Perspective Taking vs Mental Rotation: CSP-Based Single-Trial Analysis for Cognitive Process Disambiguation

Mental Rotation (i.e. the ability to mentally rotate representations of 2D and 3D objects) and egocentric Perspective Taking (i.e. the ability to adopt an imagined spatial perspective) represent the two most well-known and used types of spatial transformation. Yet, these two spatial transformations are conceptually, visually, and mathematically equivalent. Thus, an active debate in the field is whether these two types of spatial transformations are cognitively and neurally distinct or whether they represent different manifestation of the same underlying core mental process. In this study, we utilize a machine learning approach to extract neural activity from electroencephalography (EEG) measures and identify neural differences between mental rotation and perspective taking tasks. Our results provide novel empirical evidence in support of the view that these two types of spatial transformation correspond to district cognitive processes at the neural level. Importantly, the proposed framework provides a novel approach that can facilitate the study of the neural correlates of spatial cognition

Manipulation of mental models of anatomy in interventional radiology and its consequences for design of human–computer interaction

Interventional radiology procedures require extensive cognitive processing from the physician. A set of these cognitive functions are aimed to be replaced by technology in order to reduce the cognitive load. However, limited knowledge is available regarding mental processes in interventional radiology. This research focuses on identifying mental model–related processes, in particular during percutaneous procedures, useful to improve image guidance during interventions. Ethnographic studies and a prototype-based study were conducted in order to perform a task analysis and to identify working strategies and cognitive processes. Data were compared to theories from visual imagery. The results indicate a high level of complexity of mental model construction and manipulation, in particular when mentally comparing mental model knowledge with radiology images on screen (e.g., to steer a needle correctly). Regarding current interface support, most difficult is the interpretation and selection of oblique views. New interface principles are needed to bring cognitive demands within reasonable human range, and also accompanying cognitive work strategies should be developed.Design EngineeringIndustrial Design Engineerin

Situating space: using a discipline-focused lens to examine spatial thinking skills

Spatial skills are an important component of success in science, technology, engineering, and math (STEM) fields. A majority of what we know about spatial skills today is a result of more than 100 years of research focused on understanding and identifying the kinds of skills that make up this skill set. Over the last two decades, the field has recognized that, unlike the spatial skills measured by psychometric tests developed by psychology researchers, the spatial problems faced by STEM experts vary widely and are multifaceted. Thus, many psychological researchers have embraced an interdisciplinary approach to studying spatial thinking with the aim of understanding the nature of this skill set as it occurs within STEM disciplines. In a parallel effort, discipline-based education researchers specializing in STEM domains have focused much of their research on understanding how to bolster students' skills in completing domain-specific spatial tasks. In this paper, we discuss four lessons learned from these two programs of research to enhance the field's understanding of spatial thinking in STEM domains. We demonstrate each contribution by aligning findings from research on three distinct STEM disciplines: structural geology, surgery, and organic chemistry. Lastly, we discuss the potential implications of these contributions to STEM education