Homens geralmente são mais permissivos quanto ao sexo casual, sendo considerados mais irrestritos. Evolutivamente, essa estratégia sexual foi selecionada pelos homens apresentarem menor investimento parental e consequente maior investimento na competição e busca por parceiras, enquanto as mulheres, por apresentar alto investimento e sucesso reprodutivo relacionado à qualidade da prole, foram selecionadas para ser seletivas. Numa perspectiva proximal, o nível de hormônios masculinizantes pré-natais e da puberdade pode gerar essas diferenças intersexuais, assim como distinções intrassexuais, mas as evidências são ambíguas. Ademais, não está clara a conexão entre hormônios e julgamentos de si e realizados por terceiros quanto à atratividade. Avaliou-se a variação intersexual e intrassexual na sociossexualidade em função de indicadores anatômicos, cognitivo e psicológicos de masculinização e em função da autoavaliação e da avaliação feita pelo sexo oposto da atratividade. Participaram 54 mulheres (24,02 anos ± 4,86) e 51 homens (23,57 anos ± 3,89), estudantes da cidade de São Paulo, compreendendo diferentes cursos. Eles responderam voluntária e anonimamente a um questionário, contendo autoavaliações facial, corporal, vocal e comportamental quanto à feminilidade/masculinidade e atratividade; Inventário de Orientação Sociossexual-Revisado; e teste de rotação mental de Vandenberg, e mediu-se a taxa digital 2D:4D das duas mãos e as razões cintura/quadril feminina e cintura/ombro masculina. Ademais, as faces foram fotografadas e avaliadas quanto à atratividade: 27 mulheres (23,81 anos ± 3,87) avaliaram os rostos masculinos e 24 homens (23,66 anos ± 3,70) julgaram os femininos. As diferenças intersexuais foram: homens foram mais irrestritos, autodeclaram-se mais masculinos, foram mais masculinos cognitivamente e foram julgados como menos atraentes facialmente. Não houve diferença entre as razões 2D:4D e a atratividade autodeclarada. Nas variações intrassexuais femininas, apenas indicadores psicológicos se associaram com a sociossexualidade: mulheres mais irrestritas avaliaram sua voz como mais masculina e menos atraente. Ademais, mulheres cognitivamente mais masculinas foram julgadas como facialmente mais atraentes, participantes mais masculinas na razão 2D:4D avaliaram seu corpo como mais atraente, aquelas que se declararam mais atraentes também se julgaram como mais femininas e mulheres que avaliaram seu comportamento como mais feminino foram mais femininas na razão cintura/quadril. Nas variações intrassexuais masculinas, homens que se declararam mais atraentes, mais masculinos corporalmente, mais velhos e que tiveram razão 2D:4D mais feminina foram mais irrestritos. Demais, homens que foram julgados como mais atraentes se declararam mais atraentes facialmente e mais femininos em seu comportamento; taxa 2D:4D mais feminina se associou com rosto autodeclarado mais masculino; e participantes que se avaliaram como mais atraentes corporalmente tiveram ombros mais largos. Então, este projeto mostrou que parte da sociossexualidade masculina pode ser explicada por algumas medidas anatômicas e por indicadores de valor de conquista, enquanto apenas os indicadores psicológicos se relacionaram com sociossexualidade feminina. Porém, indicadores de masculinização não se relacionaram entre si nem com a sociossexualidade, como algumas medidas se associaram de forma oposta ao esperado e algumas relações foram contraditórias entre si. Isso indica que o desenvolvimento dos indicadores de masculinização e seus efeitos podem ser parcialmente independentes entre si. Novos estudos examinando essas associações e outras amostras brasileiras são necessários / Men in general are more permissive on casual sex, for that reason they are considered more unrestricted. From an evolutionary perspective, this sexual strategy was selected because men have shown less parental investment and, for that reason, greater investment in competition and in search for partners. On the other hand, women were selected to be more selective due to their greater parental investment and reproductive success related to the offspring quality. From a proximate view, the level of prenatal and pubertal masculinization may cause these intersexual differences, as well as intrasexual variations, but the evidence is ambiguous. Moreover, it is not clear the relation among hormones and attractiveness (self-rated and evaluated by others). We assessed the inter- and intrasexual variation in the sociosexuality by using anatomical, cognitive, and psychological indicators of masculinization and the evaluation of attractiveness (self-rated and evaluated by others). Participants were 54 women (mean age = 24.02, SD = 4.86) and 51 men (mean age = 23.57, SD = 3.89), all students of Sao Paulo city, comprising different university courses. First, they answered, voluntarily and anonymously, a questionnaire that included facial, bodily, vocal, and behavioral self-reported femininity/masculinity and attractiveness; the revised Sociosexual Orientation Inventory; and the Vandenberg Mental Rotation Test. Then we then measured the 2D:4D digit ratio of both hands, the female waist-to-hip ratio and the male waist-to-shoulder ratio. The participants faces were photographed and rated for attractiveness: 27 women (mean age = 23.81, SD 3.87) assessed the male faces, and 24 men (mean age = 23.66, SD 3.70) judged the female faces. The intersex differences we found were: men that were more unrestricted declared themselves as more masculine, their cognition was more masculine, and they were judged as less facially attractive. We found no differences between the 2D:4D ratio and the self-rated attractiveness. In the female intrasexual variations, we found that only the psychological indicators were associated with the sociosexuality: more unrestricted women rated their voices as more masculine and as less attractive. Moreover, women who were more cognitively masculine were judged as more facially attractive; participants who had more masculine 2D:4D evaluated their body as more attractive; women who rated themselves as more attractive also judged themselves as more feminine, females who evaluated their behavior as more feminine had more feminine waist-to-hip ratio. As for the male intrasexual variations: men who rated themselves as more attractive, more bodily masculine, older, and who had more feminine 2D:4D ratios were more unrestricted. Furthermore, men who were judged as more attractive declared themselves as more facially attractive and were more behavioral feminine; the more feminine 2D:4D ratios were associated with more masculine self-rated faces; and participants who evaluated themselves as more bodily attractive had wider shoulders. This study showed that part of the male sociosexuality might be explained by some anatomical measures and by the indicators of mate value, while only the psychological indicators might be related to the female sociosexuality. However, indicators of masculinization were not associated to each other or with the sociosexuality; some measures had opposite relations, and some associations were contradictory. This indicates that the development of the indicators of masculinizing and their effects may be partly independent. New studies are needed to examine those associations and other Brazilian samples

La thématique générale de notre thèse porte sur le transfert virtuel/réel de connaissances spatiales, et plus particulièrement sur l’identification de variables susceptibles d’optimiser ce transfert. Notamment, nous nous sommes intéressés à l’influence des interfaces de déplacement, de l’engagement physique et des informations sensorielles relatives au corps sur l’acquisition et le transfert de connaissances spatiales du virtuel vers le réel. L’engagement physique a été manipulé à l’aide de deux interacteurs (tapis roulant Vs joystick) proposant respectivement un fort et un faible engagement physique, ainsi que par une Interface Cerveau Ordinateur (ICO), permettant de commander un déplacement à l’aide de l’activité cérébrale du sujet, supprimant ainsi toute composante motrice effective. Enfin nous avons également manipulé l’expertise en jeu vidéo, variable susceptible de jouer un rôle important dans l’acquisition et l’utilisation des compétences spatiales au sens large, et plus spécifiquement dans le transfert virtuel-réel.Nos expérimentations consistaient à apprendre un trajet à l’aide d’une des situations d’interaction définie ci-dessus. Le transfert virtuel/réel des connaissances spatiales a été ensuite évalué à l’aide de 6 tâches : une tâche de classification chronologique de photos, une tâche d’estimation de la distance parcourue et une tâche d’estimation de directions (tâches égocentriques) ; une tâche de croquis du trajet, une tâche d’estimation de la direction du point de départ du trajet (tâche allocentrique) ; et enfin une tâche globale de wayfinding consistant à reproduire en environnement réel le trajet préalablement appris en virtuel.Nos résultats montrent que les effets de l’engagement physique (en particulier des informations proprioceptives et vestibulaires) et de l’expertise en jeu vidéo sont différents selon la nature de la compétence spatiale sollicitée (composante égocentrique, allocentrique ou reproduction du parcours). De plus, les résultats obtenus à l’aide de l’ICO permettent de préciser le rôle de la composante motrice dans l’acquisition et le transfert virtuel/réel de compétences spatiales.L’ensemble de ces données sont discutées au regard des modèles d’acquisition et d’utilisation des connaissances spatiales, tels que le modèle Landmark-Route-Survey et la théorie des graphes. Les perspectives de notre travail concernent le développement d’interfaces adaptées aux utilisateurs ainsi que l’entraînement ou le réentraînement des compétences spatiales de sujets âgés ou de patients présentant des pathologies lésionnelles et/ou dégénératives. / The general theme of our thesis focuses on the transfer of spatial learning from a virtual to a real environment, and more precisely on the identification of parameters that might optimize this transfer. Namely, we investigated the influence of displacement interfaces, of the physical involvement, and of the body-based information on the acquisition and the transfer of spatial learning from a virtual to a real world. The physical involvement was manipulated with the help of two interactors (Treadmill vs. Joystick) that respectively propose strong and mild physical involvements as well with the help of a Brain-Computer Interface (BCI). The BCI allows controlling displacements using subject’s brain activity, thus nullifying all effective motor components. Finally, we also manipulated videogame experience, a parameter supposed to play an important role in the acquisition and the use of spatial skills in the widest sense and, more specifically in the virtual-to-real transfer. Our experimentations first consisted in route learning within one of the above described interaction conditions. Then, the virtual-to-real transfer of spatial learning was evaluated with 6 tasks: the picture classification task, the distance estimation task, and the direction estimation task (egocentric task); the sketch-mapping task, the starting point estimation task (exocentric task); and finally the global wayfinding task, consisting in reproducing the previously learned virtual route in the real environment.Our results reveal that the effects of the physical involvement (in particular, of the proprioceptive and vestibular information) and of the videogame experience are different, depending on the nature of the spatial ability needed (egocentric or exocentric component, route reproduction). Moreover, the results obtained with the BCI allow to precise the role of the motor component in the acquisition and the transfer of spatial skills from the virtual to the real environment.These findings are discussed relative to the models of spatial knowledge acquisition and its utilization, such as the Landmark-Route-Survey model and the graph theory. Future trends of our work will concern the development of user-friendly interfaces as well as the training or the retraining of spatial abilities in older adults with or without degenerative disorders and patients with various brain lesions.

No description available.

No description available.

Thesis (Ph. D.)--Miami University, Dept. of Psychology, 2008. / Title from second page of PDF document. Includes bibliographical references (p. 60-67).

L’originalité de cette recherche est de s’intéresser aux caractéristiques de l’environnement physique et à leur impact sur les capacités de navigation et de mémoire spatiale. Ce domaine jusqu’alors peu investigué, représente pourtant un enjeu sociétal pour l’autonomie et le bien-être de la personne. Des difficultés de navigation ont notamment été décrites dans le vieillissement normal et la maladie d’Alzheimer (MA) dès le stade débutant. Or, l’environnement physique peut soutenir les capacités/compétences spatiales des individus, ou au contraire les perturber. L’objectif de cette recherche est d’évaluer l’effet structurant des éléments d’un environnement réel riche en repères, le jardin thérapeutique « art, mémoire et vie » du CHRU de Nancy, sur l’apprentissage d’un trajet et l’acquisition des connaissances spatiales, chez une population de sujets atteints de MA. En effet l'organisation spatiale de ce jardin a été conçue pour contribuer entre autres, à atténuer les difficultés de ces personnes en termes de cognition spatiale.L’ensemble des éléments du jardin a été répertorié et intégré dans une classification inspirée des travaux de Lynch (1960) et Zeisel et Tyson (1999). Trente sujets à un stade léger à modéré de la MA et 30 sujets âgés sains appariés ont réalisé le protocole suivant : (1) un apprentissage de trajet (aller et retour), durant lequel leur description verbale du parcours était enregistrée ; (2) une série de tâches évaluant l’acquisition des connaissances spatiales ; (3) des tests cognitifs standards. Le discours a été retranscrit verbatim et soumis à une analyse de contenu. Les résultats montrent une capacité d’apprentissage de trajet résiduelle significative chez les sujets du groupe MA, tant à l’aller qu’au retour. La répétition du trajet et la richesse de l’environnement en termes de repère semblent avoir contribué à ce résultat. Les performances aux tâches expérimentales ont été croisées avec l’analyse du discours et avec les tests cognitifs standards. Les résultats mettent en évidence un rôle prépondérant de certaines caractéristiques des éléments de l’environnement, telles que la saillance et l’affordance, sur les performances d’apprentissage de trajet et de mémoire spatiale et ceci de manière encore plus marquée chez les sujets du groupe MA. L’effet structurant des éléments de l’environnement est discuté d'une part chez les sujets âgés sains au regard des processus cognitifs impliqués dans la navigation et l’acquisition des connaissances spatiales et d'autre part des processus préservés et dysfonctionnels au cours de la MA / The originality of this research is to focus on the characteristics of the physical environment and their impact on navigation and spatial memory capabilities. This field, until then little investigated, represents a societal stake for the autonomy and the well-being of the person. In particular, navigation difficulties have been described in normal aging and Alzheimer's disease (AD) in the early stage. However, the physical environment can support individuals' spatial abilities/skills, or, on the contrary, disrupt them.The aim of the present study is to assess the structuring effect of the elements of a real environment rich in landmarks, the “art, memory and life” healing garden of the CHRU of Nancy, on route learning, and on the acquisition of the spatial knowledge, in a population of subjects with AD. Indeed, the spatial organization of this garden has been designed to contribute, among other things, to alleviate the difficulties of these people in terms of spatial cognition.All the elements of the garden have been listed and integrated into a classification inspired by the works of Lynch (1960) and Zeisel and Tyson (1999). Thirty subjects with mild to moderate AD and 30 matched healthy subjects underwent the following protocol: (1) route learning (forward and return trips), during which the verbal description of the route was recorded; (2) a series of tasks assessing the acquisition of spatial knowledge of the garden as well as (3) standard cognitive tests. The speech was transcribed verbatim and subjected to a content analysis.The results show a significant residual route learning ability in the MA group, both on the forward and return trips. The repetition of the route and the richness of the environmental landmarks seem to have contributed to this result. Experimental task performances were cross-checked with discourse analysis and standard cognitive tests. The results highlight a preponderant role of certain characteristics of environmental elements, such as saliency and affordance, on the learning performances of route and spatial memory, and this even more markedly in the subjects of the MA group.The structuring effect of the elements of the environment is discussed on the one hand in healthy older subjects with regard to cognitive processes involved in the navigation and acquisition of spatial knowledge and on the other hand preserved and dysfunctional processes in the course of Alzheimer’s disease

The meaning of spatial words can only be evaluated by establishing a reference to the properties of the environment in which the word is used. For example, in order to evaluate what is to the left of something or how fast is fast in a given context, we need to evaluate properties such as the position of objects in the scene, their typical function and behaviour, the size of the scene and the perspective from which the scene is viewed. Rather than encoding the semantic rules that define spatial expressions by hand, we developed a system where such rules are learned from descriptions produced by human commentators and information that a mobile robot has about itself and its environment. We concentrate on two scenarios and words that are used in them. In the first scenario, the robot is moving in an enclosed space and the descriptions refer to its motion ('You're going forward slowly' and 'Now you're turning right'). In the second scenario, the robot is static in an enclosed space which contains real-size objects such as desks, chairs and walls. Here we are primarily interested in prepositional phrases that describe relationships between objects ('The chair is to the left of you' and 'The table is further away than the chair'). The perspective can be varied by changing the location of the robot. Following the learning stage, which is performed offline, the system is able to use this domain specific knowledge to generate new descriptions in new environments or to 'understand' these expressions by providing feedback to the user, either linguistically or by performing motion actions. If a robot can be taught to 'understand' and use such expressions in a manner that would seem natural to a human observer, then we can be reasonably sure that we have captured at least something important about their semantics. Two kinds of evaluation were performed. First, the performance of machine learning classifiers was evaluated on independent test sets using 10-fold cross-validation. A comparison of classifier performance (in regard to their accuracy, the Kappa coefficient (κ), ROC and Precision-Recall graphs) is made between (a) the machine learning algorithms used to build them, (b) conditions under which the learning datasets were created and (c) the method by which data was structured into examples or instances for learning. Second, with some additional knowledge required to build a simple dialogue interface, the classifiers were tested live against human evaluators in a new environment. The results show that the system is able to learn semantics of spatial expressions from low level robotic data. For example, a group of human evaluators judged that the live system generated a correct description of motion in 93.47% of cases (the figure is averaged over four categories) and that it generated the correct description of object relation in 59.28% of cases.

O principal objetivo do presente trabalho é propor, desenvolver, testar e apresentar um método para a classificação do grau de desenvolvimento da capacidade cognitiva espacial de diferentes indivíduos. 37 alunos de graduação tiveram seus eletroencefalogramas (EEGs) capturados enquanto estavam engajados em tarefas de rotação mental de imagens tridimensionais. Seu grau de desenvolvimento da capacidade cognitiva espacial foi avaliado utilizando-se um teste psicológico BPR-5. O maior expoente de Lyapunov (LLE) foi calculado a partir de cada um dos 8 canais dos EEGs capturados. OS LLEs foram então utilizados como tuplas de entrada para 5 diferentes classificadores: i) perceptron de múltiplas camadas, ii) rede neural artificial de funções de base radial, iii) perceptron votado, iv) máquinas de vetor de suporte, e v) k-vizinhos. O melhor resultado foi obtido utilizando-se uma RBF com 4 clusters e a função de kernel Puk. Também foi realizada uma análise estatística das diferenças de atividade cerebral, baseando-se nos LLEs calculados, entre os dois grupos de interesse: SI+ (indivíduos com um suposto maior grau de desenvolvimento da sua capacidade cognitiva espacial) e SI- (grupo de controle) durante a realização de tarefas de rotação mental de imagens tridimensionais. Uma diferença média de 16% foi encontrada entre os dois grupos. O método de classificação proposto pode vir a contribuir e a interagir com outros processos na analise e no estudo da capacidade cognitiva espacial humana, assim como no entendimento da inteligência humana como um todo. Um melhor entendimento e avaliação das capacidades cognitivas de um indivíduo podem sugerir a este elementos de motivação, facilidade ou de inclinações naturais suas, podendo, provavelmente, afetar as decisões da sua vida e carreira de uma forma positiva. / The main objective of the present work is to propose, develop, test, and show a method for classifying the spatial cognition degree of development on different individuals. Thirty-Seven undergraduate students had their electroencephalogram (EEG) recorded while engaged in 3-D images mental rotation tasks. Their spatial cognition degree of development was evaluated using a BPR-5 psychological test. The Largest Lyapunov Exponent (LLE) was calculated from each of the 8 electrodes recorded in each EEG. The LLEs were used as input for five different classifiers: i) multi-layer perceptron artificial neural network, ii) radial base functions artificial neural network, iii) voted perceptron artificial neural network, iv) support vector machines, and v) K-Nearest Neighbors. The best result was achieved by using a RBF with 4 clusters and Puk kernel function. Also a statistical analysis of the brain activity, based in the calculated LLEs, differences between two interest groups: SI+ (participants with an alleged higher degree of development of their spatial cognition) and SI- (control group) during the performing of mental rotation of tridimensional images tasks was done.. An average difference of 16% was found between both groups. The proposed classification method can contribute and interact with other processes in the analysis and study of human spatial cognition, as in the understanding of the human intelligence at all. A better understanding and evaluation of the cognitive capabilities of an individual could suggest him elements of motivation, ease or natural inclinations, possibly affecting the decisions of his life and carrier positively.

O principal objetivo do presente trabalho é propor, desenvolver, testar e apresentar um método para a classificação do grau de desenvolvimento da capacidade cognitiva espacial de diferentes indivíduos. 37 alunos de graduação tiveram seus eletroencefalogramas (EEGs) capturados enquanto estavam engajados em tarefas de rotação mental de imagens tridimensionais. Seu grau de desenvolvimento da capacidade cognitiva espacial foi avaliado utilizando-se um teste psicológico BPR-5. O maior expoente de Lyapunov (LLE) foi calculado a partir de cada um dos 8 canais dos EEGs capturados. OS LLEs foram então utilizados como tuplas de entrada para 5 diferentes classificadores: i) perceptron de múltiplas camadas, ii) rede neural artificial de funções de base radial, iii) perceptron votado, iv) máquinas de vetor de suporte, e v) k-vizinhos. O melhor resultado foi obtido utilizando-se uma RBF com 4 clusters e a função de kernel Puk. Também foi realizada uma análise estatística das diferenças de atividade cerebral, baseando-se nos LLEs calculados, entre os dois grupos de interesse: SI+ (indivíduos com um suposto maior grau de desenvolvimento da sua capacidade cognitiva espacial) e SI- (grupo de controle) durante a realização de tarefas de rotação mental de imagens tridimensionais. Uma diferença média de 16% foi encontrada entre os dois grupos. O método de classificação proposto pode vir a contribuir e a interagir com outros processos na analise e no estudo da capacidade cognitiva espacial humana, assim como no entendimento da inteligência humana como um todo. Um melhor entendimento e avaliação das capacidades cognitivas de um indivíduo podem sugerir a este elementos de motivação, facilidade ou de inclinações naturais suas, podendo, provavelmente, afetar as decisões da sua vida e carreira de uma forma positiva. / The main objective of the present work is to propose, develop, test, and show a method for classifying the spatial cognition degree of development on different individuals. Thirty-Seven undergraduate students had their electroencephalogram (EEG) recorded while engaged in 3-D images mental rotation tasks. Their spatial cognition degree of development was evaluated using a BPR-5 psychological test. The Largest Lyapunov Exponent (LLE) was calculated from each of the 8 electrodes recorded in each EEG. The LLEs were used as input for five different classifiers: i) multi-layer perceptron artificial neural network, ii) radial base functions artificial neural network, iii) voted perceptron artificial neural network, iv) support vector machines, and v) K-Nearest Neighbors. The best result was achieved by using a RBF with 4 clusters and Puk kernel function. Also a statistical analysis of the brain activity, based in the calculated LLEs, differences between two interest groups: SI+ (participants with an alleged higher degree of development of their spatial cognition) and SI- (control group) during the performing of mental rotation of tridimensional images tasks was done.. An average difference of 16% was found between both groups. The proposed classification method can contribute and interact with other processes in the analysis and study of human spatial cognition, as in the understanding of the human intelligence at all. A better understanding and evaluation of the cognitive capabilities of an individual could suggest him elements of motivation, ease or natural inclinations, possibly affecting the decisions of his life and carrier positively.

O principal objetivo do presente trabalho é propor, desenvolver, testar e apresentar um método para a classificação do grau de desenvolvimento da capacidade cognitiva espacial de diferentes indivíduos. 37 alunos de graduação tiveram seus eletroencefalogramas (EEGs) capturados enquanto estavam engajados em tarefas de rotação mental de imagens tridimensionais. Seu grau de desenvolvimento da capacidade cognitiva espacial foi avaliado utilizando-se um teste psicológico BPR-5. O maior expoente de Lyapunov (LLE) foi calculado a partir de cada um dos 8 canais dos EEGs capturados. OS LLEs foram então utilizados como tuplas de entrada para 5 diferentes classificadores: i) perceptron de múltiplas camadas, ii) rede neural artificial de funções de base radial, iii) perceptron votado, iv) máquinas de vetor de suporte, e v) k-vizinhos. O melhor resultado foi obtido utilizando-se uma RBF com 4 clusters e a função de kernel Puk. Também foi realizada uma análise estatística das diferenças de atividade cerebral, baseando-se nos LLEs calculados, entre os dois grupos de interesse: SI+ (indivíduos com um suposto maior grau de desenvolvimento da sua capacidade cognitiva espacial) e SI- (grupo de controle) durante a realização de tarefas de rotação mental de imagens tridimensionais. Uma diferença média de 16% foi encontrada entre os dois grupos. O método de classificação proposto pode vir a contribuir e a interagir com outros processos na analise e no estudo da capacidade cognitiva espacial humana, assim como no entendimento da inteligência humana como um todo. Um melhor entendimento e avaliação das capacidades cognitivas de um indivíduo podem sugerir a este elementos de motivação, facilidade ou de inclinações naturais suas, podendo, provavelmente, afetar as decisões da sua vida e carreira de uma forma positiva. / The main objective of the present work is to propose, develop, test, and show a method for classifying the spatial cognition degree of development on different individuals. Thirty-Seven undergraduate students had their electroencephalogram (EEG) recorded while engaged in 3-D images mental rotation tasks. Their spatial cognition degree of development was evaluated using a BPR-5 psychological test. The Largest Lyapunov Exponent (LLE) was calculated from each of the 8 electrodes recorded in each EEG. The LLEs were used as input for five different classifiers: i) multi-layer perceptron artificial neural network, ii) radial base functions artificial neural network, iii) voted perceptron artificial neural network, iv) support vector machines, and v) K-Nearest Neighbors. The best result was achieved by using a RBF with 4 clusters and Puk kernel function. Also a statistical analysis of the brain activity, based in the calculated LLEs, differences between two interest groups: SI+ (participants with an alleged higher degree of development of their spatial cognition) and SI- (control group) during the performing of mental rotation of tridimensional images tasks was done.. An average difference of 16% was found between both groups. The proposed classification method can contribute and interact with other processes in the analysis and study of human spatial cognition, as in the understanding of the human intelligence at all. A better understanding and evaluation of the cognitive capabilities of an individual could suggest him elements of motivation, ease or natural inclinations, possibly affecting the decisions of his life and carrier positively.