “neuroscience and storytelling” has

experienced rapid growth over the past decade and

holds considerable potential as a future research

direction.

3.1.2 Analysis Based on Journal Sources

Figure 3: Analysis Based on Journal Sources for

Neuroscience and Imagination Process Research.

The analysis of journal sources indicates that research

on neuroscience and imagination processes in

storytelling is published across a wide range of

multidisciplinary journals. The ten journals with the

highest number of publications include the Journal of

Neuroscience (6 publications), Progress in Brain

Research (5 publications), and the European Journal

of Neuroscience (4 publications), followed by

Current Opinion in Behavioral Sciences,

NeuroImage, Neuroscience, and Consciousness and

Cognition, each with three publications. Additionally,

Cortex, Psychological Science, and Cognition

contributed two publications each. Meanwhile, other

journals addressing this topic appeared only once,

indicating that research contributions from these

sources were more specific or thematic within certain

periods. The dominance of these leading journals

highlights that neurocognitive aspects, behavioral

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studies, and experimental psychology are central

areas of focus in the exploration of neuroscience,

imagination, and storytelling activities.

Figure 4: Analysis Based on Journal Sources for

Neuroscience and Storytelling Research.

The analysis of journal sources shows that

publications related to neuroscience, imagination,

and storytelling are distributed across various

multidisciplinary journals. The journal with the

highest contribution is Frontiers in Human

Neuroscience (5 publications), followed by Lecture

Notes in Computer Science Including Subseries

Lecture Notes in Artificial Intelligence and Lecture

Notes in Bioinformatics (3 publications). Meanwhile,

Cortex, Schizophrenia Research, Cell, Developments

in Marketing Science: Proceedings of the Academy

of Marketing Science, and Reshaping Philosophy:

Michael Boylan’s Narrative Fiction each contributed

two publications. Other journals, such as the Journal

of Visualized Experiments, Human Brain Mapping,

and Nature Communications, contributed only one

publication each. This indicates that, although one

journal dominates, the topic also attracts attention

from more thematic and interdisciplinary journals.

3.1.3 Analysis Based on Keywords

(Keyword Co-Occurrence)

Figure 5: Keywords Related to “Neuroscience and

Imagination Process”.

The keyword co-occurrence map in Figure 5 shows

that research on the “neuroscience and imagination

process” primarily centers on the terms neuroscience

and imagination, as indicated by their larger node

sizes compared to other keywords. This highlights

that these two terms are the core themes discussed in

the analyzed publications. In addition, keywords such

as mental imagery action, memory, brain, and

emotion demonstrate strong linkages, reflecting the

close relationship between imagination processes,

brain activity, memory, and emotional aspects within

the context of neuroscience.

Furthermore, the map forms several research

clusters with distinct thematic focuses. The first

cluster, represented by links among terms such as

mental imagery action, emotion, and acting,

illustrates research on brain mechanisms in shaping

imagination and its impact on behavior and emotional

responses. The second cluster emphasizes

physiological and psychological aspects with

keywords such as brain, mind, self, and hypnosis,

highlighting the relationship between brain structure,

self-awareness, and imaginative experiences. The

third cluster focuses on conceptual and artistic aspects

through terms like concept, hand function, and artistic

value, indicating attention to creativity and the

application of imagination in arts or fine motor

practices. Meanwhile, the fourth cluster, including

keywords such as role, future, and attention,

concentrates on the role of imagination in cognitive

functions and the potential directions for future

research.

Additionally, there are keywords positioned

relatively separately, such as default network,

anticipatory approach, and cognitive theatre study,

which represent niche or emerging research themes.

These topics suggest potential avenues for further

exploration, such as the use of imagination in

performing arts or brain network mapping involved in

abstract thinking processes. Overall, the keyword

map demonstrates that research in neuroscience and

imagination is multidisciplinary, encompassing

cognitive, emotional, artistic, and practical

applications in education, psychotherapy, and

creativity. These findings also indicate a shift in

research interest from basic physiological aspects

toward more applied and interdisciplinary directions,

opening opportunities for future research

development, particularly in imagination-based

learning and creative activities such as storytelling

that involve language skills development.

Language skills are closely related to brain

functions and cognitive processes represented in

clusters such as brain, mind, memory, and

imagination. Language is an essential medium for

expressing imagination and forming mental concepts.

The visualization shows strong connections among

concept, memory, role, and imagination, reflecting

Neuroscience and Imagination Processes in Storytelling: A Bibliometric Analysis

195

how language enables the recollection, formation,

and communication of abstract ideas. Nodes such as

attention, future, and action are also linked to

pragmatic aspects of language use: the ability to

focus, project thought, and influence action through

language. This visualization emphasizes the

synergistic relationship among the brain,

imagination, and language, illustrating how language

facilitates the organization of mental ideas and their

articulation into actions.

Figure 6: Keywords Related to “Neuroscience and

Storytelling”.

The map illustrates the frequency of keyword

occurrences, where the thickness of the connecting

lines represents the strength of relationships among

terms, and color differences indicate research clusters

with specific and interconnected focuses. In this

visualization, the keywords storytelling and

neuroscience are positioned as central nodes,

indicated by their larger sizes, highlighting that these

two terms constitute the core themes in the analyzed

publications. Other prominent keywords, such as

story, literature, designing, communication, and

application, reflect strong linkages between narrative-

based approaches and their implications for

neuroscience and communication design

technologies.

The keyword map forms five interconnected

thematic clusters. The first cluster emphasizes the

power of narrative in shaping understanding and

influencing human cognitive perception, as

represented by the linkage among storytelling, power,

and perspective. The second cluster highlights aspects

of literature and classical narratives through

keywords such as story, literature, and Frankenstein,

illustrating the use of literary works to explore the

representation of imagination within the context of

neuroscience. The third cluster, which includes

application, autism, attention, guidance, and

designing, represents practical research applications,

particularly in special education, interactive design,

and technological tools. The fourth cluster focuses on

child cognitive development and story-based social

skills, represented by keywords such as child,

complex real-time social interaction, and creative

imagination. Meanwhile, the fifth cluster emphasizes

the application of storytelling in leadership training,

interpersonal communication, and mental health

interventions, as reflected by keywords such as

communication, leadership, and caregiver burnout.

3.1.4 Analysis of the Top Ten Citations

Table 1: Most Cited Articles on Neuroscience and

Imagination Processes.

Article title Number of

citations

Simulating Minds: The Philosophy,

Psychology, and Neuroscience of

Mindreadin

1602

Neural foundations of imager

1382

Using imagination to understand the neural

asis of e

isodic memor

609

Brain areas underlying visual mental

imagery and visual perception: An fMRI

stud

576

The human imagination: the cognitive

neuroscience of visual mental ima

446

Mental ima

: In search of a theor

442

Mental motor imagery: a window into the

resentational sta

es of action

421

Memory integration: Neural mechanisms

and implications for behavio

301

Toward a neurocognitive framework of

creative cognition: the role of memory,

attention, and cognitive control

221

A neuroscientific review of imagery and

observation use in sport

213

This table summarizes the ten most cited articles

related to neuroscience and imagination processes.

These articles highlight diverse research foci, ranging

from the philosophical and psychological foundations

of understanding mental states through simulation

theory, the fundamental mechanisms of mental

imagery involving extensive brain networks, to the

role of imagination in episodic memory, creativity,

and motor skills. The key findings emphasize that

imagination is not merely a simple cognitive

phenomenon but rather involves a complex

integration of memory, perception, motor control, and

symbolic representation. The researchers recommend

further interdisciplinary studies, the development of

clearer neurocognitive frameworks, and the

exploration of imagination applications in education,

therapy, and practical skill development, such as

sports and creativity.

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Table 2: Most Cited Articles on Neuroscience and

Storytelling.

Article title Number of

citations

“First we invented stories, then they

changed us”: The Evolution of Narrative

Identit

Telling stories about dynamic networks

with graph comics

Electroencephalographic, heart rate, and

galvanic skin response assessment for an

advertising perception study: Application to

antismoking public service announcements

Decoding the neural representation of story

meanin

s across lan

Content-specific coordination of listeners' to

eakers' EEG durin

communication

Optimizing agent behavior over long time

scales by transporting value

Storytelling, business analytics and big

data interpretation: Literature review and

theoretical propositions

Storytelling in online shops: the impacts on

explicit and implicit user experience, brand

erce

tions and behavioral intention

Cognitive architecture: Designing for how

we respond to the built environment

The storytelling brain: How neuroscience

stories help bridge the gap between

research and societ

This table presents the ten most cited articles

examining the relationship between neuroscience and

storytelling. The research focuses vary, ranging from

the role of narrative identity in shaping life purpose,

the effectiveness of graph comics in explaining

complex data, to the consistent representation of

narrative meaning in the brain across languages and

individuals. Several studies highlight brain activity

synchronization between listeners and speakers, the

role of mental time travel in long-term decision-

making, and the application of storytelling to support

business analytics adoption, enhance user experience

in online shopping, and improve science

communication. These findings recommend

leveraging narrative techniques to strengthen data

comprehension, enhance human interaction in

communication and design, and broaden the

dissemination of scientific knowledge to the wider

pub.

3.1.5 Analysis of Focus Differences Between

Imagination Process and Storytelling

The analysis reveals a distinct difference in focus

between neuroscience research related to the

imagination process and storytelling. Studies on the

imagination process emphasize internal cognitive

mechanisms such as mental imagery, memory,

emotion, and motor control, as well as their

relationship to creativity and art. In contrast,

storytelling research focuses more on the application

of narratives in education, literature, communication

design, social skill development, leadership, and

mental health. These differences indicate that

imagination process research tends to be mechanistic

and fundamental, whereas storytelling research is

more applied and multidisciplinary, integrating

technological aspects and social contexts.

3.2 Discussion

The bibliometric analysis revealed a dynamic growth

trajectory in publications addressing neuroscience,

imagination processes, and storytelling, with

significant expansion over the past two decades

(Smith et al., 2020; Liu & Wang, 2021). For the topic

neuroscience and imagination process, publication

trends fluctuated in the early phase (1998–2005), with

relatively few articles, indicating that research on the

connection between neuroscience and imagination

processes was still at an exploratory stage (Gerrans,

2013). Since 2006, publications have increased

consistently, peaking in 2020 with 16 articles, a

pattern that aligns with advances in brain mapping

technologies and growing interest in the role of

imagination in education, creativity, and

communication (Gallese, 2011; Moran, 2012). After

this peak, publication activity became more volatile

until 2025, likely influenced by shifts in research

priorities and incomplete data for the current year.

This pattern highlights the need for deeper

investigations in areas such as neurolinguistics,

cognitive language psychology, and language therapy

focusing on the use of imagination and memory.

Language skills are not merely passive tools for

communication but active mechanisms for

constructing and processing thoughts, which are

central to neuroscience studies on imagination and

mental action. Speaking ability is a concrete

manifestation of this, requiring imagination (to

formulate sentences and ideas), conceptualization (to

select appropriate words and meanings), and action

(to realize speech).

Keyword visualization revealed major clusters

involving neuroscience, imagination, brain, mind,

memory, and mental imagery, which are tightly

interconnected. This suggests that imagination is not

an isolated process but is deeply linked to brain

activity involving memory, attention, and cognitive

control (as reflected by terms such as memory,

Neuroscience and Imagination Processes in Storytelling: A Bibliometric Analysis

197

attention, and acting). Terms such as action, role,

attention, and emotion reflect the interaction of

emotional and cognitive aspects underpinning

language development and narrative comprehension.

Clusters including memory and attention implicitly

highlight the importance of cognitive abilities in

listening, which plays a key role in processing and

understanding linguistic information.

The role of imagination in listening and

storytelling skills is represented through terms such

as mental imagery, which functions as a cognitive

tool for children to construct visual and narrative

representations of auditory input during listening

tasks. Listening ability is underscored by terms such

as attention and memory, which form the foundation

for narrative construction in storytelling. Storytelling

ability (related to terms such as action, role, and

bridge) represents the tangible expression of

imagination processing and language comprehension,

enabling children to organize ideas into coherent

narratives.

The emphasis of neuroscience on imagination is

further evident in strong connections between

imagination and brain activity (e.g., brain, hypnosis,

ERPs), as well as explorations of clinical and

psychotherapeutic applications, such as autism, body

psychotherapy, and EEG neurofeedback. These

findings indicate that neuroscience also examines

developmental disorders potentially affecting

language and imagination abilities. However, the

application of neurophysiological methods to

understand language learning and communication

skills in children remains a promising yet relatively

underexplored field.

Limitations in integrative research on

neuroscience and imagination were apparent in the

visualization, which highlighted strong clusters

focused on brain mechanisms linked to imagination

processes. However, direct connections between

neuroscience and cognitive imagination aspects

influencing language development—particularly

practical language skills such as listening and

storytelling—remain underexplored.

Similarly, research explicitly applying

neuroscience to child language interventions is

limited. Despite the presence of keywords such as

EEG neurofeedback, hypnosis, and ERPs, studies

operationalizing these methods to design language

intervention strategies—especially to develop

listening and storytelling skills—are scarce. This gap

points to the need for studies exploring how

neuroscience findings can be effectively applied in

child language education.

Research on the role of emotion and psychology

in imagination and language development is also

limited. Although terms such as emotion, self, and

role are present, they are not strongly connected to the

main clusters of neuroscience and imagination. This

highlights the need for greater attention to affective

and psychological aspects, such as emotion and self-

concept, in influencing imagination and language

development, particularly in listening and storytelling

contexts.

Furthermore, the data visualization suggests a

lack of longitudinal and experimental studies linking

neuroscience–imagination processes with language

development. Such gaps underscore the importance

of conducting longitudinal and intervention-based

research to monitor children’s developmental

trajectories and evaluate neuroscience-informed

approaches.

Meanwhile, research on neuroscience AND

storytelling exhibited a relatively stable yet consistent

growth pattern, particularly since 2016, coinciding

with increased attention to integrating narratives with

cognitive mechanisms. Peak growth was recorded in

2023 and 2024 with 14 publications, indicating that

this topic has become an established and relevant

research focus, particularly for supporting

educational innovation, science communication, and

narrative-based interventions. The apparent decline in

2025 should be interpreted cautiously as it is likely

attributable to incomplete data. These findings

suggest that storytelling-related neuroscience

research has grown more rapidly in the last decade

compared to studies focused solely on imagination

processes.

The visualization highlights strong connections

between storytelling and neuroscience, supporting the

hypothesis that narrative experiences stimulate brain

activity relevant to language processing, including

attentional control and imagination essential for

verbal interaction. Neuroscience appears central,

linking closely with themes such as storytelling,

story, literature, and child. The prominence of

storytelling and story illustrates the interdisciplinary

nature of neuroscience research connecting narrative

studies and creative imagination. Keywords such as

communication, application, autism, and designing

appeared in smaller clusters, reflecting specific

applied topics in communication and intervention

design.

The integration of neuroscience and storytelling

underscores the investigation of how narrative

processes influence brain function and cognitive

development, including memory, imagination, and

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comprehension. The keyword child appears near

storytelling and neuroscience clusters, indicating a

particular interest in language development and

cognitive processes in children, which are highly

relevant to language learning and interpersonal

communication. Storytelling as a language learning

approach offers a rich and naturalistic context for

practicing listening and speaking skills. Children

exposed to stories learn to capture meaning (listening

comprehension), retain details (memory), and

respond verbally (speaking).

Listening and speaking skills are strongly

associated with narrative activities and their

underlying neural mechanisms. Storytelling functions

not only as a teaching strategy but also as a medium

that neurocognitively engages brain regions critical

for language processing, particularly listening and

speaking abilities. However, the analysis also

revealed a gap between theoretical neuroscience

findings and their practical application in language

teaching and intervention. Although neuroscience

and storytelling are strongly interconnected, the

visualization of application clusters shows limited

scope, highlighting the need to develop research

methodologies that directly link neuroscience

outcomes to concrete language learning and therapy

practices.

Additionally, there is a lack of research

examining the interactive dynamics between listening

and speaking skills in children’s social and

developmental contexts. While keywords such as

child and communication are present, there is little

explicit integration regarding how listening and

speaking co-develop within social interactions, such

as interactive storytelling, discussions, or cooperative

learning. This represents a promising research avenue

to explore these interrelated skills in a more holistic

framework of language development.

Keywords related to technology, such as

technology and designing, appeared isolated and

lacked strong integration with the main clusters

linking narrative, neuroscience, and language. This

indicates limited research on how digital

technologies, interactive media, or AI applications

can effectively support listening and speaking skills

through neuroscience-based storytelling approaches.

Additionally, there is a research gap concerning

language disorders and neuroscience-based

interventions. The presence of autism in a small

cluster highlights limited literature connecting

neurodevelopmental disorders with storytelling or

neuroscience-informed communication strategies.

Focused research is needed to develop targeted

interventions that optimize listening and speaking

abilities in these populations.

The differences in focus between the two topics

become evident when analyzing the keyword maps.

Research on imagination processes emphasizes

internal cognitive mechanisms such as mental

imagery, memory, emotion, and motor control, and

their relevance to creativity and the arts, reflecting a

mechanistic and fundamental approach aimed at

understanding how the brain processes imagination

and forms subjective human experiences. In contrast,

storytelling research is more oriented toward

multidisciplinary applications, integrating narrative

with education, literature, communication design,

social skill development, leadership, and mental

health. This shift illustrates a transition from

fundamental understanding to applied approaches

leveraging narrative as a cognitive and emotional

strategy for influencing behavior and learning.

3.2.1 Analisis Interaksi Neuroscience,

Imagination, Dan Storytelling

1. Neuroscience as a Cognitive Basis

Both visualizations highlight neuroscience as the

central hub, serving as the primary connecting point

for various surrounding concepts such as brain,

memory, mind, emotion, mental imagery, and other

cognitive activities. Neuroscience plays a key role in

explaining the brain mechanisms that support

imagination processes and storytelling abilities.

Research in neuroscience reveals how the brain

processes information, recalls memories, constructs

imagined scenarios, and engages emotionally with

narratives.

2. The Role of Imagination

Imagination is positioned in close proximity and

strongly connected to neuroscience, as well as to

subthemes such as self, acting, mental imagery,

memory, and attention. This demonstrates that

imagination acts as a bridge between brain functions

and practical applications of storytelling and

language. Imagination serves as a cognitive resource

enabling individuals to construct stories mentally

(mental imagery) and to project novel situations or

experiences that have yet to occur.

3. Storytelling as Cognitive Expression and

Communication

In the third visualization, storytelling emerges as a

key node linked to neuroscience, technology,

children, and literature. This reinforces the notion of

storytelling as a complex medium of communication,

integrating narrative structure, emotion, perspective,

Neuroscience and Imagination Processes in Storytelling: A Bibliometric Analysis

199

and modern technological tools. Storytelling also

requires listening (receiving narratives) and speaking

(delivering narratives) skills, thus establishing a

strong relationship with language development.

4. Relevance to Listening and Storytelling Skills

in Language Development

Listening Skills: Neuroscience maps essential

components such as attention, memory, and language

processing necessary for effective listening.

Imagination supports mental visualization of auditory

information, thereby deepening comprehension. In

storytelling, listening skills allow audiences to

capture both narrative flow and conveyed meaning.

Storytelling Skills: These involve the ability to

cohesively integrate memory, imagination, and

speech. Neuroscience provides insight into how the

brain organizes stories and how emotion and

imitation contribute to effective narrative expression.

4 CONCLUSIONS

The primary focus on neuroscience, imagination, and

storytelling demonstrates that neuroscience serves as

a central research domain with strong connections to

other topics such as imagination, mental imagery,

brain, and mind. This indicates that current research

is heavily concentrated on understanding brain

functions and cognitive processes as the foundation

for imagination and storytelling. Moreover, there is a

strong interconnection between imagination and

neuroscience. Imagination, as a key node, is highly

associated with neuroscience and various cognitive

concepts such as memory, attention, mental imagery,

and emotion. This highlights imagination as a critical

concept that bridges neurocognitive processes with

mental actions and creative expression.

Storytelling, as a complex application of

neuroscience and imagination, emerges as a central

topic linked to technology, children, and literature.

This reflects storytelling as an applied domain

integrating narrative, emotional aspects, and social as

well as technological interactions, which are strongly

influenced by the advancement of neuroscience and

imaginative capabilities. Overall, the three

keywords—neuroscience, imagination, and

storytelling—form an interconnected core in

understanding children’s cognitive processes and

creative expression. The analysis also highlights

emerging attention toward future and technology

concepts, which have the potential to become new

and evolving research areas. The technological

dimension within storytelling and neuroscience paves

the way for integrative studies that combine digital

advancements and neurobiological perspectives.

Such cutting-edge research creates opportunities to

explore the integration of digital technology and

future-oriented concepts, particularly in the context of

language education and applied neuroscience.

5 RECOMMENDATIONS

This study provides a novel contribution by

connecting neuroscience research on imagination

processes with storytelling practices through a

bibliometric analysis approach. Several research gaps

were identified that can guide future investigations:

(1) integration of neuroscience and storytelling in

language education, particularly to enhance

children’s listening and storytelling skills; (2) explicit

exploration of imagination as a mediator linking

cognitive processes with storytelling practices; (3)

examination of the impact of digital technologies on

brain mechanisms, imaginative capacity, and

storytelling in language development; (4) multimodal

studies integrating neurofeedback, psychology, and

linguistics to capture real-time cognitive processes

during listening and storytelling; (5) interdisciplinary

experimental research involving neuroscience,

developmental psychology, and linguistics to deepen

understanding of storytelling-based learning; (6)

investigation into how imagination can be cultivated

and utilized as a mediator in children’s language skill

development with clear cognitive and

neurobiological measures; (7) utilization of digital

storytelling technologies to improve listening and

storytelling skills through neural stimulation and

enhanced imaginative capacity; and (8) development

of neurofeedback-based interventions and cognitive

training to support language learning that

incorporates storytelling and imagination.

ACKNOWLEDGEMENTS

The authors express their deepest appreciation and

gratitude to the researchers and authors whose works

served as primary data sources and essential

references for this study. Special thanks, we also

acknowledge the support of Universitas Adzkia in the

development of this research.

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200

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