Mental Rotation Research Articles

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.

A Qualitative Description of Biochemistry Students’ Visuospatial Reasoning Difficulties Associated with Amino Acid Models

The adoption of multimedia learning tools, including visual models in biochemistry, has increased considerably over the last few decades. Adopting these tools necessitates the development of visual literacy competencies, such as visuospatial reasoning, for students to learn effectively. The extent to which biochemistry students have the necessary visuospatial reasoning skills to learn from visual models effectively is a subject of continuing research. The current qualitative research sought to describe biochemistry students’ visuospatial reasoning difficulties associated with amino acids. Seven purposively selected students were interviewed using a semi-structured protocol to solicit their learning difficulties when asked to perform specific tasks related to visuospatial reasoning. The research question explored in this study is: “What are biochemistry students’ visuospatial reasoning difficulties associated with amino acids models?” Learning difficulties related to perceiving spatial orientation, mental rotation, interpreting colour codes, and generating a visual model depicting spatial depth were identified. Identifying and describing these learning difficulties could help teachers adopt remediation strategies to enhance content understanding. The researcher concludes that students may not always have the visuospatial reasoning skills required for successful learning in biochemistry. Given the complex nature of visual literacy, the researcher recommends explicit remediation strategies to address learning difficulties associated with visuospatial reasoning in biochemistry.

Individual differences in emerging adults’ spatial abilities: What role do affective factors play?

Spatial ability is defined as a cognitive or intellectual skill used to represent, transform, generate, and recall information of an object or the environment. Individual differences across spatial tasks have been strongly linked to science, technology, engineering, and mathematics (STEM) interest and success. Several variables have been proposed to explain individual differences in spatial ability, including affective factors such as one’s confidence and anxiety. However, research is lacking on whether affective variables such as confidence and anxiety relate to individual differences in both a mental rotation task (MRT) and a perspective-taking and spatial orientation task (PTSOT). Using a sample of 100 college students completing introductory STEM courses, the present study investigated the effects of self-reported spatial confidence, spatial anxiety, and general anxiety on MRT and PTSOT. Spatial confidence, after controlling for effects of general anxiety and biological sex, was significantly related to performance on both the MRT and PTSOT. Spatial anxiety, after controlling for effects of general anxiety and biological sex, was not related to either PTSOT or MRT scores. Together these findings suggest some affective factors, but not others, contribute to spatial ability performance to a degree that merits advanced investigation in future studies.

Changes in the excitability of anterior horn cells in a mental rotation task of body parts.

Mental rotation (MR), a tool of implicit motor imagery, is the ability to rotate mental representations of two- or three-dimensional objects. Although many reports have described changes in brain activity during MR tasks, it is not clear whether the excitability of anterior horn cells in the spinal cord can be changed. In this study, we examined whether MR tasks of hand images affect the excitability of anterior horn cells using F-wave analysis. Right-handed, healthy participants were recruited for this study. F-waves of the right abductor pollicis brevis were recorded after stimulation of the right median nerve at rest, during a non-MR task, and during an MR task. The F-wave persistence and the F/M amplitude ratio were calculated and analyzed. Twenty participants (11 men and 9 women; mean age, 29.2 ± 4.4 years) were initially recruited, and data from the 18 that met the inclusion criteria were analyzed. The F-wave persistence was significantly higher in the MR task than in the resting condition (p = .001) or the non-MR task (p = .012). The F/M amplitude ratio was significantly higher in the MR task than in the resting condition (p = .019). The MR task increases the excitability of anterior horn cells corresponding to the same body part. MR tasks may have the potential for improving motor function in patients with reduced excitability of the anterior horn cells, although this methodology must be further verified in a clinical setting.

Switching between different cognitive strategies induces switch costs as evidenced by switches between manual and mental object rotation

Switching between tasks entails costs when compared to repeating the same task. It is unclear whether switch costs also occur when repeating the same task but switching the underlying cognitive strategy (CS). Here, we investigated whether CS switch costs exist despite overlap in mental processing between CSs and a lack of abstract goal (always “solve task X”) or answer key binding switches. Specifically, we asked participants to judge the identity of two misaligned objects by either mental or manual computer-mediated object rotation. In each trial of Block 1, to measure switch costs without choice-related cognitive processes, a cue indicated which CS (mental/manual) to use. In Block 2, the CS was freely chosen. Participants exhibited considerable CS switch costs for both cued and freely chosen switches. Moreover, Block 1 switch costs moderately predicted Block 2 switch frequency, while an overall tendency for CS repetition was observed. In sum, we found that switch costs are not confined to situations in which tasks are switched but generalize to situations in which the task stays identical and the CS is switched instead. The results have implications for modern computerized cognitive environments in which a multitude of cognitive strategies is available for the same task.

Urban-Rural Differences in Early Arithmetic Performance are Accounted for by Phonological Processing

ABSTRACT Urban and rural children have different levels of performance in arithmetic processing. This study investigated whether such a residence difference can be explained by phonological processing. A total of 1,501 Chinese primary school students from urban and rural areas were recruited to complete nine cognitive tasks: two in arithmetic performance (subtraction and multiplication), one in phonological processing (word rhyming), two in quantity processing (numerosity and number comparison), one in visuo-spatial processing (mental rotation), as well as a mathematical reasoning task (number-series completion) as a contrast with arithmetic processing and two general cognitive tasks (choice reaction time and Raven’s progressive matrices). The results showed that Chinese urban children had superior performance in arithmetic, which was eliminated after controlling for phonological ability, but not after controlling for quantity or visuo-spatial performance or general cognitive factors. Urban children also showed better performance in mathematical reasoning than did rural children, but residence difference in mathematical reasoning was not eliminated by any of the cognitive factors. The above result suggests that phonological processing explains the relationship between residence and arithmetic performance.

Does dynamic balance affect cube mental rotation task in badminton vs. volleyball female players?

BackgroundChanging from a static to a dynamic balance condition could affect the performance of a cognitive task such as mental rotation. Thus, the main goal of this study is to investigate aspects of visual-spatial cognition between two non-contact sports (i.e., badminton and volleyball) in different upright conditions (i.e., standing position, frontal balance, and sagittal balance).MethodsThirty-five volunteer female sports and physical education students, fourteen specialists in badminton and twenty-one specialists in volleyball agreed to participate in this study. Each of the assessments was a 3D cube mental rotation task with and/or without balance exercises (i.e., frontal and/or sagittal balance) on a wobble board. Five stimuli were used in the mental rotation task (i.e., 45°, 135°, 180°, 225° and 315° for objected-based cube condition with egocentric transformation) which included pairs of standard and comparison images.ResultsThe findings indicate that there was a notable decrease (p < 0.001; d = 1.745) in response time in both dynamic balance conditions (i.e., frontal and sagittal balance) compared to standing position condition. In addition, results revealed significant interaction between balance conditions (i.e., frontal and/or sagittal balance) and groups (i.e., badminton and volleyball) in the response time at 225° angle and in the error percentage.ConclusionsIn sum, dynamic balance is also an activity that involves mental manipulation of objects in 3D space, which can enhance badminton and volleyball female players’ ability to rotate 3D cube stimuli.

Examining the Interplay between the Cognitive and Emotional Aspects of Gender Differences in Spatial Processing.

Women reliably perform worse than men on measures of spatial ability, particularly those involving mental rotation. At the same time, females also report higher levels of spatial anxiety than males. What remains unclear, however, is whether and in what ways gender differences in these cognitive and affective aspects of spatial processing may be interrelated. Here, we tested for robust gender differences across six different datasets in spatial ability and spatial anxiety (N = 1257, 830 females). Further, we tested for bidirectional mediation effects. We identified indirect relations between gender and spatial skills through spatial anxiety, as well as between gender and spatial anxiety through spatial skills. In the gender → spatial anxiety → spatial ability direction, spatial anxiety explained an average of 22.4% of gender differences in spatial ability. In the gender → spatial ability → spatial anxiety direction, spatial ability explained an average of 25.9% of gender differences in spatial anxiety. Broadly, these results support a strong relation between cognitive and affective factors when explaining gender differences in the spatial domain. However, the nature of this relation may be more complex than has been assumed in previous literature. On a practical level, the results of this study caution the development of interventions to address gender differences in spatial processing which focus primarily on either spatial anxiety or spatial ability until such further research can be conducted. Our results also speak to the need for future longitudinal work to determine the precise mechanisms linking cognitive and affective factors in spatial processing.

Distinct neural signatures underlying information maintenance and manipulation in working memory.

Previous working memory research has demonstrated robust stimulus representations during memory maintenance in both voltage and alpha-band activity in electroencephalography. However, the exact functions of these 2 neural signatures have remained controversial. Here we systematically investigated their respective contributions to memory manipulation. Human participants either maintained a previously seen spatial location, or manipulated the location following a mental rotation cue over a delay. Using multivariate decoding, we observed robust location representations in low-frequency voltage and alpha-band oscillatory activity with distinct spatiotemporal dynamics: location representations were most evident in posterior channels in alpha-band activity, but were most prominent in the more anterior, central channels in voltage signals. Moreover, the temporal emergence of manipulated representation in central voltage preceded that in posterior alpha-band activity, suggesting that voltage might carry stimulus-specific source signals originated internally from anterior cortex, whereas alpha-band activity might reflect feedback signals in posterior cortex received from higher-order cortex. Lastly, while location representations in both signals were coded in a low-dimensional neural subspace, location representation in central voltage was higher-dimensional and underwent a representational transformation that exclusively predicted memory behavior. Together, these results highlight the crucial role of central voltage in working memory, and support functional distinctions between voltage and alpha-band activity.

Consistency of spatial ability performance in children, adolescents, and young adults.

Spatial abilities are essential cognitive skills for many aspects of our everyday life that develop substantially throughout childhood and adolescence. While there are numerous measurement tools to evaluate these abilities, many of them have been designed for specific age groups hampering comparability throughout development. Thus, we determined test-retest-reliability and minimal detectable change for a set of tests that evaluate spatial ability performance in their variety in youth and compared them to young adults. Children (age: 11.4 ± 0.5 years, n = 26), adolescents (age: 12.5 ± 0.7 years, n = 22), and young adults (age: 26.1 ± 4.0 years, n = 26) performed a set of five spatial ability tests twice, 20 min apart: Paper Folding Test (PFT), Mental Rotation Test (MRT), Water Level Task (WLT), Corsi Block Test (CBT), and Numbered Cones Run (NCR). Relative and absolute test-retest reliability was determined by calculating the intraclass correlation coefficient (ICC3,1) and the standard error of measurement (SEM), respectively. Further, the minimal detectable change (MDC95%) was calculated to identify clinically relevant changes between repeated measurements. Irrespective of test, reliability was "excellent" (i.e., ICC3,1 ≥ 0.75) in all age cohorts and the SEM values were rather small. The MDC95% values needed to identify relevant changes in repeated measurements of spatial ability performance ranged between 0.8 and 13.9% in children, 1.1 and 24.5% in adolescents, and 0.7 and 20.8% in young adults. The determined values indicate that the investigated set of tests is reliable to detect spatial ability performance in healthy children, adolescents, and young adults.

Short-term transfer effects of Tetris on mental rotation: Review and registered report — A Bayesian approach

The existence of transfer effects of video games on cognitive performance are controversially discussed in experimental psychology. Whereas recent meta-analyses suggest the absence of far transfer effects, empirical evidence regarding near transfer effects is more controversial. This conceptual replication investigated the short-term near transfer effect of playing Tetris on mental rotation abilities. The design of the conceptual replication was based on a comprehensive compilation of the methods used by previous literature on this topic and advanced in order to reach a high scientific state-of-the-art standard. We ran a high-powered conceptual replication study with 366 participants randomly assigned to either an experimental group playing Tetris or a control group playing Solitaire. Both groups completed three commonly used mental rotation tests in a pre- and a posttest session. Additionally, the experimental group played Tetris while the control group played Solitaire. Playing time was 10 hours in total within 4 weeks. Based on previous research, we hypothesized that this might generate a short-term transfer effect of Tetris on mental rotation. While participants showed a repeated testing effect for the mental rotation tests in both groups, we found evidence that Tetris does not produce a short-term transfer effect on mental rotation. Both gender and expected outcomes did not influence this effect. Our study suggests that playing Tetris does not improve mental rotation skills.

Science, Technology, Engineering, and Mathematics (STEM) Career Interest as Influenced by Mental Rotation Skills and Mathematics Self-Efficacy of Students

Science, Technology, Engineering, and Mathematics (STEM) Career Interest as Influenced by Mental Rotation Skills and Mathematics Self-Efficacy of Students

Effects of a concurrent maximum performance aerobic exercise test and cognitive task on physical and cognitive performance and effort

ABSTRACT Theoretical models of the effect of aerobic activity on concurrent cognitive tasks predict both impairments and improvements depending on the specific characteristics of the cognitive task. It can be assumed that both aerobic and cognitive tasks share neural resources of limited capacity (such as self-control) or that they interact by confliction or facilitation of brain activation. Detrimental effects are thus expected for cognitive tasks requiring self-control or conflicting brain activation. Effects of cognitive tasks on simultaneous aerobic activity have rarely been investigated, but predictions can be made by adaptations of the same theoretical models. The predicted effects should be enhanced at higher intensities due to increasing drains of neural resources and stronger brain activations. The current study aimed to investigate the interaction of aerobic and cognitive tasks under increasing and maximum physical load. Fifty participants (31 men, 19 women, mean age 22.8 ± 2.6 years) performed two maximum performance cycling tests, one in combination with mental rotation tasks (dual-task condition) and one without a cognitive task (control condition). Cognitive (reaction time, accuracy) and physical (power, cadence) performance, as well as objective (heart rate) and subjective (cognitive and physical ratings of perceived exertion) effort, were measured during the respective tests. The results showed increased cognitive effort during increased physical load and a focus on speed rather than accuracy, which can be interpreted in support of the models. Physical performance, however, could be upheld without increased physiological effort. The physical results contradict the suspected impairment predicted by the adaptations of the theoretical models.

Cognitive deficits and enhancements in youth from adverse conditions: An integrative assessment using Drift Diffusion Modeling in the ABCD study.

Childhood adversity can lead to cognitive deficits or enhancements, depending on many factors. Though progress has been made, two challenges prevent us from integrating and better understanding these patterns. First, studies commonly use and interpret raw performance differences, such as response times, which conflate different stages of cognitive processing. Second, most studies either isolate or aggregate abilities, obscuring the degree to which individual differences reflect task-general (shared) or task-specific (unique) processes. We addressed these challenges using Drift Diffusion Modeling (DDM) and structural equation modeling (SEM). Leveraging a large, representative sample of 9-10 year-olds from the Adolescent Brain Cognitive Development (ABCD) study, we examined how two forms of adversity-material deprivation and household threat-were associated with performance on tasks measuring processing speed, inhibition, attention shifting, and mental rotation. Using DDM, we decomposed performance on each task into three distinct stages of processing: speed of information uptake, response caution, and stimulus encoding/response execution. Using SEM, we isolated task-general and task-specific variances in each processing stage and estimated their associations with the two forms of adversity. Youth with more exposure to household threat (but not material deprivation) showed slower task-general processing speed, but showed intact task-specific abilities. In addition, youth with more exposure to household threat tended to respond more cautiously in general. These findings suggest that traditional assessments might overestimate the extent to which childhood adversity reduces specific abilities. By combining DDM and SEM approaches, we can develop a more nuanced understanding of how adversity affects different aspects of youth's cognitive performance. RESEARCH HIGHLIGHT: To understand how childhood adversity shapes cognitive abilities, the field needs analytical approaches that can jointly document and explain patterns of lowered and enhanced performance. Using Drift Diffusion Modeling and Structural Equation Modeling, we analyzed associations between adversity and processing speed, inhibition, attention shifting, and mental rotation. Household threat, but not material deprivation, was mostly associated with slower task-general processing speed and more response caution. In contrast, task-specific abilities were largely intact. Researchers might overestimate the impact of childhood adversity on specific abilities and underestimate the impact on general processing speed and response caution using traditional measures.

Direct and indirect effects of mother's spatial ability on child's spatial ability: What role does the home environment play?

Individual differences in spatial thinking are predictive of children's math and science achievement and later entry into Science, Technology, Engineering, and Mathematics (STEM) disciplines. Little is known about whether parent characteristics predict individual differences in children's spatial thinking. This study aims to understand whether, and to what extent, mother's intrinsic (i.e., mental rotation) and extrinsic (i.e., spatial scaling) spatial ability directly and indirectly, via the variation in home spatial environment, predicts children's intrinsic and extrinsic spatial ability. A total of 165 mothers and their 4-6-year-old children were recruited to participate in a remote video session with an experimenter. Mothers were administered a forced-choice Intrinsic Spatial Toy Preference Task gauging their preference for highly spatial versus less spatial toys and asked questions with the Home Intrinsic Spatial Environmental Questionnaire about the frequency with which they engage their child in spatial activities at home. Mothers completed a Mental Rotations Test and a Spatial Scaling Task adapted for adults. Children were administered the Picture Rotation Task, the Spatial Scaling Task, and the Peabody Picture Vocabulary Test. Structural equation modeling was used to examine direct and indirect, via home spatial environment and toy choices, influences of mother spatial ability on child spatial ability. Contrary to our predictions, we did not find direct, nor indirect, relations between mother and child spatial ability. These findings suggest that researchers should consider alternative conceptualizations of the early home spatial environment beyond the frequency of spatial play in the home. RESEARCH HIGHLIGHTS: The identification of factors that predict individual differences in children's spatial ability is important in order to maximize STEM learning outcomes. Data collection was conducted remotely rather than in traditional preschool or laboratory settings. Contrary to our pre-registered hypotheses, no significant relations between mother spatial ability, the early home spatial environment, and children's development of spatial skills were found. Future research should consider examining the amount of spatial language used in the home or the quality of parent-child interactions during spatial play as potential explanations for individual differences in children's spatial ability.

Gender stereotypes in preschoolers' mental rotation.

The investigation of gender stereotypes constitutes a relevant approach to understanding the development of spatial ability and sex differences in the domain. This was the first study concerned with the presence of implicit and explicit gender stereotypes about spatial ability, and their potential relation to spatial task performance, in preschool-aged children. Our full sample consisted of 138 4- to 6-year-old kindergarten children. The experimental procedure consisted of three parts. Children completed an implicit association task, a short questionnaire on explicit stereotypes, and a chronometric mental rotation task. Preschool-aged children held explicit gender stereotypes about spatial ability linking it to boys rather than girls. Boys exhibited stronger stereotypes in this regard than girls. We also found evidence for the presence of implicit stereotypes. However, implicit stereotypes were not found in sub-group analyses. No clear relationship between stereotypes and mental rotation performance emerged, but our results suggest that implicit stereotyping affected mental rotation accuracy differently in girls compared with boys. Our main conclusion was that children already hold stereotypic beliefs about spatial ability at preschool age. There did not seem to be a relationship of stereotyping with spatial ability at this age.

Unveiling the Influence of the Menstrual Cycle on Mental Rotation Abilities: A Comparative Analysis of Three-Dimensional vs. Two-Dimensional Tasks

The activational effects of sex hormones on spatial ability have been well documented. It has been suggested that these effects might be related to hormonally induced changes in interhemispheric communication. In this EEG study, we opted to explore menstrual cycle-related changes in the efficacy of solving mental rotation tasks and laterality indices while participants were engaged with the tasks. We compared 2D and 3D mental rotation tasks, as they differ both psychometrically and in terms of lateralization. A group (n = 39) of healthy young women was tested twice, once during the mid-luteal (high estrogen and progesterone) and once during the early follicular (low levels of sex hormones) phase of menstrual cycle. The differences in power within the same frequency band on homologous sites of the left and right hemispheres were then calculated. Participants were faster, more accurate, and showed higher laterality scores when solving 3D mental rotation tasks in the early follicular phase compared to the mid-luteal phase. This indicates a higher lateralization of this specific spatial function when the levels of sex hormones are low. However, for 2D mental rotation tasks, participants showed neither shifts in efficacy nor in hemispheric laterality as a function of the menstrual cycle. This pattern of results provides further support for the notion that fluctuations in sex hormones affect laterality, and consequently, the expression of lateralized cognitive abilities.

Estimating person-specific neural correlates of mental rotation: A machine learning approach.

Using neurophysiological measures to model how the brain performs complex cognitive tasks such as mental rotation is a promising way towards precise predictions of behavioural responses. The mental rotation task requires objects to be mentally rotated in space. It has been used to monitor progressive neurological disorders. Up until now, research on neural correlates of mental rotation have largely focused on group analyses yielding models with features common across individuals. Here, we propose an individually tailored machine learning approach to identify person-specific patterns of neural activity during mental rotation. We trained ridge regressions to predict the reaction time of correct responses in a mental rotation task using task-related, electroencephalographic (EEG) activity of the same person. When tested on independent data of the same person, the regression model predicted the reaction times significantly more accurately than when only the average reaction time was used for prediction (bootstrap mean difference of 0.02, 95% CI: 0.01-0.03, p < .001). When tested on another person's data, the predictions were significantly less accurate compared to within-person predictions. Further analyses revealed that considering person-specific reaction times and topographical activity patterns substantially improved a model's generalizability. Our results indicate that a more individualized approach towards neural correlates can improve their predictive performance of behavioural responses, particularly when combined with machine learning.

Mental illness attitudes, service provision interest and further training preferences of clinical associates.

Non-specialist health professionals are required to provide mental health services given the burden of disease due to mental illness. The study aimed to explore the attitudes of clinical associates towards those with mental illness as well as their interest in mental health work and additional mental health training. A cross-sectional study design was utilised. The study population consisted of clinical associates based in South Africa. An electronic questionnaire was developed that incorporated the 16-item Mental Illness Clinicians' Attitudes version 4 scale (MICA-4), which is scored out of 96 with higher scores indicating more stigmatising attitudes. Multivariate linear regression was used to determine factors associated with the MICA-4 score. The mean MICA-4 score for the 166 participants who completed all 16 questions was 37.55 (standard deviation 7.33). In multivariate analysis, the factors associated with significantly lower MICA-4 scores were falling in the 25- to 29-year-old age category and indicating that a mental health rotation formed part of the undergraduate degree. More than 80% of the participants (140/167, 83.8%) indicated an interest in mental health work. Two-thirds of the participants (111/167, 66.5%) indicated an interest in a specialisation in mental health. The mean MICA-4 score recorded for clinical associates indicates low stigma levels towards those with mental illness. Additionally, there is significant interest in working and training in mental health.Contribution:Training programmes should take note of the contribution of a mental health rotation to a positive attitude to mental health patients. Clinical associates' attitudes towards mental illness together with their interest in working and training in mental health suggest that they could be more widely utilised in mental health service provision.

Embodied mental rotation ability in open- and closed-skill sports: pilot study with a new virtual paradigm

Embodied mental rotation is the influence of the body on mental rotation ability. Sports expertise enhances embodied mental rotation ability. However, sport-skill-dependent effects remain unclear. Previous studies refer to the influence of body positions on mental rotation ability. Yet, in sports, the investigation of the effect of simultaneous body and mental rotation movements is essential. Athletes need to constantly mentally and physically adapt to environmental changes and new motor tasks while being in motion themselves. This study aimed to investigate embodied mental rotation ability with simultaneous body and mental rotation in individuals with different sport skills, i.e., in open- and closed-skill sports. Forty-eight men and women, divided into two groups depending on their sport, performed 32 trials of an extended embodied mental rotation task. Simultaneous body and mental rotation were enabled by a novel test method including Virtual Reality. Results revealed shorter response times to the task stimulus in closed-skill sports participants than in open-skill sports participants. This group difference was significant for trials in which rotation directions of the own body and the mental rotation stimulus were aligned. The results might be related to sport-specific skill development processes. Motor imitation skills, as relevant in many closed-skill sports, may facilitate cognitive processes when the motion direction of the own body and of the mental rotation stimulus are aligned. The novel test method identifies potential applications that should be increasingly explored in the future, both for cognitive science and sports research.