Mental Rotation Research Articles

Variants of the P3 event-related potential operate as indicators of distinct mechanisms contributing to problematic alcohol use.

Considerable research has linked relative reduction in the amplitude of the P3 event-related potential (ERP) during cognitive task performance (i.e., Target-P3) with increased risk of alcohol-related problems. A separate literature indicates that a relative increase in the amplitude of the P3 elicited by cues signaling alcohol availability (i.e., ACR-P3) also is associated with alcohol use and problems. To date, no research has integrated these seemingly discrepant findings. Here, we aimed to demonstrate that P3 amplitudes elicited in different task contexts reflect distinct domains of functioning relevant to problematic alcohol involvement (PAI), and therefore can inform heterogeneity in the etiology of PAI. 156 emerging adults (61% women; 88% White/Non-Hispanic) completed a mental rotation task and a picture-viewing task while ERPs were recorded. Participants also completed questionnaire measures of trait disinhibition, alcohol use, and alcohol-related problems. Findings from regression analyses indicated that (a) Target-P3 was negatively associated and ACR-P3 was positively associated with a PAI latent variable; (b) the two P3s accounted for unique variance in PAI, beyond that accounted for by recent drinking; and (c) the association between Target-P3 and PAI-but not ACR-P3 and PAI-was statistically mediated by trait disinhibition. The present findings highlight the unique contributions of distinct functional domains associated with disinhibition and incentive salience in the etiology of PAI. Moreover, findings are consistent with a nuanced understanding of the P3 ERP, whereby its specific meaning varies according to the task context in which it is elicited.

Lesson Study as a Professional Development Model for Teaching Spatial Ability in Primary STEM

This study explores the efficacy of a professional development (PD) model that employs lesson study to teach spatial ability skills in primary STEM education. The structure of the PD supported the ‘Insights’ mechanism by focusing on visualisation, mental rotation, construction and deconstruction, and spatial orientation, which are vital for nurturing students’ spatial abilities. The ‘Motivation’ mechanism was addressed through goal setting in lesson planning, motivating teachers to integrate spatial tasks into their curricula. Continuous feedback and practical support facilitated the ‘Technique’ mechanism, embedding learned skills into everyday teaching practices. Last, the ‘Embed in Practice’ mechanisms, including action planning and prompts, were effectively translated into classroom practices, evidencing the model’s operational efficacy.

Applications of Alpha Neurofeedback Processes for Enhanced Mental Manipulation of Unfamiliar Molecular and Spatial Structures

Applications of Alpha Neurofeedback Processes for Enhanced Mental Manipulation of Unfamiliar Molecular and Spatial Structures

The relationship between object-based spatial ability and virtual navigation performance

Spatial navigation is a multi-faceted behaviour drawing on many different aspects of cognition. Visuospatial abilities, such as mental rotation and visuospatial working memory, in particular, may be key factors. A range of tests have been developed to assess visuospatial processing and memory, but how such tests relate to navigation ability remains unclear. This understanding is important to advance tests of navigation for disease monitoring in various disorders (e.g., Alzheimer’s disease) where spatial impairment is an early symptom. Here, we report the use of an established mobile gaming app, Sea Hero Quest (SHQ), as a measure of navigation ability in a sample of young, predominantly female university students (N = 78; 20; female = 74.3%; mean age = 20.33 years). We used three separate tests of navigation embedded in SHQ: wayfinding, path integration and spatial memory in a radial arm maze. In the same participants, we also collected measures of mental rotation (Mental Rotation Test), visuospatial processing (Design Organization Test) and visuospatial working memory (Digital Corsi). We found few strong correlations across our measures. Being good at wayfinding in a virtual navigation test does not mean an individual will also be good at path integration, have a superior memory in a radial arm maze, or rate themself as having a strong sense of direction. However, we observed that participants who were good in the wayfinding task of SHQ tended to perform well on the three visuospatial tasks examined here, and to also use a landmark strategy in the radial maze task. These findings help clarify the associations between different abilities involved in spatial navigation.

Visual–spatial abilities are NOT related to the speed of mental rotation.

Visual–spatial abilities are NOT related to the speed of mental rotation.

Effect of digital game intervention on cognitive functions in older adults: a multiple baseline single case experimental design study

BackgroundResidents in nursing homes are prone to cognitive decline affecting memory, visuospatial cognition, and executive functions. Cognitive decline can lead to dementia, necessitating prioritized intervention.MethodsThe current study aimed to investigate whether an intervention using a digital game was effective for preserving and improving the cognitive function of residents in nursing homes. An intervention study was conducted using a single-case AB design with multiple baselines. The participants in the study were five older adults aged 65 and over who do not play digital games regularly. The study ran for 15 weeks, including a baseline (phase A) and an intervention phase (phase B). Phase A had five baselines (5 to 9 weeks) with random participant assignment. In phase B, participants engaged in a digital game (Space Invaders) individually. Cognitive function was assessed as the outcome, measured using the Brain Assessment (performed on a tablet through the Internet) at 16 measurement points. Four of five participants (two female and two male) were included in the analysis, using visual inspection and Bayesian statistics with multi-level modeling.ResultsVisual inspection of the graphs revealed cognitive function score improvements after the intervention for most layers in terms of memory of numbers, memory of words, mental rotation test (visuospatial ability), and total scores in the Brain Assessment. These effects were also significant in the analysis by multi-level modeling.ConclusionsThe results suggest that the use of digital games may be effective for preserving and improving cognitive function among residents of nursing home.Trial registrationThis study was registered in the University Hospital Medical Information Network Clinical Trials Registry (UMIN000048677; public title: Effect of a Digital Game Intervention for Cognitive Functions in Older People; registration date: August 30, 2022).

Graph Theory Further Revealed Visual Spatial Working Memory Impairment in Patients with Inflammatory Bowel Disease.

Inflammatory Bowel Disease (IBD) patients may experience cognitive impairments in Visuospatial Working Memory (VSWM), significantly impacting their quality of life. However, the mechanisms underlying these impairments remain poorly understood. We studied functional MRI and graph theory analysis to investigate changes in functional connectivity networks during the Mental Rotation Task (MRT) in IBD patients. Twenty IBD patients (13 males, 7 females; mean age = 34.95 ± 13.80 years; mean disease duration = 2.43 ± 2.37 years) participated in the study. Exclusion criteria encompassed recent use of analgesics, 5-Aminosalicylate, corticosteroids, or immunosuppressants within the past three months. Additionally, we recruited 20 age-, gender-, and education-matched healthy controls for comparison. Compared to a control group, IBD patients exhibited significantly longer reaction times and reduced accuracy during the MRT. Our analysis revealed abnormalities in multiple nodal attributes within the functional connectivity network, particularly in regions such as the bilateral orbitofrontal cortex, right supplementary motor area, bilateral parahippocampal gyrus, and bilateral anterior temporal lobe. We observed that the nodal efficiency in the left temporal pole is negatively correlated with Red Blood Cell Distribution Width (RDW) and positively correlated with response time of MRT. Our findings revealed notable abnormalities in multiple node attributes among IBD patients during MRT, providing evidence of cognitive impairments in VSWM in IBD patients. This study found RDW maybe can serve as a clinical indicator for predicting early VSWM impairment in patients with IBD.

Impact of Out-of-School Educational Environments on the Creative and Spatial Thinking Skills of Gifted Students

The importance of educating gifted children is steadily increasing. The education of these pupils, who are seen as future of the societies, should be encounter to meet their needs. Our study aims to provide the desired learning oucomes without getting bored in fun environments with activities that will attract the attention and increase the motivation of gifted pupils in different locations outside the school. Additionally, it was studied whether there were differences about their creative and spatial thinking abilities with the activities prepared for this education. Our study was conducted using the ‘Pre-Test and Post-Test Experimental Design with Control Group’. Our sample involves experimental group of 21 pupils and control group of 21 pupils in the 6th grade studying at Konya Science and Art Center. The lesson plan of 8-week (32 hours) about museum-based art education was prepared and implemented for experimental group for 4 hours in a week. The control group was trained based on the National Education curriculum. The “Torrance Creativity Test” to decide creativity abilities and the “Mental Rotation Test and Paper Folding Test” to decide spatial thinking abilities were appealed before and after the experimental process for the experimental group, before and after curriculum works for the control group. The comparative effects of the discrepancies between the post-test and the pre-test results were examined to determine whether or not the program applied was effective in the development of students with the collected data. In our study, it was observed that museum visits and activities prepared by enriching the creative and spatial thinking abilities of gifted students were effective in improving students’ creative and spatial thinking abilities. When the experimental group students had fun with museum visits and activities, they concretized objects and reached the application area by seeing and touching. It was observed that the creativity abilities and spatial thinking abilities of the control group pupils could not be developed with classical educational plans.

Concurrent maintenance of both veridical and transformed working memory representations within unique coding schemes

Abstract In the dynamic environment we live in, the already limited information that human working memory can maintain needs to be constantly updated to optimally guide behaviour. Indeed, previous studies showed that leading up to a response, representations maintained in working memory representations are transformed continuously. This goes hand-in-hand with the removal of task-irrelevant items. However, does such removal also include the representations of stimuli as they were originally, prior to transformation? Here we assessed the neural representation of task-relevant transformed representations, and the no-longer-relevant veridical representations they originated from. We applied multivariate pattern analysis to electroencephalographic data during maintenance of orientation gratings with and without mental rotation. During maintenance, we perturbed the representational network by means of a visual impulse stimulus, and were thus able to successfully decode veridical as well as imaginary, transformed orientation gratings from impulse-driven activity. The impulse response reflected only task-relevant (cued), but not task-irrelevant (uncued) items, suggesting that the latter were quickly discarded from working memory. By contrast, even though the original cued orientation gratings were also no longer task-relevant after mental rotation, these items continued to be represented next to the rotated ones, in different representational formats. This seemingly inefficient use of scarce working memory capacity was associated with reduced probe response times and may thus serve to increase precision and flexibility in guiding behaviour in dynamic environments.

A New Procedure and Stimulus Set for Examining Cross-Modality Mental Rotation

We validated the use of 3-D printed Shepard and Metzler-style shapes in a simultaneous cross-modal (vision & touch) mental rotation procedure. Participants compared a visually presented 3-D shape to a 3-D shape they could only feel to determine if the shapes were the same. Participant response time and error rate demonstrated the expected linear increase as the angular disparity of the 3-D printed shapes increased. We expect the freely available data and stimuli from the procedure will be useful to researchers studying both traditional mental rotation and cross-modality mental rotation with complex, highly adaptable, and easy to create shapes.

Slower but more accurate mental rotation performance in aphantasia linked to differences in cognitive strategies

Mental rotation tasks are frequently used as standard measures of mental imagery. However, aphantasia research has brought such use into question. Here, we assessed a large group of individuals who lack visual imagery (aphantasia) on two mental rotation tasks: a three-dimensional block-shape, and a human manikin rotation task. In both tasks, those with aphantasia had slower, but more accurate responses than controls. Both groups demonstrated classic linear increases in response time and error-rate as functions of angular disparity. In the three-dimensional block-shape rotation task, a within-group speed-accuracy trade-off was found in controls, whereas faster individuals in the aphantasia group were also more accurate. Control participants generally favoured using object-based mental rotation strategies, whereas those with aphantasia favoured analytic strategies. These results suggest that visual imagery is not crucial for successful performance in classical mental rotation tasks, as alternative strategies can be effectively utilised in the absence of holistic mental representations.

Visuospatial abilities and 3D-printed based learning.

The use of 3D-printing in every field of medicine is expanding, notably as an educational tool. The aim of this study was to assess how visuospatial abilities (VSA) of students may impact learning helped with 3D-printed models. Participants were undergraduate medical school students during their clinical rotation in oral and maxillofacial surgery in two French Universities. Students were included prospectively and consecutively from September 2021 to June 2023. First, a lecture about craniosynostosis was performed with the help of 3D-printed models of craniosynostotic skulls. Then, a mental rotation test (MRT) followed by a multiple-choice questions (MCQs) form about craniosynostosis presentations were submitted to the students. Forty undergraduate students were finally included. Median MRT score was 15 (10.75;21) and median score to the MCQs was 13 (11.75;14). There was a significantly weak correlation between the MRT-A score and the score to the MCQs (rs = 0.364; p = 0.022). A simple linear regression was calculated to predict the result to the MCQs on MRT-A score [ (F(1,39) = 281.248; p < 0.0001), with a R2 of 0.878 ]. This study showed that VSA has an impact on the recognition of complex clinical presentations, i.e. skulls with craniosynostosis. The correlation found between VSA and complex 3D shape recognition after learning aided with 3D-printed model is emphasizing the importance of VSA when using innovative technologies. Thus, VSA training should be envisioned during the curriculum.

Unpacking associations among children's spatial skills, mathematics, and arithmetic strategies: decomposition matters.

Several studies revealed links between mental rotation and mathematical tasks, but the intervening processes in this connection remain rather unexplored. Here, we aimed to investigate whether children's mental rotation skills relate to their accuracy in solving arithmetic problems via their usage of decomposition strategies, thus probing one potential intervening process. To this end, we examined a sample of 6- to 8-year-olds (N = 183) with a chronometric mental rotation task, and asked children to solve several arithmetic problems while assessing their solution strategies. After each arithmetic problem, children were asked about their strategy to solve the respective arithmetic problem and these were classified as either counting, decomposition, or retrieval strategies. Analyses were controlled for age, sex, fluid and verbal reasoning. Results indicated that children's response times and accuracy in the mental rotation task were best explained by linear functions of rotation angle, suggesting the usage of dynamic mental transformation strategies. A multiple mediation model revealed that children with higher mental rotation skills were more inclined to use higher-level mental strategies such as decomposition which in turn increased their accuracy of solving arithmetic problems. None of the other arithmetic strategies revealed significant indirect effects. These findings suggest that children with higher mental rotation skills may profit from visualizing and flexibly transforming numerical magnitudes, increasing the frequency of decomposition strategies. Overall, decomposition may play a unique role in the connection between children's mental rotation and arithmetic skills, which is an essential information for planning future training and experimental studies.

The influence of spatial ability on undergraduate students’ tree-thinking ability

ABSTRACT Tree-thinking ability is essential in the learning of biological evolution. Spatial ability as a potential factor which might impact students’ tree-thinking ability remains unknown. To explore the influence of spatial ability and spatial-related interventions on students’ tree-thinking ability, 312 undergraduate students participated in this study. Students’ spatial ability was evaluated using the Mental Rotation Test (MRT). A pre-test-post-test design was adopted to assess students’ tree-thinking ability by using the Model of the Use of Evolutionary Trees (MUET) survey. Multiple linear regression analyses were conducted to explore the factors that influenced students’ tree-thinking ability. Pearson product-moment correlation coefficients were calculated when positive or negative predictors of student’ tree-thinking ability were identified. Results shown that students’ MRT scores and previous tree-learning experience were the sole factors that positively predicted students’ pre-MUET survey scores, explaining 2.5% and 4.1% of the observed variance, respectively. Pre-MUET survey scores and the type of tree-thinking-related instructional intervention were found to be the only unique predictors of students’ post-MUET survey scores, explaining 22.2% and 6.5% of the observed variance, respectively. Results suggest that the tree-thinking-related instructional intervention has the potential to modulate the relationship between individuals’ spatial ability and tree-thinking ability.

Mental rotation and language in autism spectrum disorder.

Though visuospatial skills are often considered a relative strength in autism spectrum disorder (ASD), unexplained difficulties relative to neurotypical (NT) peers have also been observed. Dissociations between spatial cognition and language skills in ASD may explain these difficulties given that these systems are linked in NT individuals. The current study examined performance on a mental rotation task that systematically varied stimulus features and the degree to which performance was associated with language in ASD relative to NT peers. Participants were children and young adults with ASD and 25 pairwise age- and IQ-matched NT peers (p's>0.53). The mental rotation task involved four conditions: two-dimensional (2D) abstract figures, three-dimensional (3D) abstract figures, 2D common objects, and 3D common objects. Structural language was measured using the grammar subscale from the Test of Language Development: Intermediate adapted for Norwegian. Mixed-effects model results indicated that autistic individuals were less accurate and had slower reaction time across mental rotation task conditions than NT peers. Language was associated with mental rotation accuracy for both groups across conditions, but with reaction time only for the NT group. The current study demonstrated selective associations between language and performance on a classic spatial cognition task in autistic individuals. Namely, there was a dissociation between language and in-the-moment efficiency in the ASD group, and this dissociation may reflect a broader dissociation between visuospatial and language systems.

The Effects of Different Exercise Types on Cognitive and Physical Functions in Dementia Patients: A Randomized Comparative Study

Purpose: The physical and cognitive effects of aerobic exercise on dementia have been extensively studied. Further investigation of other types of exercise with different physiological effects is still needed. This study aimed to determine cognitive and physical effects of 6-week aerobic, balance, and combined (aerobic-balance) exercise programs on dementia. Materials and Methods: A total of 31 mild to moderate dementia patients aged 65-90 years were divided into three exercise groups. Before and after the 6-week exercise program, mental rotation, spatial orientation, visual memory, and mental status were assessed for cognitive functions, while fall risk, reaction time, lower limb strength, and frailty were assessed for physical functions. Comprehensive cognitive and physical assessments were performed to provide a holistic approach to dementia. Results: When post-exercise values were compared with pre-exercise values, only frailty decreased significantly in the aerobic exercise group (p=0.017). After exercise program in balance and combined exercise groups, mental rotation (p=0.005, p=0.032), spatial orientation (p=0.020, p=0.035), mental status (p=0.007, p=0.014), and lower extremity strength (p=0. 010, p=0.005) increased significantly, while fall risk (p=0.005, p=0.005), reaction time (p=0.028, p=0.016), and frailty (p=0.020, p=0.009) decreased significantly. Moreover, in contrast to combined and aerobic exercise, improvement in visual memory was also observed in the balance exercise group (p=0.016). Conclusions: These findings suggest that balance and combined exercises may have broader effects on dementia than aerobic exercise. It emphasizes the importance of designing exercise programs for dementia patients, considering the cognitive and physical deficits of the patients, and creating a multidimensional treatment approach.

106 Characteristics of Cognitive Impairment in Moyamoya Disease

INTRODUCTION: Cognitive impairment in adult moyamoya disease (MMD) is thought to be the result of ischemic stroke; however, the presence and extent of cognitive decline in asymptomatic patients remain largely unknown. METHODS: After classification using T2-weighted fluid attenuated inversion recovery (FLAIR) magnetic resonance imaging (MRI), a total of 19 MMD patients with a history of cerebral infarction, 21 asymptomatic MMD patients, and 20 healthy controls matched for age, sex, and years of education were prospectively included in this study. A detailed neuropsychological evaluation of two moyamoya subgroups and normal controls was conducted. In addition, participants underwent arterial spin labeling and resting state fMRI sequences. RESULTS: Asymptomatic patients showed varying degrees of decline in intelligence (Raven’s Standard Progressive Matrices, P = 0.001), spatial imagination (mental rotation, P = 0.014), working memory (verbal working memory-backward digit span, P = 0.011), and computational ability (simple subtraction, P = 0.014; complex subtraction, P &lt; 0.001) compared with normal controls. MMD patients with cerebral infarction had more severe impairment in complex arithmetic (P = 0.027) and word short-term memory (P = 0.01) than those without symptoms. The asymptomatic MMD group also showed decreased CBF in the left anterior central and left inferior frontal gyri of the island fap with multiple node abnormalities in the brain network and reduced network connectivity. There was a significant association of these changes with cognitive decline in the MMD group. CONCLUSIONS: In asymptomatic MMD patients, a variety of cognitive impairments precedes the onset of clinical symptoms such as cerebral infarction, which may be a long-term complication of conservative treatment. Besides, disturbance of CBF and impaired brain network connections may be important causes of cognitive decline.

Visuospatial Function in Women with Premenstrual Dysphoric Disorder.

Background/Objectives: Premenstrual dysphoric disorder (PMDD) is an understudied psychiatric condition affecting reproductive-age women who experience negative mood in the luteal phase of the menstrual cycle. Cognitive functions in PMDD are not well understood as patients have been tested in the luteal phase. This may confound study results due to noted emotional interferences, as well as the potential opposing effects of the sex hormones estradiol and progesterone. In the present study, we evaluated visuospatial function in the follicular phase in women with PMDD and healthy controls, and further examined the effect of estradiol as research into the hormonal mediation of visuospatial function in reproductive-age women has produced mixed results. Methods: To this end, we analyzed estradiol concentrations using the gold standard mass spectrometry. Serum samples were collected in the early follicular and mid/late follicular subphases when estradiol is low and high, respectively, while progesterone is low and steady. We assessed visuospatial function using the classic mental rotation task. Results: Women with PMDD had a higher mental rotation total score (t = 2.17; p < 0.05). The addition of six demographic, biological, and anthropomorphic variables in a hierarchical fashion accounted for 45.3% of the total variance in the final model with diagnosis remaining statistically significant (t = 4.36; p < 0.001). Estradiol did not mediate the group difference and was not significantly associated with visuospatial function. Conclusions: The present results provide support for new research directions into the potential biological mechanisms that underlie the pathophysiology of PMDD, represented as enhanced visuospatial ability in women with PMDD in the follicular phase. We review the theory that PMDD is a disorder of the enhanced excitation-to-inhibition ratio, with a focus on findings to date from brain imaging research.

Exploring healthcare workers’ experiences of a simple intervention to reduce their intrusive memories of psychological trauma: an interpretative phenomenological analysis

ABSTRACT Background: Many healthcare workers (HCWs) endured psychologically traumatic events at work during the coronavirus disease 2019 (COVID-19) pandemic. For some, these events are re-experienced as unwanted, recurrent, and distressing intrusive memories. Simple psychological support measures are needed to reduce such symptoms of post-traumatic stress in this population. A novel intervention to target intrusive memories, called an imagery-competing task intervention (ICTI), has been developed from the laboratory. The intervention includes a brief memory reminder cue, then a visuospatial task (Tetris® gameplay using mental rotation instructions for approximately 20 min) thought to interfere with the traumatic memory image and reduce its intrusiveness. The intervention has been adapted and evaluated in a randomized controlled trial (RCT) with Swedish HCWs (ClinicalTrials.gov identifier: NCT04460014). Objective: We aimed to explore how HCWs who worked during the COVID-19 pandemic experienced the use of a brief intervention to reduce their intrusive memories of work-related trauma. Method: Interpretative phenomenological analysis was used for in-depth understanding of the lived experiences of HCWs who used the intervention. Seven participants from the RCT were interviewed by an independent researcher without prior knowledge of the intervention. Interviews were conducted via telephone and transcribed verbatim. Results: Four general themes were generated: ‘Triggers and troublesome images’, ‘Five Ws regarding support – what, when, why, by/with who, for whom’, ‘Receiving it, believing it, and doing it’ and ‘The intervention – a different kind of help’; the last two included two subthemes each. The results reflect participants’ similarities and differences in their lived experiences of intrusive memories, support measures, and intervention impressions and effects. Conclusion: HCWs’ experiences of the novel ICTI reflect a promising appraisal of the intervention as a potential help measure for reducing intrusive memories after trauma, and gives us a detailed understanding of HCWs’ needs, with suggestions for its adaption for future implementation. Trial registration: ClinicalTrials.gov identifier: NCT04460014.

An analysis of the relationship of "the Mozart effect" with BDNF levels in anatomy education.

In 1993, an increase was observed in the spatial IQ scores of the volunteers who listened to Mozart's sonata K448 for 10 min, and this phenomenon entered the literature as the "Mozart effect." Other studies have shown that this effect is particularly evident in spatial skill tests. A large body of research has provided evidence that spatial ability is associated with success in learning anatomy. In this study, Kastamonu University Faculty of Medicine students were divided into two groups during 16-h practical training spanning 30 days. While one of the groups listened to Mozart's K448 sonata as the background music in all lessons, the control group attended the lessons in their standard form. At the end of each lesson, all students solved a modified mental rotation test including questions involving anatomical structures. Before starting the study, after the first laboratory class, on the 15th and 30th day of the study, blood samples were taken from the participants, and plasma brain-derived neurotrophic factor (BDNF) levels were determined. The effect of time on mental rotation score and plasma BDNF level was significant (p < 0.001 for both). The effect of group was also significant (p < 0.001 for both). Pairwise comparisons showed significance in the fifth, sixth, seventh, and eighth mental rotation test (p < 0.001, p = 0.041, p < 0.001, p < 0.001, respectively) and in the third (Day 15) and fourth (Day 30) BDNF measurement (p < 0.001 for both). Our findings may indicate that specific background music may be useful for anatomy teaching.