A chronometric study of mental paper folding

Let's do it: Response times in Mental Paper Folding and its execution

Action imagery is the ability to mentally simulate the execution of an action without physically performing it. Action imagery is assumed to rely at least partly on similar mechanisms as action execution. Therefore, we expected that imagery and execution durations would be constrained by the number of folds in a Paper Folding Task. Analogously, individual differences in execution durations were expected to be reflected in imagery durations. Twenty-eight participants performed two imagery conditions (computer vs. paper) and one execution condition (paper) where two-dimensional grids of a three-dimensional cube were (mentally) folded to determine whether two selected edges overlapped or not. As expected, imagery performance and execution performance were strongly correlated and decreased with the number of folds. Further, the number of folds influenced imagery durations even more than execution durations. This may be due to the additional cognitive load in imagery that emerges when tracking the folds to follow up with the next ones. The results indicate that Mental Paper Folding predominantly involves dynamic visual representations that are not functionally associated with one's own movements as in action imagery.

Mental Paper Folding Revisited: The Involvement of Visual Action Imagery

Action imagery describes a mental representation of an action and its consequences. Although it is widely recognized that people differ in their ability to imagine actions, objective validated tests to measure such differences are scarce. In search of an objective testing method for action imagery ability, the present study investigated whether solving mental paper-folding tasks involves action imagery. The stimuli were two-dimensional grids of six squares. A total of 99 participants mentally folded each grid into a three-dimensional cube to judge whether two highlighted lines in the grid overlapped in the imagined cube. This was done in two sessions of 214 judgements each, where the grids differed in overlaps, the least number of imagined folds, and the least number of imagined directional changes. Error rates and reaction times increased with the number of imagined folds and with the number of directional changes. Furthermore, more errors were committed with overlapping lines than with no overlaps. This was not reflected in the reaction times. Hence, the reaction times increased when the stepwise folding process was enlarged, but not when the final selection was more difficult. We concluded that the participants predominantly used action imagery as a task-solving strategy rather than for abstract problem-solving.

Transfer from spatial education to verbal reasoning and prediction of transfer from learning-related neural change

Current debate surrounds the promise of neuroscience for education, including whether learning-related neural changes can predict learning transfer better than traditional performance-based learning assessments. Longstanding debate in philosophy and psychology concerns the proposition that spatial processes underlie seemingly nonspatial/verbal reasoning (mental model theory). If so, education that fosters spatial cognition might improve verbal reasoning. Here, in a quasi-experimental design in real-world STEM classrooms, a curriculum devised to foster spatial cognition yielded transfer to improved verbal reasoning. Further indicating a spatial basis for verbal transfer, students' spatial cognition gains predicted and mediated their reasoning improvement. Longitudinal fMRI detected learning-related changes in neural activity, connectivity, and representational similarity in spatial cognition-implicated regions. Neural changes predicted and mediated learning transfer. Ensemble modeling demonstrated better prediction of transfer from neural change than from traditional measures (tests and grades). Results support in-school "spatial education" and suggest that neural change can inform future development of transferable curricula.

Imagery ability assessments: a cross-disciplinary systematic review and quality evaluation of psychometric properties

BACKGROUND

Over the last two centuries, researchers developed several assessments to evaluate the multidimensional construct of imagery. However, no comprehensive systematic review (SR) exists for imagery ability evaluation methods and an in-depth quality evaluation of their psychometric properties.

METHODS

We performed a comprehensive systematic search in six databases in the disciplines of sport, psychology, medicine, education: SPORTDiscus, PsycINFO, Cochrane Library, Scopus, Web of Science, and ERIC. Two reviewers independently identified and screened articles for selection. COSMIN checklist was used to evaluate the methodological quality of the studies. All included assessments were evaluated for quality using criteria for good measurement properties. The evidence synthesis was summarised by using the GRADE approach.

RESULTS

In total, 121 articles reporting 155 studies and describing 65 assessments were included. We categorised assessments based on their construct on: (1) motor imagery (n = 15), (2) mental imagery (n = 48) and (3) mental chronometry (n = 2). Methodological quality of studies was mainly doubtful or inadequate. The psychometric properties of most assessments were insufficient or indeterminate. The best rated assessments with sufficient psychometric properties were MIQ, MIQ-R, MIQ-3, and VMIQ-2 for evaluation of motor imagery ability. Regarding mental imagery evaluation, only SIAQ and VVIQ showed sufficient psychometric properties.

CONCLUSION

Various assessments exist to evaluate an individual's imagery ability within different dimensions or modalities of imagery in different disciplines. However, the psychometric properties of most assessments are insufficient or indeterminate. Several assessments should be revised and further validated. Moreover, most studies were only evaluated with students. Further cross-disciplinary validation studies are needed including older populations with a larger age range. Our findings allow clinicians, coaches, teachers, and researchers to select a suitable imagery ability assessment for their setting and goals based on information about the focus and quality of the assessments.

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The Contribution of Shape Features and Demographic Variables to Disembedding Abilities

Humans naturally perceive visual patterns in a global manner and are remarkably capable of extracting object shapes based on properties such as proximity, closure, symmetry, and good continuation. Notwithstanding the role of these properties in perceptual grouping, studies highlighted differences in disembedding performance across individuals, which are summarized by the field dependence dimension. Evidence suggests that age and educational attainment explain part of this variability, whereas the role of sex is still highly debated. Also, which stimulus features primarily influence inter-individual variations in perceptual grouping has still to be fully determined. Building upon these premises, we assessed the role of age, education level, and sex on performance at the Leuven Embedded Figure Test—a proxy of disembedding abilities—in 391 cisgender individuals. We also investigated to what extent shape symmetry, closure, complexity, and continuation relate to task accuracy. Overall, target asymmetry, closure, and good continuation with the embedding context increase task difficulty. Simpler shapes are more difficult to detect than those with more lines, yet context complexity impairs the recognition of complex targets (i.e., those with 6 lines or more) to a greater extent. Concerning demographic data, we confirm that age and educational attainment are significantly associated with disembedding abilities and reveal a perceptual advantage in males. In summary, our study further highlights the role of shape properties in disembedding performance and unveils sex differences not reported so far.

High fluid intelligence is characterized by flexible allocation of attentional resources: Evidence from EEG

Recently, the integrated control hypothesis (Lu et al., 2020) was proposed to explain the relationship between fluid intelligence (Gf) and attentional resource allocation. This hypothesis suggested that individuals with higher Gf tend to flexibly and adaptively allocate their limited resources according to the task type and task difficulty rather than simply exert more or fewer resources in any condition. To examine this hypothesis, the present study used electroencephalogram (EEG) indicators (i.e., frontal theta-ERS and parietal-occipital alpha-ERD) as the measurements of participants' resource allocation during the exploration task and exploitation task with different difficulties. The results found that higher Gf individuals tend to allocate fewer resources in all difficulty levels in the exploitation task compared to average Gf participants. In contrast, in the exploration task, higher Gf participants would allocate more resources in the medium- and high-difficulty levels than average Gf participants, but this phenomenon was only found in males. These findings provided supportive evidence for the integrated control hypothesis that flexible and adaptive attentional control ability are important characteristics of human intelligence.

Spatial Mental Transformation Skills Discriminate Fitness to Drive in Young and Old Adults

Literature on driving research suggests a relationship between cognition and driving performance in older and younger drivers. There is little research on adults and driving, despite them being the largest age cohort behind the wheel. Among the cognitive domains, visuospatial abilities are expected to be highly predictive of driving skills and driving fitness. The relationship between specific spatial mental transformation skills (i.e., object and self-based ones) and driving performance has not yet been examined. The present study aimed to investigate the relationship between overall cognitive functioning, self and object-based spatial mental transformation skills, and driving performance in a sample of younger and older adult drivers. Participants were comprised of one hundred younger and 83 older adult Italian drivers. Participants completed a computerized driving test assessing traffic stress resilience, visual and motor reaction time, and the ability to obtain an overview of the traffic scenario (DT, vRT, mRT, and ATAV respectively in the Shufried®-Vienna Test System-DRIVESC). The Mental Rotation Test (MRT) and the Object Perspective Taking Test (OPT) were administered in order to assess object-based and self-based spatial mental transformation skills. The Montreal Cognitive Assessment Test (MoCA) was administered control for global cognitive functioning. The effects of education and gender were also controlled in the analysis. The results of the present study suggested that: (1) The effect of age, favoring younger participants, was found in DT, vRT, mRT, and ATAVT tests. (2) The effect of global cognitive functioning was found in DT and ATAV tests. (3) The effect of the spatial mental transformation tests was found in DT, vRT (MRT only), and ATAVT (OPT only) tests. Taken together, these results suggest the specific contribution of spatial mental transformation skills in the execution of complex behaviors connected to the fitness to drive. Prospectively, the results of the present study relating spatial mental transformation skills and driving processes may be a valuable source of knowledge for researchers dealing with the relationship between cognitive resources and navigation aids.

Effects of the Amount and Frequency of Fluid Intake on Cognitive Performance and Mood among Young Adults in Baoding, Hebei, China: A Randomized Controlled Trial

Water is a critical nutrient that is important for the maintenance of the physiological function of the human body. This article aimed to investigate the effects of the amount and frequency of fluid intake on cognitive performance and mood. A double-blinded randomized controlled trial was designed and implemented on college students aged 18–23 years in Baoding, China. Participants were randomly assigned into one of three groups: the recommended behavior group (RB group) who drank 200 mL of water every 2 h, the half amount group (HA group) who drank 100 mL of water every 2 h, and the high frequency group (HF group) who drank 110 mL of water every 1 h. The intervention lasted 2 days. Urine osmolality, cognitive performance, and mood of participants in each group were compared using the one-way analysis of variance (ANOVA). A total of 92 participants (46 females, 46 males) completed this study with a completion rate of 95.8%. The urine osmolality of the HA group was higher than that of the RB group and the HF group at two time points (p < 0.05). At time point 1, the scores in the portrait memory test and vigor were statistically different (F = 20.45, p < 0.001; F = 5.46, p = 0.006). It was found that the scores for the portrait memory test in the RB group were lower than those in the HA group and the HF group (p = 0.007; p < 0.001), while the scores of the HF group were higher than those of the HA group (p < 0.001). The scores for vigor in the RB group were significantly higher than those of the HA group (p = 0.006), and they were also significantly higher than those of the HF group (p = 0.004). At time point 2, only the scores for vigor were statistically different (F = 3.80, p = 0.026). It was found that the scores for vigor in the RB group were higher than those in the HA group and HF group (p = 0.018; p = 0.019). Both the amount and frequency of fluid intake may affect urine osmolality and vigor, but these factors have limited impacts on cognitive performance. Rational fluid intake behavior may be beneficial to improve the hydration status and mood of young adults. More research is needed, especially experimental research, to allow causal conclusions to be drawn.

Conditional or Pseudo Exact Tests with an Application in the Context of Modeling Response Times

This paper treats a so called pseudo exact or conditional approach of testing assumptions of a psychometric model known as the Rasch model. Draxler and Zessin derived the power function of such tests. They provide an alternative to asymptotic or large sample theory, i.e., chi square tests, since they are also valid in small sample scenarios. This paper suggests an extension and applies it in a research context of investigating the effects of response times. In particular, the interest lies in the examination of the influence of response times on the unidimensionality assumption of the model. A real data example is provided which illustrates its application, including a power analysis of the test, and points to possible drawbacks.

Make-A-Dice Test: Assessing the intersection of mathematical and spatial thinking

Individuals with better spatial thinking have increased interest and greater achievement in science, technology, engineering, and mathematics (STEM) disciplines (Wai, Lubinski, & Benbow in Journal of Educational Psychology, 101, 817-835, 2009). This relationship means that STEM education may benefit from leveraging spatial thinking, but measures of spatial thinking as they relate to specific STEM disciplines are needed. The present work presents an assessment of spatial and mathematical reasoning, called Make-A-Dice. In Make-A-Dice, individuals are presented with a cube net (i.e., a flattened cube) with numbers on two sides. Their goal is to "make a dice" by filling in the blank sides using two rules: opposite sides add to 7, and the numbers 1 through 6 should be used once each. Make-A-Dice was given to adults (Study 1) and elementary students (Studies 2 and 3) along with math, spatial, and other measures, across two sessions in all studies. Make-A-Dice had both internal and test-retest reliability, with items ordered by difficulty. Furthermore, performance was related to spatial and mathematical reasoning. In Study 1, adults reported a range of strategies used to complete Make-A-Dice, and one strategy predicted performance. Studies 2 and 3 showed that Make-A-Dice is age-appropriate for elementary students. Make-A-Dice shows promise as an individual-difference measure linking spatial and mathematical thinking and has the potential to identify elementary-aged children who may benefit from spatial training.

Mediation of Adult Age Differences in Cognition by Reductions in Working Memory and Speed of Processing

Three studies, involving a total of 672 adults between 20 and 84 years of age, were conducted to evaluate the relative importance of working memory and perceptual comparison speed in the age-related differences in selected measures of cognitive functioning. The same measures of working memory and comparison speed were used in each study, but the studies differed in the specific cognitive measures examined. A common finding across all studies was that the magnitude of the age-related cognitive differences was greatly reduced by statistically controlling measures of working memory and perceptual comparison speed. Many of the age differences in process or fluid aspects of cognition therefore appear to be mediated by age-related reductions in working memory, which may in turn be largely mediated by age-related reductions in the speed of executing simple processing operations.

Mental rotation: an examination of assumptions

Since first presented by Shepard and Metzler, Science 1971, 171: 701-703, mental rotation has been described as a rotary transformation of a visual stimulus allowing it to be represented in a new orientation. For a given stimulus, the transformation is thought to occur at a constant speed, though speed may vary between stimuli; three-dimensional abstract shapes made out of blocks tend to be rotated much more slowly than alphanumeric characters or line drawings of common objects. Rotation is also presumed to be performed through the shortest angle. These assumptions are based upon the fact that response times tend to increase with angle of rotation, peaking at 180° of separation for abstract block figures or from upright for common objects and alphanumeric stimuli. The symmetry about 180° provides evidence supporting rotation through the shortest angle. In order to determine the shortest direction, the current orientation of the stimulus is assumed to be known prior to mental rotation. Moreover, in order to determine the current orientation of a common object or alphanumeric stimulus, it is assumed the stimulus is identified prior to mental rotation because the current orientation is defined by what the object is. In mirror/normal discriminations or left/right facing discriminations of rotated stimuli response times are often examined by collapsing over response options as this variable is assumed to be uninteresting in terms of mental rotation. This article examines these assumptions, and suggests that many of them are not entirely safe. WIREs Cogn Sci 2017, 8:e1443. doi: 10.1002/wcs.1443 For further resources related to this article, please visit the WIREs website.

Think3d!: Improving mathematics learning through embodied spatial training

Spatial thinking skills positively relate to Science, Technology, Engineering, and Math (STEM) outcomes, but spatial training is largely absent in elementary school. Elementary school is a time when children develop foundational cognitive skills that will support STEM learning throughout their education. Spatial thinking should be considered a foundational cognitive skill. The present research examined the impact of an embodied spatial training program on elementary students’ spatial and mathematical thinking. Students in rural elementary schools completed spatial and math assessments prior to and after participating in an origami and pop-up paper engineering-based program, called Think3d!. Think3d! uses embodied tasks, such as folding and cutting paper, to train two-dimensional to three-dimensional spatial thinking. Analyses explored spatial thinking gains, mathematics gains – specifically for problem types expected to show gains from spatial training – and factors predicting mathematics gains. Results showed spatial thinking gains in two assessments. Using a math categorization to target problems more and less likely to be impacted by spatial training, we found that all students improved on real-world math problems and older students improved on visual and spatial math problems. Further, the results are suggestive of developmental time points for implementing embodied spatial training related to applying spatial thinking to math. Finally, the spatial thinking assessment that was most highly related to training activities also predicted math performance gains. Future research should explore developmental issues related to how embodied spatial training might support STEM learning and outcomes.

Applying math onto mechanisms: mechanistic knowledge is associated with the use of formal mathematical strategies

It is notoriously difficult for people to adaptively apply formal mathematical strategies learned in school to real-world contexts, even when they possess the required mathematical skills. The current study explores whether a problem context's mechanism can act as an "embodied analogy" onto which abstract mathematical concepts can be applied, leading to more frequent use of formal mathematical strategies. Participants were asked to program a robot to navigate a maze and to create a navigation strategy that would work for differently sized robots. We compared the strategy complexity of participants with high levels of mechanistic knowledge about the robot against participants with low levels of mechanistic knowledge about the robot. Mechanistic knowledge was significantly associated with the frequency and complexity of the mathematical strategies used by participants, suggesting that learning to recognize a problem context's mechanism may promote independent mathematical problem solving in applied contexts.

How Influential Are Mental Models on Interaction Performance? Exploring the Gap between Users’ and Designers’ Mental Models through a New Quantitative Method

The objective of this study is to investigate the effect of the gap between two different mental models on interaction performance through a quantitative way. To achieve that, an index called mental model similarity and a new method called path diagram to elicit mental models were introduced. There are two kinds of similarity: directionless similarity calculated from card sorting and directional similarity calculated from path diagram. An experiment was designed to test their influence. A total of 32 college students participated and their performance was recorded. Through mathematical analysis of the results, three findings were derived. Frist, the more complex the information structures, the lower the directional similarity. Second, directional similarity (rather than directionless similarity) had significant influence on user performance, indicating that it is more effective in eliciting mental models using path diagram than card sorting. Third, the relationship between information structures and user performance was partially mediated by directional similarity. Our findings provide practitioners with a new perspective of bridging the gap between users’ and designers’ mental models.

Mental Unknotting

21 subjects were given a series of spatial test items involving the comparison of diagrams of interlaced ropes or knots at varying orientations. Knots were chosen because they are deformable and the manipulative tasks form a contrast to previous work on rigid objects and also because there is a mathematical structure to the study of their properties. Results are compared with previous work on the mental manipulation of rigid and semirigid objects. Certain knot shapes are easier to process than others and, as with rigid objects, rotation of one of the deformable objects increases the processing time. The nature and deformability of the knots allow strategies other than mental rotation, and these strategies are reported.

A Temporary Decline of Thinking Ability During Foreign Language Processing

It was predicted that the use of a foreign language should cause a temporary decline of thinking ability because the heavier processing load imposed by a foreign language than by a native language should produce stronger interference with thinking to be performed concurrently. A divided-attention experiment with Japanese-English and English-Japanese bilinguals confirmed this prediction: performance in a thinking task (i.e., calculation) declined when a concurrent linguistic task (i.e., question-answering) had to be performed in their respective foreign languages. This decline is distinguished from foreign language processing difficulty per se because the thinking task involved no foreign language use. The decline was also observed in another divided-attention experiment employing a different type of thinking task, that is, spatial reasoning problems adopted from intelligence tests.

Fundamentally Distributed Information Processing Integrates the Motor Network into the Mental Workspace during Mental Rotation

The manipulation of mental representations in the human brain appears to share similarities with the physical manipulation of real-world objects. In particular, some neuroimaging studies have found increased activity in motor regions during mental rotation, suggesting that mental and physical operations may involve overlapping neural populations. Does the motor network contribute information processing to mental rotation? If so, does it play a similar computational role in both mental and manual rotation, and how does it communicate with the wider network of areas involved in the mental workspace? Here we used multivariate methods and fMRI to study 24 participants as they mentally rotated 3-D objects or manually rotated their hands in one of four directions. We find that information processing related to mental rotations is distributed widely among many cortical and subcortical regions, that the motor network becomes tightly integrated into a wider mental workspace network during mental rotation, and that motor network activity during mental rotation only partially resembles that involved in manual rotation. Additionally, these findings provide evidence that the mental workspace is organized as a distributed core network that dynamically recruits specialized subnetworks for specific tasks as needed.

How directions of route descriptions influence orientation specificity: the contribution of spatial abilities

Previous studies found mental representations of route descriptions north-up oriented when egocentric experience (given by the protagonist's initial view) was congruent with the global reference system. This study examines: (a) the development and maintenance of representations derived from descriptions when the egocentric and global reference systems are congruent or incongruent; and (b) how spatial abilities modulate these representations. Sixty participants (in two groups of 30) heard route descriptions of a protagonist's moves starting from the bottom of a layout and headed mainly northwards (SN description) in one group, and headed south from the top (NS description, the egocentric view facing in the opposite direction to the canonical north) in the other. Description recall was tested with map drawing (after hearing the description a first and second time; i.e. Time 1 and 2) and South-North (SN) or North-South (NS) pointing tasks; and spatial objective tasks were administered. The results showed that: (a) the drawings were more rotated in NS than in SN descriptions, and performed better at Time 2 than at Time 1 for both types of description; SN pointing was more accurate than NS pointing for the SN description, while SN and NS pointing accuracy did not differ for the NS description; (b) spatial (rotation) abilities were related to recall accuracy for both types of description, but were more so for the NS ones. Overall, our results showed that the way in which spatial information is conveyed (with/without congruence between the egocentric and global reference systems) and spatial abilities influence the development and maintenance of mental representations.

Sparing of spatial mental imagery in patients with hippocampal lesions

In four experiments, we explored the capacity for spatial mental imagery in patients with hippocampal lesions, using tasks that minimized the role of learning and memory. On all four tasks, patients with hippocampal lesions performed as well as controls. Nonetheless, in separate tests, the patients were impaired at remembering the materials that had been used to assess mental imagery. The findings suggest that the hippocampus is not needed for constructing many forms of spatial imagery but is needed for the formation of long-term memory. In future studies of the neural organization of spatial mental imagery, it will be important to separate the contribution of spatial processing from the contribution of learning and memory.