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The present study aimed to examine the neural mechanisms underlying the ability to process the mental rotation with mirrored stimuli for different depressive tendencies with psychomotor retardation. Using functional near-infrared spectroscopy (fNIRS), we measured brain cortex activation of participants with higher and lower depressive tendencies while performing a left-right paradigm of object mental rotation or a same-different paradigm of subject mental rotation. Behavioral data revealed no differences in reaction time and rotation speed. The fNIRS data revealed a higher deactivation of oxyhaemoglobin (HbO) change for the higher depression group in the perceptual stage of object mental rotation with mirrored stimuli in the superior external frontal cortex (BA46), inferior frontal gyrus (BA45), premotor cortex ( BA6), and primary motor cortex (BA4) (study 1). In addition, there existed a significant difference between the two groups in premotor cortex (BA6) in subject mental rotation with mirrored stimuli (study 2). These results suggest that the neural mechanism of higher depression individuals connected with psychomotor retardation exists the frontal and motor areas when processing object mental rotation with mirrored stimuli, and the motor cortex when processing subject mental rotation.

This study investigated sex differences in performance and neuronal activity in a mental rotation task with abstract and embodied figures. Fifty-eight participants (26 females and 32 males) completed a chronometric mental rotation task with cube figures, human figures, and body postures. The results are straightforward: depending on angular disparity, participants had a faster reaction time and a higher accuracy rate for embodied stimuli compared to cube figures. The electroencephalogram (EEG) activity pattern showed a higher negative amplitude modulation in the frontal electrodes for females compared to males during the late (400–600 ms) time interval. From 200 to 400 ms after stimulus onset, there was a different activation pattern in the parietal and central electrodes, whereas frontal electrodes did not show differences between embodied and abstract stimuli. From 400 to 600 ms after stimulus onset, there was a different pattern in the central and frontal electrodes but not in the parietal areas for embodied figures in compared to cube figures. Concluding, even though there were no sex differences in the behavioral data, the EEG data did show alterations at the late time interval. Thus, the disparate results regarding sex differences that depend on the type of analysis (behavioral versus neurophysiological) should be more thoroughly investigated. Furthermore, the difference in processing embodied stimuli in an object-based mental rotation task could be confirmed in EEG activity pattern for the first time.

Several tests of mental rotation ability have been used to investigate its development and the origins of sex differences. One of the most used tests is the mental rotation test (MRT) by Vandenberg and Kuse. A limitation of the MRT is that it is a pen-and-paper test with 2D images of 3D objects. This is a challenge to the ecological validity of the MRT because mental rotation typically involves physical 3D objects that are also physically manipulated. The purpose of the present study was to compare mental rotation ability as evaluated by the MRT to three new tasks with physical objects (toy bricks) that were physically manipulated. The different tasks allowed us to vary the processing demands on mental rotation while standardizing other aspects of the tasks. Fifty-nine females and twenty-eight males completed the LMR and HMR conditions (low- and high-mental rotation demands, respectively) of the brick building task (BBT), a visual search task, and the MRT. As demands on mental rotation for the BBT increased, performance decreased and a sex difference, with males outperforming females, increased. There were correlations between all tasks, but they were larger between the versions of the BBT with the MRT. The results suggest that spatial skill is an assembly of interrelated subskills and that the sex difference is sensitive to the demands on mental rotation and dimensionality crossing. The benefits of the BBT are that it is ecologically valid, avoids dimensionality crossing, and the demands on mental rotation can be manipulated.

The present study aimed to investigate the effect of adolescents’ perceived negative evaluation of parenting on their visuo-spatial attention and mental rotation abilities. The useful field of view (UFOV) and mental rotation tasks were used to measure visuo-spatial attention and mental rotation abilities among adolescents. The experimental groups were divided into the negatively evaluating group (MAge = 18.44, SD = 0.87, 20.7% girls) and positively evaluating group (MAge = 18.40, SD = 0.81, 23.3% girls) based on their scores on the self-perceived parenting attitude scales. The UFOV task showed lesser accuracy of the negatively evaluating group when compared to the positively evaluating one in target perception presented in 20° visual angle, indicating a deteriorated visuo-spatial attention ability in the negatively evaluating group. In the mental rotation task, the negatively evaluating group exhibited a small trade-off effect between response times and rotation angles, which implied an impatient strategy was employed to perform the task, whereas such a trade-off was not observed in the positively evaluating group. Thus, both experimental groups differed in terms of their visual attention and mental spatial abilities. This study suggests that the reduced visuo-spatial attention and mental rotation abilities may act as precursors for serious psychological symptoms caused by the negative self-evaluation of their parents’ parenting attitudes.

Within chemistry education, methods for effectively teaching students the three-dimensional spatial arrangements of matter at the molecular level remains a topical issue. As a form of geometric problem solving, it requires learners to apply mental rotation abilities as an evolved visuospatial skill to obtain subject-specific content knowledge. Recent research into the use of Cognitive Load Theory (CLT) as a framework for instructional design in conjunction with augmented reality (AR) technology as a learning tool has begun to show promise in reducing unnecessary cognitive activity to improve learning. Yet, broader conclusions remain inconclusive, especially within the context of a learner’s mental rotation abilities. This study investigated the relationship between these factors by collecting data using a 2 × 3 experimental design that divided a sample of Year 10 students (n = 42) into two groups. The intervention group (n = 24) used mobile devices utilising AR technology with instructional 3D molecular geometry content featuring design principles based on CLT to encourage hand movements to rotate three-dimensional molecular structures. The non-AR-based control group (n = 18) was taught using traditional methods. Analysis of the data revealed participants using AR technology that featured CLT design principles experienced less cognitive load and improved achievement in post-testing compared to those taught using traditional methods, suggesting under certain conditions, the use of hand movement applied to AR design material improves learning.

Robust evidence shows that schizophrenia is associated with significant cognitive impairments, including deficits in visuospatial abilities. While other cognitive domains have sparked several functional neuroimaging studies in schizophrenia, only a few brain activation studies have examined the neural correlates of visuospatial abilities in schizophrenia. Here, we propose to perform a functional connectivity study on visuospatial processing in schizophrenia, and to determine the classification accuracy of the observed alterations. Thirty-nine schizophrenia patients and 42 healthy controls were scanned using functional magnetic resonance imaging while performing a mental rotation task. Task-based functional connectivity was examined using a region-of-interest (ROI) to ROI approach, as implemented in the CONN Toolbox. ROIs were selected from a previous meta-analysis on mental rotation. Logistic regression with Lasso regularization was performed, using train-test cross-validation. Schizophrenia was associated with a complex pattern of dysconnectivity between the superior, middle and inferior frontal gyrus, the precentral gyrus, the superior parietal lobule (SPL) and the inferior lateral occipital cortex. The classification accuracy was 86.1%. Mental rotation performance was predicted by the dysconnectivity between the right and left superior frontal gyrus (SFG), as well as between the left SFG and left SPL. The results of the current study highlight that visuospatial processing is useful for examining the widespread dysconnectivity between executive, motor and visual brain regions in schizophrenia. We also demonstrate that very good classification accuracy can be achieved using visuospatial-related functional connectivity data.

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.

Sex and gender matter in all aspects of life. Humans exhibit sexual dimorphism in anatomy, physiology, but also pathology. Many of the differences are due to sex chromosomes and, thus, genetics, other due to endocrine factors such as sex hormones, some are of social origin. Over the past decades, huge number of scientific studies have revealed striking sex differences of the human brain with remarkable behavioral and cognitive consequences. Prenatal and postnatal testosterone influence brain structures and functions, respectively. Cognitive sex differences include especially certain spatial and language tasks, but they also affect many other aspects of the neurotypical brain. Sex differences of the brain are also relevant for the pathogenesis of neuropsychiatric disorders such as autism spectrum disorders, which are much more prevalent in the male population. Structural dimorphism in the human brain was well-described, but recent controversies now question its importance. On the other hand, solid evidence exists regarding gender differences in several brain functions. This review tries to summarize the current understanding of the complexity of the effects of testosterone on brain with special focus on their role in the known sex differences in healthy individuals and people in the autism spectrum.

To investigate the effects of stimulus features on the implementation of motor expertise in body rotations during a mental body rotation task, 2 experiments were conducted. In Experiment 1, we investigated the mental rotation abilities in 27 male participants: 14 experts in real body rotations (national level gymnasts) and 13 nonexperts (national handball players). The mental rotation task used left–right judgments and involved 3 types of stimuli: images of a stick figure person, images of line drawings of the human body, and photographs of real male persons. In Experiment 2, 10 experts and 11 nonexperts performed a mental body rotation task on the same stimuli as in Experiment 1 using this time a same–different judgment. Results showed that stimulus features had a significant effect on the mental rotation of the participants because the more realistic stimuli resulted in shorter response times. Furthermore, experts outperformed nonexperts when the stimuli were presented in unfamiliar orientations (180° rotation). However, this pattern was significant only during the mental rotation task of photographs with left– right judgments, suggesting that stick figure person and line drawings of the human body did not differentiate experts and nonexperts. In conclusion, results suggest the existence of optimal stimulus features to elicit optimal embodiment and allow revealing selective effects of motor expertise in body rotations.

Aphantasia refers to the inability to summon images to one’s own mind’s eye, resulting in selective deficits of voluntary object imagery. In the present study, we investigated whether M. X., a case of acquired aphantasia, can still retain some form of spatial transformation processes even though he is unable to subjectively experience voluntary object imagery. M. X. and a group of control participants were asked to complete a letter mental rotation task (MRT), typically used to assess the nature of the spatial transformation, while behavioural and electrophysiological responses were recorded. M. X. was able to complete the MRTs as accurately as controls, showing the pattern of increasing RTs as a function of rotation angle typical of MRTs. However, event-related potential (ERP) results showed systematic differences between M. X. and controls. On canonical letter trials, the rotation-related negativity (RRN), an ERP component considered as the psychophysiological correlate of the spatial transformation of mental rotation (MR), was present in both M. X. and controls and similarly modulated by rotation angle. However, no such modulation was observed for M. X. on mirror-reversed letter trials. These findings suggest that, at least under specific experimental conditions, the inability to create a depictive representation of the stimuli does not prevent the engagement of spatial transformation in aphantasia. However, the ability to apply spatial transformation varies with tasks and might be accounted for by the specific type of mental representation that can be accessed.