Effects of prolonged weightlessness on mental rotation of three-dimensional objects

1993 ◽  
Vol 94 (1) ◽  
Author(s):  
Y. Matsakis ◽  
M. Lipshits ◽  
V. Gurfinkel ◽  
A. Berthoz
Keyword(s):  
Mental Rotation ◽  
Three Dimensional ◽  
Three Dimensional Objects

Age-related slowing in mental rotation of three-dimensional objects

1986 ◽  
Vol 12 (4) ◽  
pp. 217-220 ◽  
Author(s):  
J. Thomas Puglisi ◽  
Roger W. Morrell
Keyword(s):  
Mental Rotation ◽  
Three Dimensional ◽  
Three Dimensional Objects ◽  
Age Related

Mental rotation of representations of two-dimensional and three-dimensional objects.

1985 ◽  
Vol 39 (1) ◽  
pp. 100-129 ◽  
Author(s):  
Pierre Jolicœur ◽  
Sonya Regehr ◽  
Lyndon B. J. P. Smith ◽  
Garth N. Smith
Keyword(s):  
Mental Rotation ◽  
Three Dimensional ◽  
Two Dimensional ◽  
Three Dimensional Objects

Real Three-Dimensional Objects: Effects on Mental Rotation

2011 ◽  
Vol 113 (1) ◽  
pp. 38-50 ◽  
Author(s):  
Michael C. Felix ◽  
Joshua D. Parker ◽  
Charles Lee ◽  
Kara I. Gabriel
Keyword(s):  
Mental Rotation ◽  
Three Dimensional ◽  
Three Dimensional Objects

Mental Rotation of Three-Dimensional Objects

Science ◽  
1971 ◽  
Vol 171 (3972) ◽  
pp. 701-703 ◽  
Author(s):  
R. N. Shepard ◽  
J. Metzler
Keyword(s):  
Mental Rotation ◽  
Three Dimensional ◽  
Three Dimensional Objects

Moving around Objects and Recognizing Them

1998 ◽  
Vol 86 (1) ◽  
pp. 267-276 ◽  
Author(s):  
F. Giusberti ◽  
T. Iachini ◽  
F. Pavani
Keyword(s):  
Mental Rotation ◽  
Spatial Information ◽  
Angular Displacement ◽  
Three Dimensional ◽  
Linear Increase ◽  
The Body ◽  
Experimental Task ◽  
Three Dimensional Objects ◽  
Spatial Properties ◽  
Rotated Objects

This research concerned the use of mental rotation in recognizing rotated objects. Instead of the classic Shepard's paradigm in which subjects were still while observing rotated objects, here subjects had to move (or imagine moving) around stationary three-dimensional objects put in the middle of the trajectory. Thus, depending on the viewing positions, such objects were seen under six different perspectives (from 30° to 180°). The latter task has been thought to be closer to everyday life in which we obtain information regarding objects from their spatial properties. The results do not follow the classic rules of mental rotation of an object predicting a linear increase of the time needed to recognize distorted objects as a function of their angular displacement. They also differ from data in the Literature about spatial imagery showing that access to spatial information is facilitated more when people actually move through a path than when they imagine moving. A probable explanation of this difference from the literature is discussed in relation to the particular involvement of the body in the experimental task.

Mental Rotation: A Task for the Assessment of Visuospatial Skills of Children

1998 ◽  
Vol 86 (2) ◽  
pp. 527-536 ◽  
Author(s):  
Gerry A. Stefanatos ◽  
Ester S. Buchholz ◽  
Nancy Fay Miller
Keyword(s):  
Mental Rotation ◽  
Three Dimensional ◽  
Vertical Plane ◽  
Mirror Image ◽  
Three Dimensional Objects ◽  
Black And White ◽  
Task Instructions ◽  
Visuospatial Skills ◽  
Comprehensive Test ◽  
The Right

7 girls and 5 boys, ranging in age from 7 to 12 years, participated in the pilot testing of a mental rotation task developed for use in a comprehensive test battery of visuoperceptual abilities. Two asymmetric, three-dimensional objects were constructed from wood strips such that one object was the mirror-image of the other. Black and white photographs were taken of these objects in various spatial orientations along a horizontal plane. 16 photographs depicted the object right-side-up and in 16 the object was upside-down (rotated 180° in the vertical plane). These photographs were presented to the children who were asked to match each with the corresponding object. Analysis indicated correct judgements of the right-side-up images occurred more frequently than the upside-down images ( t11=4.73, p<.001). Using these data, adjustments were made to the task instructions to provide greater clarity for the young participants.

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