Identifying the processes underpinning anticipation and decision-making in a dynamic time-constrained task

A novel, representative task was used to examine skill-based differences in the perceptual and cognitive processes underlying performance on a dynamic, externally paced task. Skilled and less skilled soccer players were required to move and interact with life-size, action sequences involving 11 versus 11 soccer situations filmed from the perspective of a central defender in soccer. The ability of participants to anticipate the intentions of their opponents and to make decisions about how they should respond was measured across two separate experiments. In Experiment 1, visual search behaviors were examined using an eye-movement registration system. In Experiment 2, retrospective verbal reports of thinking were gathered from a new sample of skilled and less skilled participants. Skilled participants were more accurate than less skilled participants at anticipating the intentions of opponents and in deciding on an appropriate course of action. The skilled players employed a search strategy involving more fixations of shorter duration in a different sequential order and toward more disparate and informative locations in the display when compared with the less skilled counterparts. The skilled players generated a greater number of verbal report statements with a higher proportion of evaluation, prediction, and planning statements than the less skilled players, suggesting they employed more complex domain-specific memory representations to solve the task. Theoretical, methodological, and practical implications are discussed.     

Gender differences in remembering and inferring spatial distances

The abilities of males and females to make spatial inferences were compared. Spatial inference is concerned with the ability to work out new spatial information from memory. In two experiments, participants had to study line drawings depicting shapes linked either by straight or meandering lines. Afterwards, they had to remember the straight-line distances or to infer the straight-line distances. Several spatial abilities were also assessed: perceptual discrimination, mental rotation, and visuo-spatial working memory span. The results showed that males outperformed females in spatial inference and mental rotation. Experiment 2 extended the study to old people. The results replicated and clarified those obtained in Experiment 1. Spatial inference and mental rotation showed age-related and gender-related differences; in addition, age reduced the visuo-spatial memory span. Overall, the findings suggest that gender differences favouring males are maximised with tasks requiring active processing and strategic control of metric information.     

Gender differences in remembering and inferring spatial distances

The abilities of males and females to make spatial inferences were compared. Spatial inference is concerned with the ability to work out new spatial information from memory. In two experiments, participants had to study line drawings depicting shapes linked either by straight or meandering lines. Afterwards, they had to remember the straight-line distances or to infer the straight-line distances. Several spatial abilities were also assessed: perceptual discrimination, mental rotation, and visuo-spatial working memory span. The results showed that males outperformed females in spatial inference and mental rotation. Experiment 2 extended the study to old people. The results replicated and clarified those obtained in Experiment 1. Spatial inference and mental rotation showed age-related and gender-related differences; in addition, age reduced the visuo-spatial memory span. Overall, the findings suggest that gender differences favouring males are maximised with tasks requiring active processing and strategic control of metric information.     

Selective Association Between Tetris Game Play and Visuospatial Working Memory: A Preliminary Investigation

Recent experimental and clinical research has suggested that Tetris game play can disrupt maladaptive forms of mental imagery because Tetris competes for limited cognitive resources within visuospatial working memory (WM) that contribute to imagery. Whether or not Tetris performance is selectively associated with visuospatial WM remains to be tested. In this study, young adults (N = 46) completed six standardized measures indexing verbal and non‐verbal reasoning, verbal and visuospatial short‐term memory, and verbal and visuospatial WM. They also played Tetris. Consistent with the hypothesis that visuospatial WM resources support Tetris game play, there was a significant moderate positive relationship between Tetris scores and visuospatial WM performance but no association with other cognitive ability measures. Findings suggest that Tetris game play involves both storage and processing resources within visuospatial WM. These preliminary results can inform interventions involving computer games to disrupt the development of maladaptive visual imagery, for example, intrusive memories of trauma. © 2017 The Authors. Applied Cognitive Psychology Published by John Wiley & Sons Ltd.     

The nature of gestures' beneficial role in spatial problem solving

Co-thought gestures are hand movements produced in silent, noncommunicative, problem-solving situations. In the study, we investigated whether and how such gestures enhance performance in spatial visualization tasks such as a mental rotation task and a paper folding task. We found that participants gestured more often when they had difficulties solving mental rotation problems (Experiment 1). The gesture-encouraged group solved more mental rotation problems correctly than did the gesture-allowed and gesture-prohibited groups (Experiment 2). Gestures produced by the gesture-encouraged group enhanced performance in the very trials in which they were produced (Experiments 2 & 3). Furthermore, gesture frequency decreased as the participants in the gesture-encouraged group solved more problems (Experiments 2 & 3). In addition, the advantage of the gesture-encouraged group persisted into subsequent spatial visualization problems in which gesturing was prohibited: another mental rotation block (Experiment 2) and a newly introduced paper folding task (Experiment 3). The results indicate that when people have difficulty in solving spatial visualization problems, they spontaneously produce gestures to help them, and gestures can indeed improve performance. As they solve more problems, the spatial computation supported by gestures becomes internalized, and the gesture frequency decreases. The benefit of gestures persists even in subsequent spatial visualization problems in which gesture is prohibited. Moreover, the beneficial effect of gesturing can be generalized to a different spatial visualization task when two tasks require similar spatial transformation processes. We concluded that gestures enhance performance on spatial visualization tasks by improving the internal computation of spatial transformations. (PsycINFO Database Record (c) 2010 APA, all rights reserved).     

Mental rotation: cross-task training and generalization

It is well established that performance on standard mental rotation tasks improves with training (Peters et al., 1995), but thus far there is little consensus regarding the degree of transfer to other tasks which also involve mental rotation. In Experiment 1, we assessed the effect of mental rotation training on participants' Mental Rotation Test (MRT) scores. Twenty-eight participants were randomly assigned to one of three groups: a "One-Day Training," "Spaced Training," or "No Training" group. Participants who received training achieved higher scores on the MRT, an advantage that was still evident after 1 week. Distribution of training did not affect performance. Experiment 2 assessed generalization of mental rotation training to a more complex mental rotation task, laparoscopic surgery. Laparoscopic surgical skills were assessed using Fundamentals of Laparoscopic Surgery (FLS) tasks. Thirty-four participants were randomly assigned to a "Full Mental Rotation Training, MRT and FLS," "MRT and FLS," or "FLS-only" group. MRT results from Experiment 1 were replicated and mental rotation training was found to elicit higher scores on the MRT. Further, mental rotation training was found to generalize to certain laparoscopic surgical tasks. Participants who obtained mental rotation training performed significantly better on mental-rotation dependent surgical tasks than participants who did not receive training. Therefore, surgical training programs can use simple computer or paper-based mental rotation training instead of more expensive materials to enhance certain aspects of surgical performance of trainees.     

A lateralization of function approach to sex differences in spatial ability: a reexamination

The current study assessed the lateralization of function hypothesis (Rilea, S. L., Roskos-Ewoldsen, B., & Boles, D. (2004). Sex differences in spatial ability: A lateralization of function approach. Brain and Cognition, 56, 332–343) which suggested that it was the interaction of brain organization and the type of spatial task that led to sex differences in spatial ability. A second purpose was to evaluate explanations for their unexpected findings on the mental rotation task. In Experiment 1, participants completed the Water Level, Paper Folding, and mental rotation tasks (using an object-based or self-based perspective), presented bilaterally. Sex differences were only observed on the Water Level Task; a right hemisphere advantage was observed on Water Level and mental rotation tasks. In Experiment 2, a human stick figure or a polygon was mentally rotated. Men outperformed women when rotating polygons, but not when rotating stick figures. Men demonstrated a right hemisphere advantage when rotating polygons; women showed no hemisphere differences for either stimulus. Thus, hemisphere processing, task complexity, and stimulus type may influence performance for men and women across different spatial measures.     

Mental rotation is not easily cognitively penetrable

When participants take part in mental imagery experiments, are they using their “tacit knowledge” of perception to mimic what they believe should occur in the corresponding perceptual task? Two experiments were conducted to examine whether such an account can be applied to mental imagery in general. These experiments both examined tasks that required participants to “mentally rotate” stimuli. In Experiment 1, instructions led participants to believe that they could reorient shapes in one step or avoid reorienting the shapes altogether. Regardless of instruction type, response times increased linearly with increasing rotation angles. In Experiment 2, participants first observed novel objects rotating at different speeds, and then performed a mental rotation task with those objects. The speed of perceptually demonstrated rotation did not affect the speed of mental rotation. We argue that tacit knowledge cannot explain mental imagery results in general, and that in particular the mental rotation effect reflects the nature of the underlying internal representation and processes that transform it, rather than participants’ pre-existing knowledge.     

Quiet eye duration,expertise, and task complexity in near and far aiming tasks

. Skilled (n = 12) and less skilled (n = 12) billiards players participated in 2 experiments in which the relationship between quiet eye duration, expertise, and task complexity was examined in a near and a far aiming task. Quiet eye was defined as the final fixation on the target prior to the initiation of movement. In Experiment 1, skilled performers exhibited longer fixations on the target (quiet eye) during the preparation phase of the action than their less skilled counterparts did. Quiet eye duration increased as a function of shot difficulty and was proportionally longer on successful than on unsuccessful shots for both groups of participants. In Experiment 2, participants executed shots under 3 different time-constrained conditions in which quiet eye periods were experimentally manipulated. Shorter quiet eye periods resulted in poorer performance, irrespective of participant skill level. The authors argue that quiet eye duration represents a critical period for movement programming in the aiming response.     

Mental rotation performance in soccer players and gymnasts in an object-based mental rotation task

In this study, the effect of motor expertise on an object-based mental rotation task was investigated. 60 males and 60 females (40 soccer players, 40 gymnasts, and 40 non-athletes, equivalent males and females in each group) solved a psychometric mental rotation task with both cube and human figures. The results revealed that all participants had a higher mental rotation accuracy for human figures compared to cubed figures, that the gender difference was reduced with human figures, and that gymnasts demonstrated a better mental rotation performance than non-athletes. The results are discussed against the background of the existing literature on motor experts, mental rotation performance as well as the importance of the testing situation and the test construction.     

Retention of Quiet Eye in Older Skilled Basketball Players

There is mounting research to suggest that cognitive and motor expertise is more resistant to age-related decline than more general capacities. The authors investigated the retention of skills in medium-aged skilled (n = 14) and older-aged skilled (n = 7) athletes by comparing them with medium-aged less skilled (n = 15) and older-aged less skilled (n = 15) participants. Participants performed basketball free throws and dart throws as a transfer task under standardized conditions. Motor performance (accuracy) and perceptual performance (quiet eye) were examined across the four groups. There were significant differences between skill groups and age groups in throwing accuracy on both throwing tasks. Skilled players outperformed less skilled and medium-aged players outperformed older-aged players in basketball and dart throws. There were no significant differences in quiet eye duration across the skill or age groups in either task. These results indicate expertise in a perceptual motor task such as the basketball free throw can be retained in older athletes and that present models of skill maintenance should be re-evaluated to consider the issue of transfer.     

Quiet Eye Duration,Expertise, and Task Complexity in Near and Far Aiming Tasks

Skilled (n = 12) and less skilled (n = 12) billiards players participated in 2 experiments in which the relationship between quiet eye duration, expertise, and task complexity was examined in a near and a far aiming task. Quiet eye was defined as the final fixation on the target prior to the initiation of movement. In Experiment 1, skilled performers exhibited longer fixations on the target (quiet eye) during the preparation phase of the action than their less skilled counterparts did. Quiet eye duration increased as a function of shot difficulty and was proportionally longer on successful than on unsuccessful shots for both groups of participants. In Experiment 2, participants executed shots under 3 different time-constrained conditions in which quiet eye periods were experimentally manipulated. Shorter quiet eye periods resulted in poorer performance, irrespective of participant skill level. The authors argue that quiet eye duration represents a critical period for movement programming in the aiming response.     

Durable and generalized effects of spatial experience on mental rotation: gender differences in growth patterns

This study addressed questions about improvement in mental rotation skills: (1) whether growth trajectories differ for men and women with higher or lower spatial experience, (2) whether videogame training has effects on performance and leads to transfer, (3) whether effects of repeated testing or training effects are durable and (4) whether transfer is durable. Undergraduates participated in repeated testing on the MRT or played the videogame Tetris. Analyses showed large improvements in mental rotation with both repeated testing and training; these gains were maintained several months later. MRT scores of men and women did not converge, but men showed faster initial growth and women showed more improvement later. Videogame training showed greater initial growth than repeated testing alone, but final performance did not differ. Effects of videogame training transferred to other spatial tasks exceeding the effects of repeated testing, and this transfer advantage was still evident after several months. Copyright © 2007 John Wiley & Sons, Ltd.     

Visuospatial representations used by chess experts: A preliminary study

Blindfold chess is played without the players seeing either the pieces or the board. It is a skill‐related activity, and only very skilled players can construct the mental images required. This is why blindfold chess provides a good task with which to investigate the spatial memory and skilled mental images of expert players. In a PET investigation, we compared memory performance and problem solving in very experienced chess players with their performance in an attention task, in which the subjects classified the names of chess pieces. The memory task predominantly activated the temporal areas, whereas problem solving activated several frontal areas. The relevance of these findings to concepts such as general imagery, skilled imagery, apperception, and long‐term working memory are discussed.     

Practice other than playing games apparently has only a modest role in the development of chess expertise

Evidence that chess expertise rests on practice alone mostly comes from studies using a correlational retrospective recall paradigm, which confounds amount of study with number of games played and possible innate talent. Researchers also often use latest performance rating and include participants who play and study little. Study 1 partially replicated such studies with improvements such as use of peak rating and a large, skilled sample. Number of internationally‐rated games played was the strongest predictor of peak rating. Total study hours was a significant but weaker predictor. Study 2 controlled for sampling confounds by including only very well‐practiced players who had played at least 350 internationally‐rated games. Total study hours did not predict rating at 350 games. Study 3 found that the subjective phenomenon of reaching a performance ceiling and undertaking specific practice to get beyond it does occur but does not distinguish between stronger and weaker players. Study 4 found that many players play relatively few internationally‐rated games mostly because of other commitments, such as work and education. Extensive study may go along with great interest in and persistence at chess but apparently lacks a major causative role in chess performance level.     

The role of self‐rated ability in the accuracy of confidence judgements in eyewitness memory and general knowledge

It is argued that confidence stems in part from self‐rated ability in a domain of knowledge and that in eyewitness memory such perceptions are erroneous. Two experiments tested these hypotheses. In both experiments participants rated their relative ability in the domains of eyewitness memory and general knowledge and subsequently took tests of each, giving confidence ratings for each item attempted. In both studies, self‐rated ability predicted performance for general knowledge, but not eyewitness memory. Across participants confidence ratings were significant predictors of accuracy for general knowledge, but not for eyewitness memory. In Experiment 1 self‐rated ability was predictive of confidence ratings for both domains, although this effect was weaker in Experiment 2. The argument that the accuracy of confidence judgements in eyewitness memory is undermined by a lack of insight into relative expertise is therefore supported. Copyright © 2004 John Wiley & Sons, Ltd.     

Two Routes to Expertise in Mental Rotation

The ability to imagine objects undergoing rotation (mental rotation) improves markedly with practice, but an explanation of this plasticity remains controversial. Some researchers propose that practice speeds up the rate of a general‐purpose rotation algorithm. Others maintain that performance improvements arise through the adoption of a new cognitive strategy—repeated exposure leads to rapid retrieval from memory of the required response to familiar mental rotation stimuli. In two experiments we provide support for an integrated explanation of practice effects in mental rotation by combining behavioral and EEG measures in a way that provides more rigorous inference than is available from either measure alone. Before practice, participants displayed two well‐established signatures of mental rotation: Both response time and EEG negativity increased linearly with rotation angle. After extensive practice with a small set of stimuli, both signatures of mental rotation had all but disappeared. In contrast, after the same amount of practice with a much larger set both signatures remained, even though performance improved markedly. Taken together, these results constitute a reversed association, which cannot arise from variation in a single cause, and so they provide compelling evidence for the existence of two routes to expertise in mental rotation. We also found novel evidence that practice with the large but not the small stimulus set increased the magnitude of an early visual evoked potential, suggesting increased rotation speed is enabled by improved efficiency in extracting three‐dimensional information from two‐dimensional stimuli.     

Evidence for the role of self-priming in epistemic action: expertise and the effective use of memory

Epistemic actions are physical actions people take to simplify internal problem solving rather than to move closer to an external goal. When playing the video game Tetris, for instance, experts routinely rotate falling shapes more than is strictly needed to place the shapes. Maglio and Kirsh [Kirsh, D., & Maglio, P. (1994). On distinguishing epistemic from pragmatic action. Cognitive Science, 18, 513-549; Maglio, P. P. (1995). The computational basis of interactive skill. PhD thesis, University of California, San Diego] proposed that such actions might serve the purpose of priming memory by external means, reducing the need for internal computation (e.g., mental rotation), and resulting in performance improvements that exceed the cost of taking additional actions. The present study tests this priming hypothesis in a set of four experiments. The first three explored precisely the conditions under which priming produces benefits. Results showed that presentation of multiple orientations of a shape led to faster responses than did presentation of a single orientation, and that this effect depended on the interval between preview and test. The fourth explored whether the benefit of seeing shapes in multiple orientations outweighs the cost of taking the extra actions to rotate shapes physically. Benefits were measured using a novel statistical method for mapping reaction-time data onto an estimate of the increase in processing capacity afforded by seeing multiple orientations. Cost was measured using an empirical estimate of time needed to take action in Tetris. Results showed that indeed the increase in internal processing capacity obtained from seeing shapes in multiple orientations outweighed the time to take extra actions.     

The effects of skill-level and playing-position on the anticipation of ball-bounce in rugby union

The ability to anticipate is a defining feature of skilled sports performance. To date, research investigating the information that underpins skilled anticipation has focused on kinematic information from an opponent and contextual factors. However, there has been a paucity of research investigating the influence of ball-flight and spin. Oval shaped balls, despite the seeming random nature, do in fact display specific bounce characteristics based on the nature of ball-flight. We tested the ability of 38 professional (categorised in to 15 ‘backs’ and 23 ‘forwards’ based on their playing position) and 20 less-skilled rugby union players to anticipate ball bounce direction for grubber and chip kicks using a temporal occlusion paradigm to restrict access to different sources of information. We predicted that skilled performers would have become attuned to both advance postural cues and the physical laws of ball flight and spin that govern ball bounce through their extensive practice and exposure to these situations, and so would anticipate more accurately than less-skilled performers. Results supported this hypothesis as skilled participants outperformed less-skilled in all occlusion conditions, however all groups anticipated more accurately with access to later emerging information sources (i.e., ball spin and rotation) with the skill level difference primarily underpinned by earlier available sources (i.e., advance postural cues). There was no difference between anticipation accuracy in professional forwards and backs and no kick type x group interaction, suggesting that the knowledge structures underpinning perceptual-cognitive expertise are not position specific. Findings have implication for models of anticipation and training design and tactics in rugby.     

The influence of mirror reversals on male and female performance in spatial tasks: A componential look

O'Boyle and Hoff (Neuropsychologia, 25, 977–982, 1987) reported that females were faster and more accurate than males at mirror-tracing the outline of random shapes. To account for this differential performance, the authors advanced two alternative explanations. The first was a ‘Spatial Stroop’ effect which suggested that, because of their enhanced spatial ability, males are especially disadvantaged in escaping the misleading visual feedback provided by the mirror, resulting in slower and less accurate tracings. The second was a ‘manipulospatial’ hypothesis which suggested that the tracing advantage was related to female superiority in fine-detailed motor control, and perhaps, differential practice at performing skilled motor tasks in mirror-reversed contexts. In the present study, two experiments were conducted to assess the relative viability of these explanations. In Experiment 1, the WAIS-R Block Design task was performed within and outside the context of a mirror. This was done to determine if the observed female advantage was restricted to mirror-tracing per se, or generalizable to other manipulospatial tasks. In Experiment 2, a mental rotation task was performed within and outside the context of a mirror. The latter was designed to reveal if the removal of the motor component would affect the obtained sex difference. The present findings suggest that as long as some form of precision motor manipulation is required, females are superior to males at mirror-reversed spatial tasks. However, when the motor component is eliminated, a male performance advantage emerges in both normal and mirror-reversed contexts, suggesting that the manipulospatial hypothesis is the more viable explanation.