Tesis sobre el tema "Mental rotation"
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Nazareth, Alina. "Factors Affecting Adult Mental Rotation Performance". FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2185.
Texto completoCollins, David Wesley. "Difficulty and dimensionality in mental rotation". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28553.pdf.
Texto completoJohnson, Nathan. "Interrupting mental rotation : what we know when /". Electronic version (PDF), 2003. http://dl.uncw.edu/etd/2003/johnsonn/natejohnson.pdf.
Texto completoGoodwin, Julia Elizabeth. "Processes involved in mental rotation : a developmental perspective". Thesis, Birkbeck (University of London), 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309220.
Texto completoSelkowitz, Anthony R. "Mental rotation and a drawing based training regiment". Honors in the Major Thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1139.
Texto completoBachelors
Sciences
Psychology
Stevens, Sally Joan. "Children's competencies with mental rotation: A multicomponent strategy". Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184411.
Texto completoMcCarthy, Ann L. "Improving Older Adults' Mental Rotation Skills through Computer Training". University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1281292991.
Texto completoBell, James Frederick. "Effects of Mild to Moderate Stress on Mental Rotation". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1616.
Texto completoEfremova, Natalia. "A hierarchical neural network model of object recognition and mental rotation". 京都大学 (Kyoto University), 2012. http://hdl.handle.net/2433/157471.
Texto completoEl, Hoyek Nady. "Rotation mentale et motricité : approche développementale, genre et transfert". Thesis, Lyon 1, 2009. http://www.theses.fr/2009LYO10147.
Texto completoMental rotation (MR) is the ability to rotate the mental image of a 2D or 3D object. The relationship between MR and motor processes, as well as the transfer of MR, is still debated in the literature. The present results provided evidence that a specific MR training might contribute to enhance the MR ability, and the performance on the MR tests such as the Vandenberg and Kuse MR test (VMRT). Interestingly, gender differences were attenuated following training. A transfer was further observed on human anatomy learning. MR training and human anatomy learning are therefore hypothesized to share similar micro-competences. Our results also showed a transfer from anatomy learning to the spatial perception of a motor skill. Finally, MR has been found to share some micro-competences with motor performance requiring performing a forward roll, changing of directions and jumping. Hence, MR would be useful for the motor performance itself. Altogether, our results provided evidence that a specific MR training can be transferred to the human anatomy learning process, motor performance, as well as to child motor development. While the emergence of gender differences in MR might depend on the test used, such difference would be effective at 9 years of age for the VMRT. So far, future research remains necessary to determine in greater details the emergence of motor imagery accuracy in regards to its temporal aspects
Oehlert, Jeremy. "Mental Image Manipulation and Math: An Investigation into the Influence of Visualization and Mental Rotation on Math Performance". Cleveland, Ohio : Case Western Reserve University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1252445650.
Texto completoTitle from PDF (viewed on 2010-01-28) Department of Psychology Includes abstract Includes bibliographical references and appendices Available online via the OhioLINK ETD Center
Bruzadin, Nunes Ugo. "Mental Imagery and Tracking". OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2471.
Texto completoFatolitis, Philip. "Initial Validation of Novel Performance-Based Measures: Mental Rotation and Psychomotor Ability". Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6223.
Texto completoPh.D.
Doctorate
Psychology
Sciences
Constantinescu, Mihaela Vasile. "Hormonal and parental contributions to infants' mental rotation abilities and toy preferences". Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708163.
Texto completoLiesefeld, Heinrich René [Verfasser] y Hubert D. [Akademischer Betreuer] Zimmer. "The mental representation in mental rotation : its content, timing, and neuronal source / Heinrich René Liesefeld. Betreuer: Hubert D. Zimmer". Saarbrücken : Saarländische Universitäts- und Landesbibliothek, 2012. http://d-nb.info/1052550819/34.
Texto completoLiesefeld, Heinrich R. [Verfasser] y Hubert D. [Akademischer Betreuer] Zimmer. "The mental representation in mental rotation : its content, timing, and neuronal source / Heinrich René Liesefeld. Betreuer: Hubert D. Zimmer". Saarbrücken : Saarländische Universitäts- und Landesbibliothek, 2012. http://d-nb.info/1052550819/34.
Texto completoDaly, Paul K. "Mental rotation with and without a concurrent task : moderating effects of visuospatial ability /". Thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-12042009-020243/.
Texto completoMacramalla, Steven. "Effect of load and landmark distance on mental rotation of self and external objects /". Diss., Digital Dissertations Database. Restricted to UC campuses, 2006. http://uclibs.org/PID/11984.
Texto completoGrady, Cheryl U. "The effect of figural information on solution strategy and performance in mental rotation tasks /". Title page, contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09SPS/09spsg733.pdf.
Texto completoYagmur-Kilimci, Elif Sezen. "3D mental visualization in architectural design". Diss., Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/37132.
Texto completoRoberts, Jonathan E. "The Effects of Age and Sex on Mental Rotation Performance, Verbal Performance, and Brain Electrical Activity". Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/26514.
Texto completoPh. D.
Roberts, Jonathan E. "Sex Differences on a Mental Rotation Task: Variations in Hemispheric Activation Between Children and College Students". Thesis, Virginia Tech, 1998. http://hdl.handle.net/10919/31573.
Texto completoMaster of Science
Jahandideh, Sina. "Job Scheduling Considering Both Mental Fatigue and Boredom". Thesis, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/20637.
Texto completoArk, Wendy S. "Comparing mental rotation and feature matching strategies in adults and children with behavioral and neuroimaging techniques". Diss., Connected to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2005. http://wwwlib.umi.com/cr/ucsd/fullcit?p3190005.
Texto completoTitle from first page of PDF file (viewed March 7, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 135-142).
Drummond, Neil M. "Timing of Motor Preparation for Indirectly Cued vs. Directly Cued Movements During a Visuomotor Mental Rotation Task". Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23302.
Texto completoUecker, Anne Cantalupo 1960. "A psychobiological exploration of mental rotation in three groups of children: Control, learning disabled, and Down syndrome". Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/278013.
Texto completoMappus, Rudolph Louis IV. "Estimating the discriminative power of time varying features for EEG BMI". Diss., Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/31738.
Texto completoMappus, Rudolph Louis. "Estimating the discriminative power of time varying features for EEG BMI". Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/31738.
Texto completoCommittee Member: Alexander Gray; Committee Member: Charles Lee Isbell Jr.; Committee Member: Melody Moore Jackson; Committee Member: Paul M. Corballis; Committee Member: Thad Starner. Part of the SMARTech Electronic Thesis and Dissertation Collection.
Williams, Jacqueline Louise y jacqueline williams@mcri edu au. "Motor imagery and developmental coordination disorder (DCD)". RMIT University. Health Sciences, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080617.141139.
Texto completoNeilson, James. "Sex differences in spatial cognition an evolutionary approach /". Access electonically, 2004. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20041220.103635/index.html.
Texto completoChien, Shu-chen. "The effectiveness of animated and interactive microcomputer graphics on children's development of spatial visualization ability/mental rotation skills /". The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487265555441953.
Texto completoLineweaver, Tara T. "An investigation of visuospatial orientation and mental rotation in patients with Alzheimer's disease and patients with Huntington's disease /". Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1999. http://wwwlib.umi.com/cr/ucsd/fullcit?p9935484.
Texto completoCaissié, André. "Étude des transferts intermodaux lors de taches de rotation mentale : spécificité tactile, indépendance sensorielle ou dépendance visuelle ?" Thesis, Poitiers, 2012. http://www.theses.fr/2012POIT5002/document.
Texto completoThe work presented in this dissertation is based on the combination of two research paradigms in the field of cognitive psychology: mental rotation and intermodal/inter-task transfer of learning. In our first study (Experiments 1a, 1b, 1c, 2a, and 2b), the objective was to evaluate the processing dependence/independence of visual and tactile information during two mental rotation tasks: the Mental Rotation Test (Vandenberg & Kuse, 1978) and an object mental rotation task (Shepard & Metzler, 1971). Using an intra-subject experimental design, we compared four experimental conditions including intramodal learning: 1. Visual-Visual ; 2. Tactile-Tactile, and intermodal transfer: 3. Visual-Tactile ; 4. Tactile-Visual. Subjects performed two successive tasks in similar perceptual conditions or different perceptual conditions (session 1 and session 2). Our results revealed that mental rotation can depend on treatment processes of mental representations specific to the perceptual modality being used. The information derived from visual prior experience can be used in the tactile condition, whereas we observed few significant tactile transfers in the visual condition. Visual and tactile treatments on complex three-dimensional objects thus permit specific mental imagery strategies (Visual-Visual-IM vs. Tactile-Spatial-IM), derived from different perceptual exploration strategies (visual-global vs. tactile-spatial)
McGee, Michael K. "Assessing Negative Side Effects in Virtual Environments". Thesis, Virginia Tech, 1998. http://hdl.handle.net/10919/35766.
Texto completoMaster of Science
Maltese, François. "Effets d’une situation de comparaison sociale dans les différences liées au sexe en rotation mentale : Une étude avec des jumeaux dizygotes". Thesis, Aix-Marseille, 2013. http://www.theses.fr/2013AIXM3045/document.
Texto completoThe mental rotation test (MRT) is the most robust test revealing that men outperform women. Two major causes have been proposed for explaining the origin of this difference. The first focused on brain masculinization under the action of androgen during the fetal development. Vuoksimaa et al., (2010) showed that dizygotic opposite-sex female have greater performances than dizygotic same-sex female. For the second hypothesis, sex difference is mainly due to social regulation factors and stereotype threat interaction. We test here this second hypothesis. In a twin design we tested, for the first time, these two causal explanations. Same-sex dizygotic young adult pairs (23 pairs of males and 34 pairs of females), and opposite-sex dizygotic pairs (62 pairs) took a computerized MRT in two experimental co-action conditions. In the first condition, the experimental situation make the co-twin comparison possible (CSP): “you and your co-twin do the same test today”, and in the other experimental condition called, improbable comparison situation (CSI), they are told that: “you and your co-twin do different test today”. Accuracy and responses time where analyzed. Our results do not support the biological model but, in contrary, support the social regulation and stereotype threat model
Higgins, Heidi Jean. "The relationship of sixth-grade students' mental rotation ability to spatial experience and problem-solving strategies by socioeconomic status and gender". abstract and full text PDF (free order & download UNR users only), 2006. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3239873.
Texto completoFeredoes, Eva Psychiatry Faculty of Medicine UNSW. "Investigating the neural correlates of higher cognitive functions in humans using transcranial magnetic stimulation and transcranial direct current stimulation". Awarded by:University of New South Wales. Psychiatry, 2005. http://handle.unsw.edu.au/1959.4/23460.
Texto completoFerron, Lucas. "Corticospinal Facilitation During Hand Laterality Judgments?" Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/37010.
Texto completoAbad, Carla. "The Development of Early Spatial Thinking". FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3574.
Texto completoOdean, Rosalie. "The Development of Spatial Vocabulary". FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3687.
Texto completoTraas, Adam Michael. "Effects of a treatment using computer generation of isometric and orthographic projections on middle school students' spatial ability". Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4563.
Texto completoID: 028916877; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.Ed.)--University of Central Florida, 2010.; Includes bibliographical references (p. 148-161).
M.Ed.
Masters
Department of Teaching and Learning Principles
Education
Viegas, Lia Matos. "Cognição espacial: um estudo sobre o desempenho na realização de tarefas espaciais e fatores que o influenciam". Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/47/47132/tde-12062012-151306/.
Texto completoThe navigation skills and strategies for memorizing routes, studied in the area of spatial cognition, are matters of extreme importance that are attracting growing interest from psychologists, ethologists, biologists, geographers and engineers. This study aimed to test whether the results found in the literature would remain in a naturalistic context in which the participants could plan the route to be followed. In general, the researchers draw routes for participants and interfere whenever a deviation occurs. In this study, we also tried to evaluate whether there was association of performance on this task with features that, according to the literature, influence performance on spatial tasks: mental rotation tasks, strategies for memorizing the route, history of development, systematization quotient and 2D : 4D ratio, an indicator of exposure to androgens during pregnancy. The procedure consisted of asking participants (11 men, 13 women) to study a map of an unfamiliar area and to plan a route between two points in this area. This route was followed soon after, and participants were evaluated for the distance traveled and the deviation of the planned route. They also solved puzzles, tests of mental rotation and language, made a drawing of the research area and answered questionnaires that assessed their systematization style and their developmental environment and spatial behavior. Finally, their hands were photographed to evaluate the 2D:4D ratio. Among the findings, we highlight the difference in the strategies used by men and women in the tasks of memorizing routes, with women using more reference points than men. In addition, as expected, but contrary to the literature, both men and women deviated equally from the route originally planned. We found correlations between self-assessment of participants\' sense of direction and Systematization Quotient, developmental environment and 2D:4D ratio (the last result was found only for women). Participants who grew up in environments that encouraged more autonomy and who had higher Systematization Quotient evaluated themselves as having better sense of direction. The same was true for women whose 2D:4D ratio was lower, indicating greater exposure to male hormones during pregnancy. Based on the results found in our study, we assume that planning their own routes may have favored participants´ memory strategies, reducing the sex difference generally found in the literature on spatial performance
Holmes, Corinne Ashley. "IT’S THE JOURNEY, NOT THE DESTINATION: ARRAY STABILITY SUPPORTS FLEXIBLE SPATIAL MEMORY". Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/432549.
Texto completoPh.D.
The ability to recall a spatial layout from multiple orientations – spatial flexibility – is a challenging cognitive process, especially when the global configuration cannot be viewed from a single vantage point, as spatial information must first be integrated before it can be flexibly recalled. The current study examined if experiencing the transition between multiple viewpoints enhances spatial flexibility for both non-integrated (Exp. 1) and integrated environments (Exp. 2), if the type of transition matters, and if action provides an additional advantage over passive visual flow. In Experiment 1, participants viewed an array of dollhouse furniture from four viewpoints that presented the global configuration from multiple orientations. In Experiment 2, the array was viewed piecemeal, from four viewpoints that presented the global configuration in partial chunks. The control condition presented the dollhouse as a series of static views, whereas in the remaining conditions, visual flow was continuous. Participants viewed the natural transition between viewpoints, and either passively experienced the transitions (i.e., by watching the dollhouse rotate or being rolled around it), or actively generated them (i.e., by rotating the dollhouse or walking around it). Across both experiments, continuous visual flow significantly enhanced spatial flexibility when paired with observer movement around the dollhouse, either active or passive. Furthermore, when participants had to integrate spatial information across discrete learning experiences (Exp. 2), active movement provided a significant advantage above passive experience. These findings suggest that array stability is key to flexible spatial memory, with action providing an additional boost to spatial integration.
Temple University--Theses
De, Simone Luca. "Tell it to the hand: Attentional modulation in the identification of misoriented chiral objects". Doctoral thesis, SISSA, 2015. http://hdl.handle.net/20.500.11767/3919.
Texto completoÖrnkloo, Helena. "Fitting Objects Into Holes : On the Development of Spatial Cognition Skills". Doctoral thesis, Uppsala University, Department of Psychology, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-8316.
Texto completoChildren’s ability to manipulate objects is the end-point of several important developments. To imagine objects in different positions greatly improves children’s action capabilities. They can relate objects to each other successfully, and plan actions involving more than one object. We know that one-year-olds can insert an object into an aperture. Earlier research has focused on the start and goal of such actions, but ignored the way in between. This thesis shows that children are unable to fit an object into an aperture unless they can imagine the different projections of the object and rotate it in advance. The problem of how to proceed with an object-aperture matching was studied in 14- to 40-month-old children with a box, different holes and a set of fitting wooden blocks. Study I focused on how to orient a single object to make it fit. Studies II and III added a second object or aperture, introducing choice. In Study I there was a huge difference between 18 and 22 months in solving the fitting problem. Successful insertion was related to appropriate pre-adjustments. The older children pre-adjusted the object orientation before arriving at the aperture(s). The younger used a feedback strategy and that did not work for this task. To choose was more difficult than expected; one must not only choose one alternative, but also inhibit the other. Fifteen-month-olds were unable to choose between sizes and shapes, 20-month-olds could choose between sizes, 30-month-olds could choose between sizes and shapes, but not even 40-month-olds could choose between objects with different triangular cross-sections. Finally, the relationships between an object and an aperture, supporting surface or form were investigated. When comparing tasks requiring relationships between an object’s positive and an aperture’s negative form, between a 3D and a 2D, and between two 3D-forms, we found that the main difficulties is relating positive and negative form.
Clausen, Sally. "I never forget a face! : memory for faces and individual differences in spatial ability and gender". Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1394.
Texto completoBachelors
Sciences
Psychology
Cole, Merryn L. "SPATIAL REASONING AND UNDERSTANDING THE PARTICULATE NATURE OF MATTER: A MIDDLE SCHOOL PERSPECTIVE". UKnowledge, 2017. http://uknowledge.uky.edu/edsc_etds/26.
Texto completoŠerkšnas, Juozas. "Regimųjų vaizdų pasukimo mintyse tyrimas, pateikiant juos vienu metu ir nuosekliai". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2007~D_20101125_183216-64428.
Texto completoThe purpose of this study was to examine mental rotation of simultaneously and successively presented figures. 32 students performed same – different task in which the pairs of the same or different irregular polygons were presented simultaneously and successively or vice versa. Stimuli were presented briefly – for 100 ms when presented simultaneously and 50 ms and 50 ms when presented successively. The subjects had to answer whether the two figures were the same or different. Response time and performance accuracy were recorded. The results of the experiment showed that not rotated figures were identified faster and more accurately than those rotated at any angle. The increase in reaction time as a linear function of the angle of rotation was not found (either under simultaneous presentation or under successive one).The same figures as well as the different ones were identified more accurately when presented successively than simultaneously and the response time was shorter under simultaneous presentation than under successive one. The accuracy of men and women did not differ, but men outperformed women by response time.
Thompson, Jacqueline Marie. "Influences of visuospatial mental processes and cortical excitability on numerical cognition and learning". Thesis, University of Oxford, 2014. https://ora.ox.ac.uk/objects/uuid:6f11adba-5ff3-4f3b-b254-fda6ab0ed5a7.
Texto completoDonelson, Frederick Loye. "The development, testing, and use of a computer interface to evaluate an information processing model describing the rates of encoding and mental rotation in high school students of high and low spatial ability". The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1412941233.
Texto completo