A chronometric study of mental paper folding

The spatial thinking of origami: evidence from think-aloud protocols

Origami, the ancient Japanese art of paper folding, involves spatial thinking to both interpret and carry out its instructions. As such, it has the potential to provide spatial training (Taylor and Hutton under review). The present work uses cognitive discourse analysis to reveal the spatial thinking involved in origami and to suggest how it may be beneficial for spatial training. Analysis of think-aloud data while participants folded origami and its relation to gender, spatial ability measures, and thinking style suggest that one way that people profit from spatial training is through the possibility to verbalize concepts needed to solve-related spatial tasks.

Mental paper folding performance following penetrating traumatic brain injury in combat veterans: a lesion mapping study

Mental paper folding is a complex measure of visuospatial ability involving a coordinated sequence of mental transformations and is often considered a measure of mental ability. The literature is inconclusive regarding the precise neural architecture that underlies performance. We combined the administration of the Armed Forces Qualification Test boxes subtest measuring mental paper folding ability, with a voxel-based lesion symptom mapping approach to identify brain regions associated with impaired mental paper folding ability. Using a large sample of subjects with penetrating traumatic brain injury and defined lesions studied over 2 time points, roughly 15 and 35 years post-injury, enabled us to answer the causal questions regarding mental paper folding impairment. Our results revealed that brain injury significantly exacerbates the decline of performance on mental paper folding tasks over time. Our study adds novel neuropsychological and neuroimaging support for parietal lobe involvement; specifically the right inferior parietal lobule (Broadmann's Area [BA] 40) and the left parahippocampal region (BAs 19, 36). Both areas were consistently associated with mental paper folding performance and demonstrate that the right parietal lobe and the left parahippocampal gyrus play an integral role in mental paper folding tasks.

Evaluation of task performance during mentally imaging three-dimensional shapes from plane figures

Mental imagery is an important theme in psychology. Although the mental rotation task is well known, the complicated functions in mental images with higher spatial perception remain unknown. The aim of this study was to evaluate the task performances during the mental imaging of two- or three-dimensional shapes (14 healthy male students, M age = 24.2 yr., SD = 3.4). The mental-image task to frame a 3D object from actual 2D figures (2D-3D task) had the longest reaction time (p < .01); performance accuracy on this task was lower than for other tasks. The reaction time for the 2D-3D task differed statistically significantly from that on the typical working memory task using the mental image of three 2D figures. Compared with the 2D-3D task, illustration of a simple 3D object would be effective when a quick judgment of high accuracy is required. The feasibility study using an electroencephalogram suggests that the theta-band activity at the middle frontal lobe reflecting the acts of the working memory is related with mental images.

On the demystification of mental imagery

What might a theory of mental imagery look like, and how might one begin formulating such a theory? These are the central questions addressed in the present paper. The first section outlines the general research direction taken here and provides an overview of the empirical foundations of our theory of image representation and processing. Four issues are considered in succession, and the relevant results of experiments are presented and discussed. The second section begins with a discussion of the proper form for a cognitive theory, and the distinction between a theory and a model is developed. Following this, the present theory and computer simulation model are introduced. This theory specifies the nature of the internal representations (data structures) and the processes that operate on them when one generates, inspects, or transforms mental images. In the third, concluding, section we consider three very different kinds of objections to the present research program, one hinging on the possibility of experimental artifacts in the data, and the others turning on metatheoretical commitments about the form of a cognitive theory. Finally, we discuss how one ought best to evaluate theories and models of the sort developed here.

Computation and cognition: issues in the foundations of cognitive science

The computational view of mind rests on certain intuitions regarding the fundamental similarity between computation and cognition. We examine some of these intuitions and suggest that they derive from the fact that computers and human organisms are both physical systems whose behavior is correctly described as being governed by rules acting on symbolic representations. Some of the implications of this view are discussed. It is suggested that a fundamental hypothesis of this approach (the “proprietary vocabulary hypothesis”) is that there is a natural domain of human functioning (roughly what we intuitively associate with perceiving, reasoning, and acting) that can be addressed exclusively in terms of a formal symbolic or algorithmic vocabulary or level of analysis.

Much of the paper elaborates various conditions that need to be met if a literal view of mental activity as computation is to serve as the basis for explanatory theories. The coherence of such a view depends on there being a principled distinction between functions whose explanation requires that we posit internal representations and those that we can appropriately describe as merely instantiating causal physical or biological laws. In this paper the distinction is empirically grounded in a methodological criterion called the “cognitive impenetrability condition.” Functions are said to be cognitively impenetrable if they cannot be influenced by such purely cognitive factors as goals, beliefs, inferences, tacit knowledge, and so on. Such a criterion makes it possible to empirically separate the fixed capacities of mind (called its “functional architecture”) from the particular representations and algorithms used on specific occasions. In order for computational theories to avoid being ad hoc, they must deal effectively with the “degrees of freedom” problem by constraining the extent to which they can be arbitrarily adjusted post hoc to fit some particular set of observations. This in turn requires that the fixed architectural function and the algorithms be independently validated. It is argued that the architectural assumptions implicit in many contemporary models run afoul of the cognitive impenetrability condition, since the required fixed functions are demonstrably sensitive to tacit knowledge and goals. The paper concludes with some tactical suggestions for the development of computational cognitive theories.

Relationship between spatial abilities, mental rotation and functional anatomy learning

This study investigated the relationship between visuo-spatial representation, mental rotation (MR) and functional anatomy examination results. A total of 184 students completed the Group Embedded Figures Test (GEFT), Mental Rotation Test (MRT) and Gordon Test of Visual Imagery Control. The time spent on personal assignment was also considered. Men were found to score better than women on both GEFT and MRT, but the gender effect was limited to the interaction with MRT ability in the anatomy learning process. Significant correlations were found between visuo-spatial, MR abilities, and anatomy examination results. Data resulting from the best students' analyzes underscore the effect of high MR ability which may be considered reliable predictor of success in learning anatomy. The use of specific tests during learning sessions may facilitate the acquisition of anatomical knowledge.

Sensitivity of functional tympanic membrane thermometry (fTMT) as an index of hemispheric activation in cognition

The measure of hemispheric activation in cognitive and clinical studies remains out of reach of many scientists due to cost, analysis complexity, and practical consideration of the techniques available such as fMRI, EEG, or EMG. The present study was conducted to determine whether infrared functional tympanic membrane thermometry (fTMT) is a measure of lateralised activation sensitive enough to be used in typical cognitive and clinical experiments. A total of 24 participants had their tympanic membrane temperature measured while performing a letter-matching task. Activation in the two hemispheres was manipulated by changing the proportion of matches occurring in the left and right visual fields and by varying the task complexity. Changes in fTMT due to the greater proportion of matches presented in one visual field and due to the modulation in task complexity were detected. These findings suggest that fTMT is a measure of broad lateralised cerebral activation sensitive enough for use in typical psychological studies.

Hemispheric activation and interaction: Past activity affects future performance

Previous studies have shown that when hemispheric activation is modulated by a lateralised task performed concurrently with a second task, performance in the second task is affected by the side of the more active hemisphere. This effect is thought to be produced by competition for limited resources required to complete the two tasks and/or by a greater allocation of attention to the hemifield contralateral to the more active hemisphere. Little is known on how task performance is affected by the pattern of activation in the two cerebral hemispheres before a target task is conducted. The present study investigated how manipulation of hemispheric activity influenced performance of a non-lateralised task (letter matching). Greater left hemisphere activity interfered most with performance of the letter- matching task and was more pronounced in the early learning stage. Male participants were most affected by this effect. The results are discussed in relation to hemispheric interaction, functional lateralisation, and allocation of attention.

Interference effects demonstrate distinct roles for visual and motor imagery during the mental representation of human action

Four experiments were completed to characterize the utilization of visual imagery and motor imagery during the mental representation of human action. In Experiment 1, movement time functions for a motor imagery human locomotion task conformed to a speed-accuracy trade-off similar to Fitts' Law, whereas those for a visual imagery object motion task did not. However, modality-specific interference effects in Experiment 2 demonstrate visual and motor imagery as cooperative processes when the action represented is tied to visual coordinates in space. Biomechanic-specific motor interference effects found in Experiment 3 suggest one basis for separation of processing channels within motor imagery. Finally, in Experiment 4 representations of motor actions were found to be generated using only visual imagery under certain circumstances: namely, when the imaginer represented the motor action of another individual while placed at an opposing viewpoint. These results suggest that the modality of representation recruited to generate images of human action is dependent on the dynamic relationship between the individual, movement, and environment.

Autonomic nervous system activities during motor imagery in elite athletes

Motor imagery (MI), a mental simulation of voluntary motor actions, has been used as a training method for athletes for many years. It is possible that MI techniques might similarly be useful as part of rehabilitative strategies to help people regain skills lost as a consequence of diseases or stroke. Mental activity and stress induce several different autonomic responses as part of the behavioral response to movement (e.g., motor anticipation) and as part of the central planning and preprogramming of movement. However, the interrelationships between MI, the autonomic responses, and the motor system have not yet been worked out. The authors compare a number of autonomic responses (respiration, heart rate, electro skin resistance) and motoneuron excitability (soleus H-reflex) in elite and nonelite speed skaters during MI. In contrast to the nonelite athletes, MI of elite speed skaters is characterized by larger changes in heart rate and respiration, a greater reliance on an internal perspective for MI, a more vivid MI, a more accurate correspondence between the MI and actual race times, and decreased motoneuron excitability. Two observations suggest that the changes in the autonomic responses and motoneuron excitability for the elite speed skaters are related to the effects of central motor programming: (1) there was no correlation between the autonomic responses for MI and those recorded during mental arithmetic; and (2) mental arithmetic did not significantly alter motoneuron activity. It is suggested that in elite speed skaters, the descending neural mechanisms that reduce motoneuron excitability are activated even when full, vivid MI is performed internally. These inhibitory responses of the motor system may enhance actual motor performance under conditions of remarkably high mental stress, such as that which occurs in the Olympic games.

Cognition is cool: Can hemispheric activation be assessed by tympanic membrane thermometry?

Hemispheric activation during cognitive tasks using functional magnetic resonance imaging (fMRI) can be difficult to interpret, uncomfortable, and is not widely available. This study investigated whether tympanic membrane thermometry could be used as a broad measure of hemispheric activation. Infrared probes measured ear temperature continuously while subjects performed left or right hemisphere tasks. Temperature decreased in the left ear as activation increased in the left hemisphere during a verbal task, and in the right ear during a visuo-spatial task. When compared to a baseline, ear temperature measurements appeared to reflect relative changes in activation of the left and right hemispheres. Tympanic membrane thermometry therefore may be used as a broad marker of hemispheric activation. Its ability to demonstrate relative involvement of the two hemispheres during cognitive processes makes it especially useful in studies of hemispheric interaction. Its low cost, rapid set-up, and non-invasive nature also make it particularly attractive.

Non-identical neural mechanisms for two types of mental transformation: event-related potentials during mental rotation and mental paper folding

Reaction times, accuracy and 128-channel event-related potentials (ERPs) were measured from 14 normal, right-handed subjects while they performed two different parity-judgment tasks that require transformations of mental images: a relatively simple task requiring a single transformation (mental letter rotation), and a more complex task involving a coordinated sequence of transformations (mental paper folding). Reaction times increased monotonically with larger angular displacements from the upright (for mental rotation) and with number of squares carried (for mental paper folding). Both the tasks resulted in amplitude modulation of an approximately 420-700 ms latency ERP component at parietal electrodes. Scalp topographies indicated that right parietal cortex was activated during mental rotation, but bilateral parietal regions were activated during mental paper folding. Our results support the notion of a right hemispheric superiority for tasks involving simple, single mental rotations, but indicate greater involvement of the left hemisphere when a more complex sequence of transformations are required. This task-dependent lability of hemispheric function may account for some of the inconsistent results reported by previous neuroimaging and electrophysiological studies.

Effect of mental imagery on realizing affordances

Using a reaction time experiment, we examined whether imagining a response would lead to an increase in the frequency of its execution. During a pre-test and a post-test, participants had to respond as quickly as possible with either their left or their right hand, as they preferred, to the illumination of one of 17 target positions arrayed in front of them in a semicircle. Between these two phases, participants performed a practice condition. Each of 40 right-handed participants was assigned to one of four groups that differed in their practice condition: One group made only dominant-hand responses to all target locations, two imagery groups imagined dominant hand responses to all target locations, and the last group received a no-practice, control task. One imagery group received instructions emphasizing that imagery has a strong effect; the second group received instructions suggesting that imagery was not effective. The results showed an increased incidence of the practised response for both imagery groups during the post-test. No effect was found for the physical performance group and the control group. The change in performance for the imagery groups was not accompanied by a change in reaction time. The results are discussed in terms of imagining the realization of action possibilities and from a neuropsychological point of view.

Repeatability of the Visual Manipulation Test

BACKGROUND

The Getman-Henderson-Marcus Visual Manipulation Test (VMT) is a commonly used test of visualization with an objective scoring procedure. However, its repeatability has not been studied.

PURPOSE

The purpose of this investigation was to assess the repeatability of the VMT in children in the second through fourth grades.

METHOD

The VMT was administered to the children (n = 193; mean age, 8.72 years) from a middle class elementary school near Columbus, Ohio. One class from each grade (n = 56) was retested by the same optometrist within 1 month. Repeatability analysis included plotting the difference vs. the mean of the scores obtained at the initial test and retest.

RESULTS

All the children were able to complete the test. Means and SD's were found to be 5.23+/-1.98 for second graders, 5.76+/-2.10 for third graders, and 6.95+/-2.30 for fourth graders. The mean difference between test and retest scores was close to zero. The 95% limits of agreement were found to be -4.5 to 5.2.

CONCLUSION

No consistent learning effect seemed to be present upon retest. However, analysis revealed poor repeatability for the VMT. Therefore, the VMT should not be used to monitor progress with therapy.