Individual Differences in a Spatial-Semantic Virtual Environment.

ERIC Educational Resources Information Center

Chen, Chaomei

2000-01-01

Presents two empirical case studies concerning the role of individual differences in searching through a spatial-semantic virtual environment. Discusses information visualization in information systems; cognitive factors, including associative memory, spatial ability, and visual memory; user satisfaction; and cognitive abilities and search…

The Influence of Visual Experience on the Ability to Form Spatial Mental Models Based on Route and Survey Descriptions

ERIC Educational Resources Information Center

Noordzij, Matthijs L.; Zuidhoek, Sander; Postma, Albert

2006-01-01

The purpose of the present study is twofold: the first objective is to evaluate the importance of visual experience for the ability to form a spatial representation (spatial mental model) of fairly elaborate spatial descriptions. Secondly, we examine whether blind people exhibit the same preferences (i.e. level of performance on spatial tasks) as…

Sex Differences in Mental Rotation and Spatial Visualization Ability: Can They Be Accounted for by Differences in Working Memory Capacity?

ERIC Educational Resources Information Center

Kaufman, Scott Barry

2007-01-01

Sex differences in spatial ability are well documented, but poorly understood. In order to see whether working memory is an important factor in these differences, 50 males and 50 females performed tests of three-dimensional mental rotation and spatial visualization, along with tests of spatial and verbal working memory. Substantial differences…

Spatial Visualization Ability and Impact of Drafting Models: A Quasi Experimental Study

ERIC Educational Resources Information Center

Katsioloudis, Petros J.; Jovanovic, Vukica

2014-01-01

A quasi experimental study was done to determine significant positive effects among three different types of visual models and to identify whether any individual type or combination contributed towards a positive increase of spatial visualization ability for students in engineering technology courses. In particular, the study compared the use of…

Surgical simulation tasks challenge visual working memory and visual-spatial ability differently.

PubMed

Schlickum, Marcus; Hedman, Leif; Enochsson, Lars; Henningsohn, Lars; Kjellin, Ann; Felländer-Tsai, Li

2011-04-01

New strategies for selection and training of physicians are emerging. Previous studies have demonstrated a correlation between visual-spatial ability and visual working memory with surgical simulator performance. The aim of this study was to perform a detailed analysis on how these abilities are associated with metrics in simulator performance with different task content. The hypothesis is that the importance of visual-spatial ability and visual working memory varies with different task contents. Twenty-five medical students participated in the study that involved testing visual-spatial ability using the MRT-A test and visual working memory using the RoboMemo computer program. Subjects were also trained and tested for performance in three different surgical simulators. The scores from the psychometric tests and the performance metrics were then correlated using multivariate analysis. MRT-A score correlated significantly with the performance metrics Efficiency of screening (p = 0.006) and Total time (p = 0.01) in the GI Mentor II task and Total score (p = 0.02) in the MIST-VR simulator task. In the Uro Mentor task, both the MRT-A score and the visual working memory 3-D cube test score as presented in the RoboMemo program (p = 0.02) correlated with Total score (p = 0.004). In this study we have shown that some differences exist regarding the impact of visual abilities and task content on simulator performance. When designing future cognitive training programs and testing regimes, one might have to consider that the design must be adjusted in accordance with the specific surgical task to be trained in mind.

Visuospatial Anatomy Comprehension: The Role of Spatial Visualization Ability and Problem-Solving Strategies

ERIC Educational Resources Information Center

Nguyen, Ngan; Mulla, Ali; Nelson, Andrew J.; Wilson, Timothy D.

2014-01-01

The present study explored the problem-solving strategies of high- and low-spatial visualization ability learners on a novel spatial anatomy task to determine whether differences in strategies contribute to differences in task performance. The results of this study provide further insights into the processing commonalities and differences among…

Spatial Abilities of High-School Students in the Perception of Geologic Structures.

ERIC Educational Resources Information Center

Kali, Yael; Orion, Nir

1996-01-01

Characterizes specific spatial abilities required in geology studies through the examination of the performance of high school students in solving structural geology problems on the geologic spatial ability test (GeoSAT). Concludes that visual penetration ability and the ability to perceive the spatial configuration of the structure are…

Psychometric Properties of the Revised Purdue Spatial Visualization Tests: Visualization of Rotations (The Revised PSVT-R)

ERIC Educational Resources Information Center

Yoon, So Yoon

2011-01-01

Working under classical test theory (CTT) and item response theory (IRT) frameworks, this study investigated psychometric properties of the Revised Purdue Spatial Visualization Tests: Visualization of Rotations (Revised PSVT:R). The original version, the PSVT:R was designed by Guay (1976) to measure spatial visualization ability in…

Spatial Visualization--A Gateway to Computer-Based Technology.

ERIC Educational Resources Information Center

Norman, Kent L.

1994-01-01

A model is proposed for the influence of individual differences on performance when computer-based technology is introduced. The primary cognitive factor driving differences in performance is spatial visualization ability. Four techniques for mitigating the negative impact of low spatial visualization are discussed: spatial metaphors, graphical…

Patterned-string tasks: relation between fine motor skills and visual-spatial abilities in parrots.

PubMed

Krasheninnikova, Anastasia

2013-01-01

String-pulling and patterned-string tasks are often used to analyse perceptual and cognitive abilities in animals. In addition, the paradigm can be used to test the interrelation between visual-spatial and motor performance. Two Australian parrot species, the galah (Eolophus roseicapilla) and the cockatiel (Nymphicus hollandicus), forage on the ground, but only the galah uses its feet to manipulate food. I used a set of string pulling and patterned-string tasks to test whether usage of the feet during foraging is a prerequisite for solving the vertical string pulling problem. Indeed, the two species used techniques that clearly differed in the extent of beak-foot coordination but did not differ in terms of their success in solving the string pulling task. However, when the visual-spatial skills of the subjects were tested, the galahs outperformed the cockatiels. This supports the hypothesis that the fine motor skills needed for advanced beak-foot coordination may be interrelated with certain visual-spatial abilities needed for solving patterned-string tasks. This pattern was also found within each of the two species on the individual level: higher motor abilities positively correlated with performance in patterned-string tasks. This is the first evidence of an interrelation between visual-spatial and motor abilities in non-mammalian animals.

Time Limits in Testing: An Analysis of Eye Movements and Visual Attention in Spatial Problem Solving

ERIC Educational Resources Information Center

Roach, Victoria A.; Fraser, Graham M.; Kryklywy, James H.; Mitchell, Derek G. V.; Wilson, Timothy D.

2017-01-01

Individuals with an aptitude for interpreting spatial information (high mental rotation ability: HMRA) typically master anatomy with more ease, and more quickly, than those with low mental rotation ability (LMRA). This article explores how visual attention differs with time limits on spatial reasoning tests. Participants were assorted to two…

Photography activities for developing students’ spatial orientation and spatial visualization

NASA Astrophysics Data System (ADS)

Hendroanto, Aan; van Galen, Frans; van Eerde, D.; Prahmana, R. C. I.; Setyawan, F.; Istiandaru, A.

2017-12-01

Spatial orientation and spatial visualization are the foundation of students’ spatial ability. They assist students’ performance in learning mathematics, especially geometry. Considering its importance, the present study aims to design activities to help young learners developing their spatial orientation and spatial visualization ability. Photography activity was chosen as the context of the activity to guide and support the students. This is a design research study consisting of three phases: 1) preparation and designing 2) teaching experiment, and 3) retrospective analysis. The data is collected by tests and interview and qualitatively analyzed. We developed two photography activities to be tested. In the teaching experiments, 30 students of SD Laboratorium UNESA, Surabaya were involved. The results showed that the activities supported the development of students’ spatial orientation and spatial visualization indicated by students’ learning progresses, answers, and strategies when they solved the problems in the activities.

Effects of lorazepam on visual perceptual abilities.

PubMed

Pompéia, S; Pradella-Hallinan, M; Manzano, G M; Bueno, O F A

2008-04-01

To evaluate the effects of an acute dose of the benzodiazepine (BZ) lorazepam in young healthy volunteers on five distinguishable visual perception abilities determined by previous factor-analytic studies. This was a double-blind, cross-over design study of acute oral doses of lorazepam (2 mg) and placebo in young healthy volunteers. We focused on a set of paper-and-pencil tests of visual perceptual abilities that load on five correlated but distinguishable factors (Spatial Visualization, Spatial Relations, Perceptual Speed, Closure Speed, and Closure Flexibility). Some other tests (DSST, immediate and delayed recall of prose; measures of subjective mood alterations) were used to control for the classic BZ-induced effects. Lorazepam impaired performance in the DSST and delayed recall of prose, increased subjective sedation and impaired tasks of all abilities except Spatial Visualization and Closure Speed. Only impairment in Perceptual Speed (Identical Pictures task) and delayed recall of prose were not explained by sedation. Acute administration of lorazepam, in a dose that impaired episodic memory, selectively affected different visual perceptual abilities before and after controlling for sedation. Central executive demands and sedation did not account for results, so impairment in the Identical Pictures task may be attributed to lorazepam's visual processing alterations. 2008 John Wiley & Sons, Ltd.

The role of visualization in learning from computer-based images

NASA Astrophysics Data System (ADS)

Piburn, Michael D.; Reynolds, Stephen J.; McAuliffe, Carla; Leedy, Debra E.; Birk, James P.; Johnson, Julia K.

2005-05-01

Among the sciences, the practice of geology is especially visual. To assess the role of spatial ability in learning geology, we designed an experiment using: (1) web-based versions of spatial visualization tests, (2) a geospatial test, and (3) multimedia instructional modules built around QuickTime Virtual Reality movies. Students in control and experimental sections were administered measures of spatial orientation and visualization, as well as a content-based geospatial examination. All subjects improved significantly in their scores on spatial visualization and the geospatial examination. There was no change in their scores on spatial orientation. A three-way analysis of variance, with the geospatial examination as the dependent variable, revealed significant main effects favoring the experimental group and a significant interaction between treatment and gender. These results demonstrate that spatial ability can be improved through instruction, that learning of geological content will improve as a result, and that differences in performance between the genders can be eliminated.

Gender Differences in Spatial Ability: "Relationship to Spatial Experience among Chinese Gifted Students in Hong Kong"

ERIC Educational Resources Information Center

Chan, David W.

2007-01-01

Spatial ability based on measures of mental rotation, and spatial experience based on self-reported participation in visual-arts as well as spatial-orientation activities were assessed in a sample of 337 Chinese, gifted students. Consistent with past findings for the general population, there were gender differences in spatial ability favoring…

A Comparative Analysis of Holographic, 3D-Printed, and Computer-Generated Models: Implications for Engineering Technology Students' Spatial Visualization Ability

ERIC Educational Resources Information Center

Katsioloudis, Petros J.; Jones, Mildred V.

2018-01-01

A number of studies indicate that the use of holographic displays can influence spatial visualization ability; however, research provides inconsistent results. Considering this, a quasi-experimental study was conducted to identify the existence of statistically significant effects on sectional view drawing ability due to the impacts of holographic…

Use of Dynamic Visualizations for Engineering Technology, Industrial Technology, and Science Education Students: Implications on Ability to Correctly Create a Sectional View Sketch

ERIC Educational Resources Information Center

Katsioloudis, Petros; Dickerson, Daniel; Jovanovic, Vukica; Jones, Mildred V.

2016-01-01

Spatial abilities, specifically visualization, play a significant role in the achievement in a wide array of professions including, but not limited to, engineering, technical, mathematical, and scientific professions. However, there is little correlation between the advantages of spatial ability as measured through the creation of a sectional-view…

Are Gender Differences in Spatial Ability Real or an Artifact? Evaluation of Measurement Invariance on the Revised PSVT:R

ERIC Educational Resources Information Center

Maeda, Yukiko; Yoon, So Yoon

2016-01-01

We investigated the extent to which the observed gender differences in mental rotation ability among the 2,468 freshmen studying engineering at a Midwest public university attributed to the gender bias of a test. The Revised Purdue Spatial Visualization Tests: Visualization of Rotations (Revised PSVT:R) is a spatial test frequently used to measure…

The Abilities of Understanding Spatial Relations, Spatial Orientation, and Spatial Visualization Affect 3D Product Design Performance: Using Carton Box Design as an Example

ERIC Educational Resources Information Center

Liao, Kun-Hsi

2017-01-01

Three-dimensional (3D) product design is an essential ability that students of subjects related to product design must acquire. The factors that affect designers' performance in 3D design are numerous, one of which is spatial abilities. Studies have reported that spatial abilities can be used to effectively predict people's performance in…

Graphic Abilities in Relation to Mathematical and Scientific Ability in Adolescents

ERIC Educational Resources Information Center

Stavridou, Fotini; Kakana, Domna

2008-01-01

Background: The study investigated a small range of cognitive abilities, related to visual-spatial intelligence, in adolescents. This specific range of cognitive abilities was termed "graphic abilities" and defined as a range of abilities to visualise and think in three dimensions, originating in the domain of visual-spatial…

SPATIAL VISUALIZATION ABILITIES OF CENTRAL WASHINGTON STATE COLLEGE PROSPECTIVE ELEMENTARY AND SECONDARY TEACHERS OF MATHEMATICS.

ERIC Educational Resources Information Center

MARTIN, BERNARD LOYAL

INVESTIGATED WAS THE EXTENT TO WHICH STUDENTS COMPLETING PLANNED MATHEMATICS EDUCATION PROGRAMS (1) WERE PROFICIENT IN SPATIAL VISUALIZATION ABILITIES, AND (2) HAD DEVELOPED MATHEMATICAL UNDERSTANDINGS. THE EFFECTS OF THE MATHEMATICS CURRICULA UPON SUCH DEVELOPMENT WERE INVESTIGATED BY COMPARING GROUP MEAN TEST SCORES OF PROSPECTIVE ELEMENTARY AND…

Factors of Spatial Visualization: An Analysis of the PSVT:R

ERIC Educational Resources Information Center

Ernst, Jeremy V.; Willams, Thomas O.; Clark, Aaron C.; Kelly, Daniel P.

2017-01-01

The Purdue Spatial Visualization Test: Visualization of Rotations (PVST:R) is among the most commonly used measurement instruments to assess spatial ability among engineering students. Previous analysis that explores the factor structure of the PSVT:R indicates a single-factor measure of the instrument. With this as a basis, this research seeks to…

How Students Solve Problems in Spatial Geometry while Using a Software Application for Visualizing 3D Geometric Objects

ERIC Educational Resources Information Center

Widder, Mirela; Gorsky, Paul

2013-01-01

In schools, learning spatial geometry is usually dependent upon a student's ability to visualize three dimensional geometric configurations from two dimensional drawings. Such a process, however, often creates visual obstacles which are unique to spatial geometry. Useful software programs which realistically depict three dimensional geometric…

Students’ Spatial Performance: Cognitive Style and Sex Differences

NASA Astrophysics Data System (ADS)

Hanifah, U.; Juniati, D.; Siswono, T. Y. E.

2018-01-01

This study aims at describing the students’ spatial abilities based on cognitive styles and sex differences. Spatial abilities in this study include 5 components, namely spatial perception, spatial visualization, mental rotation, spatial relations, and spatial orientation. This research is descriptive research with qualitative approach. The subjects in this research were 4 students of junior high school, there were 1 male FI, 1 male FD, 1 female FI, and 1 female FI. The results showed that there are differences in spatial abilities of the four subjects that are on the components of spatial visualization, mental rotation, and spatial relations. The differences in spatial abilities were found in methods / strategies used by each subject to solve each component problem. The differences in cognitive styles and sex suggested different choice of strategies used to solve problems. The male students imagined the figures but female students needed the media to solve the problem. Besides sex, the cognitive style differences also have an effect on solving a problem. In addition, FI students were not affected by distracting information but FD students could be affected by distracting information. This research was expected to contribute knowledge and insight to the readers, especially for math teachers in terms of the spatial ability of the students so that they can optimize their students’ spatial ability.

Effects of Spatial and Feature Attention on Disparity-Rendered Structure-From-Motion Stimuli in the Human Visual Cortex

PubMed Central

Ip, Ifan Betina; Bridge, Holly; Parker, Andrew J.

2014-01-01

An important advance in the study of visual attention has been the identification of a non-spatial component of attention that enhances the response to similar features or objects across the visual field. Here we test whether this non-spatial component can co-select individual features that are perceptually bound into a coherent object. We combined human psychophysics and functional magnetic resonance imaging (fMRI) to demonstrate the ability to co-select individual features from perceptually coherent objects. Our study used binocular disparity and visual motion to define disparity structure-from-motion (dSFM) stimuli. Although the spatial attention system induced strong modulations of the fMRI response in visual regions, the non-spatial system’s ability to co-select features of the dSFM stimulus was less pronounced and variable across subjects. Our results demonstrate that feature and global feature attention effects are variable across participants, suggesting that the feature attention system may be limited in its ability to automatically select features within the attended object. Careful comparison of the task design suggests that even minor differences in the perceptual task may be critical in revealing the presence of global feature attention. PMID:24936974

Measurement of Spatial Ability in an Introductory Graphic Communications Course

ERIC Educational Resources Information Center

Kelly, Walter F., Jr.

2012-01-01

Published articles on spatial ability can be found in the fields of psychology and graphics education. In the "Engineering Design Graphics Journal" for 1936-1978, six articles concerning visualization (spatial ability) were listed. As published graphics research increased, the journal (1975-1996) listed 28 articles in the visualization…

Intercepting a sound without vision

PubMed Central

Vercillo, Tiziana; Tonelli, Alessia; Gori, Monica

2017-01-01

Visual information is extremely important to generate internal spatial representations. In the auditory modality, the absence of visual cues during early infancy does not preclude the development of some spatial strategies. However, specific spatial abilities might result impaired. In the current study, we investigated the effect of early visual deprivation on the ability to localize static and moving auditory stimuli by comparing sighted and early blind individuals’ performance in different spatial tasks. We also examined perceptual stability in the two groups of participants by matching localization accuracy in a static and a dynamic head condition that involved rotational head movements. Sighted participants accurately localized static and moving sounds. Their localization ability remained unchanged after rotational movements of the head. Conversely, blind participants showed a leftward bias during the localization of static sounds and a little bias for moving sounds. Moreover, head movements induced a significant bias in the direction of head motion during the localization of moving sounds. These results suggest that internal spatial representations might be body-centered in blind individuals and that in sighted people the availability of visual cues during early infancy may affect sensory-motor interactions. PMID:28481939

Visualization in Science and the Arts.

ERIC Educational Resources Information Center

Roth, Susan King

Visualization as a factor of intelligence includes the mental manipulation of spatial configurations and has been associated with spatial abilities, creative thinking, and conceptual problem solving. There are numerous reports of scientists and mathematicians using visualization to anticipate transformation of the external world. Artists and…

Predicting Student Performance in Sonographic Scanning Using Spatial Ability as an Ability Determinent of Skill Acquisition

ERIC Educational Resources Information Center

Clem, Douglas Wayne

2012-01-01

Spatial ability refers to an individual's capacity to visualize and mentally manipulate three dimensional objects. Since sonographers manually manipulate 2D and 3D sonographic images to generate multi-viewed, logical, sequential renderings of an anatomical structure, it can be assumed that spatial ability is central to the perception and…

Virtual Technologies to Develop Visual-Spatial Ability in Engineering Students

ERIC Educational Resources Information Center

Roca-González, Cristina; Martin-Gutierrez, Jorge; García-Dominguez, Melchor; Carrodeguas, Mª del Carmen Mato

2017-01-01

The present study assessed a short training experiment to improve spatial abilities using two tools based on virtual technologies: one focused on manipulation of specific geometric virtual pieces, and the other consisting of virtual orienteering game. The two tools can help improve spatial abilities required for many engineering problem-solving…

Spatial Ability Learning through Educational Robotics

ERIC Educational Resources Information Center

Julià, Carme; Antolí, Juan Òscar

2016-01-01

Several authors insist on the importance of students' acquisition of spatial abilities and visualization in order to have academic success in areas such as science, technology or engineering. This paper proposes to discuss and analyse the use of educational robotics to develop spatial abilities in 12 year old students. First of all, a course to…

Different Perspectives: Spatial Ability Influences Where Individuals Look on a Timed Spatial Test

ERIC Educational Resources Information Center

Roach, Victoria A.; Fraser, Graham M.; Kryklywy, James H.; Mitchell, Derek G. V.; Wilson, Timothy D.

2017-01-01

Learning in anatomy can be both spatially and visually complex. Pedagogical investigations have begun exploration as to how spatial ability may mitigate learning. Emerging hypotheses suggests individuals with higher spatial reasoning may attend to images differently than those who are lacking. To elucidate attentional patterns associated with…

Visual-spatial ability is more important than motivation for novices in surgical simulator training: a preliminary study.

PubMed

Schlickum, Marcus; Hedman, Leif; Felländer-Tsai, Li

2016-02-21

To investigate whether surgical simulation performance and previous video gaming experience would correlate with higher motivation to further train a specific simulator task and whether visual-spatial ability would rank higher in importance to surgical performance than the above. It was also examined whether or not motivation would correlate with a preference to choose a surgical specialty in the future and if simulator training would increase the interest in choosing that same work field. Motivation and general interest in surgery was measured pre- and post-training in 30 medical students at Karolinska Institutet who were tested in a laparoscopic surgical simulator in parallel with measurement of visual-spatial ability and self-estimated video gaming experience. Correlations between simulator performance metrics, visual-spatial ability and motivation were statistically analyzed using regression analysis. A good result in the first simulator trial correlated with higher self-determination index (r =-0.46, p=0.05) in male students. Visual-spatial ability was the most important underlying factor followed by intrinsic motivation score and finally video gaming experience (p=0.02, p=0.05, p=0.11) regarding simulator performance in male students. Simulator training increased interest in surgery when studying all subjects (p=0.01), male subjects (p=0.02) as well as subjects with low video gaming experience (p=0.02). This preliminary study highlights individual differences regarding the effect of simulator training on motivation that can be taken into account when designing simulator training curricula, although the sample size is quite small and findings should be interpreted carefully.

The Effects of Adding Coordinate Axes To a Mental Rotations Task in Measuring Spatial Visualization Ability in Introductory Undergraduate Technical Graphics Courses.

ERIC Educational Resources Information Center

Branoff, Ted

1998-01-01

Reports on a study to determine whether the presence of coordinate axes in a test of spatial-visualization ability affects scores and response times on a mental-rotations task for students enrolled in undergraduate introductory graphic communications classes. Based on Pavios's dual-coding theory. Contains 36 references. (DDR)

A Comparative Analysis of Spatial Visualization Ability and Drafting Models for Industrial and Technology Education Students

ERIC Educational Resources Information Center

Katsioloudis, Petros; Jovanovic, Vukica; Jones, Mildred

2014-01-01

The main purpose of this study was to determine significant positive effects among the use of three different types of drafting models, and to identify whether any differences exist towards promotion of spatial visualization ability for students in Industrial Technology and Technology Education courses. In particular, the study compared the use of…

Exploring Verbal, Visual and Schematic Learners' Static and Dynamic Mental Images of Scientific Species and Processes in Relation to Their Spatial Ability

ERIC Educational Resources Information Center

Al-Balushi, Sulaiman M.; Coll, Richard Kevin

2013-01-01

The current study compared different learners' static and dynamic mental images of unseen scientific species and processes in relation to their spatial ability. Learners were classified into verbal, visual and schematic. Dynamic images were classified into: appearing/disappearing, linear-movement, and rotation. Two types of scientific entities and…

Cognitive styles and mental rotation ability in map learning.

PubMed

Pazzaglia, Francesca; Moè, Angelica

2013-11-01

In inspecting, learning and reproducing a map, a wide range of abilities is potentially involved. This study examined the role of mental rotation (MR) and verbal ability, together with that of cognitive styles in map learning. As regards cognitive styles, the traditional distinction between verbalizers and visualizers has been taken into account, together with a more recent distinction between two styles of visualization: spatial and object. One hundred and seven participants filled in two questionnaires on cognitive styles: the Verbalizer-Visualizer Questionnaire (Richardson in J Ment Imag 1:109-125, 1977) and the Object-Spatial Imagery Questionnaire (Blajenkova et al. in Appl Cogn Psych 20:239-263, 2006), performed MR and verbal tests, learned two maps, and were then tested for their recall. It was found that MR ability and cognitive styles played a role in predicting map learning, with some distinctions within cognitive styles: verbal style favoured learning of one of the two maps (the one rich in verbal labels), which in turn was disadvantaged by the adoption of spatial style. Conversely, spatial style predicted learning of the other map, rich in visual features. The discussion focuses on implications for cognitive psychology and everyday cognition.

Spatial Abilities across the Adult Life Span

ERIC Educational Resources Information Center

Borella, Erika; Meneghetti, Chiara; Ronconi, Lucia; De Beni, Rossana

2014-01-01

The study investigates age-related effects across the adult life span on spatial abilities (testing subabilities based on a distinction between spatial visualization, mental rotation, and perspective taking) and spatial self-assessments. The sample consisted of 454 participants (223 women and 231 men) from 20 to 91 years of age. Results showed…

Measurement of Spatial Ability: Construction and Validation of the Spatial Reasoning Instrument for Middle School Students

ERIC Educational Resources Information Center

Ramful, Ajay; Lowrie, Thomas; Logan, Tracy

2017-01-01

This article describes the development and validation of a newly designed instrument for measuring the spatial ability of middle school students (11-13 years old). The design of the Spatial Reasoning Instrument (SRI) is based on three constructs (mental rotation, spatial orientation, and spatial visualization) and is aligned to the type of spatial…

The Relationship between Spatial Visualization Ability and Students' Ability to Model 3D Objects from Engineering Assembly Drawings

ERIC Educational Resources Information Center

Branoff, T. J.; Dobelis, M.

2012-01-01

Spatial abilities have been used as a predictor of success in several engineering and technology disciplines (Strong & Smith, 2001). In engineering graphics courses, scores on spatial tests have also been used to predict success (Adanez & Velasco, 2002; Leopold, Gorska, & Sorby, 2001). Other studies have shown that some type of…

Effectiveness of Drafting Models for Engineering Technology Students and Impacts on Spatial Visualization Ability: An Analysis and Consideration of Critical Variables

ERIC Educational Resources Information Center

Katsioloudis, Petros J.; Stefaniak, Jill E.

2018-01-01

Results from a number of studies indicate that the use of drafting models can positively influence the spatial visualization ability for engineering technology students. However, additional variables such as light, temperature, motion and color can play an important role but research provides inconsistent results. Considering this, a set of 5…

Understanding Language, Hearing Status, and Visual-Spatial Skills

ERIC Educational Resources Information Center

Marschark, Marc; Spencer, Linda J.; Durkin, Andreana; Borgna, Georgianna; Convertino, Carol; Machmer, Elizabeth; Kronenberger, William G.; Trani, Alexandra

2015-01-01

It is frequently assumed that deaf individuals have superior visual-spatial abilities relative to hearing peers and thus, in educational settings, they are often considered visual learners. There is some empirical evidence to support the former assumption, although it is inconsistent, and apparently none to support the latter. Three experiments…

A foundation for savantism? Visuo-spatial synaesthetes present with cognitive benefits.

PubMed

Simner, Julia; Mayo, Neil; Spiller, Mary-Jane

2009-01-01

Individuals with 'time-space' synaesthesia have conscious awareness of mappings between time and space (e.g., they may see months arranged in an ellipse, or years as columns or spirals). These mappings exist in the 3D space around the body or in a virtual space within the mind's eye. Our study shows that these extra-ordinary mappings derive from, or give rise to, superior abilities in the two domains linked by this cross-modal phenomenon (i.e., abilities relating to time, and visualised space). We tested ten time-space synaesthetes with a battery of temporal and visual/spatial tests. Our temporal battery (the Edinburgh [Public and Autobiographical] Events Battery - EEB) assessed both autobiographical and non-autobiographical memory for events. Our visual/spatial tests assessed the ability to manipulate real or imagined objects in 3D space (the Three Dimensional Constructional Praxis test; Visual Object and Space Perception Battery, University of Southern California Mental Rotation Test) as well as assessing visual memory recall (Visual Patterns Test - VPT). Synaesthetes' performance was superior to the control population in every assessment, but was not superior in tasks that do not draw upon abilities related to their mental calendars. Our paper discusses the implications of this temporal-spatial advantage as it relates to normal processing, synaesthetic processing, and to the savant-like condition of hyperthymestic syndrome (Parker et al., 2006).

Long-Term Impact of Improving Visualization Abilities of Minority Engineering and Technology Students: Preliminary Results

ERIC Educational Resources Information Center

Study, Nancy E.

2011-01-01

Previous studies found that students enrolled in introductory engineering graphics courses at a historically black university (HBCU) had significantly lower than average test scores on the Purdue Spatial Visualization Test: Visualization of Rotations (PSVT) when it was administered during the first week of class. Since the ability to visualize is…

Visual-spatial ability is more important than motivation for novices in surgical simulator training: a preliminary study

PubMed Central

Hedman, Leif; Felländer-Tsai, Li

2016-01-01

Objectives To investigate whether surgical simulation performance and previous video gaming experience would correlate with higher motivation to further train a specific simulator task and whether visual-spatial ability would rank higher in importance to surgical performance than the above. It was also examined whether or not motivation would correlate with a preference to choose a surgical specialty in the future and if simulator training would increase the interest in choosing that same work field. Methods Motivation and general interest in surgery was measured pre- and post-training in 30 medical students at Karolinska Institutet who were tested in a laparoscopic surgical simulator in parallel with measurement of visual-spatial ability and self-estimated video gaming experience.  Correlations between simulator performance metrics, visual-spatial ability and motivation were statistically analyzed using regression analysis. Results A good result in the first simulator trial correlated with higher self-determination index (r =-0.46, p=0.05) in male students. Visual-spatial ability was the most important underlying factor followed by intrinsic motivation score and finally video gaming experience (p=0.02, p=0.05, p=0.11) regarding simulator performance in male students. Simulator training increased interest in surgery when studying all subjects (p=0.01), male subjects (p=0.02) as well as subjects with low video gaming experience (p=0.02). Conclusions This preliminary study highlights individual differences regarding the effect of simulator training on motivation that can be taken into account when designing simulator training curricula, although the sample size is quite small and findings should be interpreted carefully.  PMID:26897701

The essence of student visual-spatial literacy and higher order thinking skills in undergraduate biology.

PubMed

Milner-Bolotin, Marina; Nashon, Samson Madera

2012-02-01

Science, engineering and mathematics-related disciplines have relied heavily on a researcher's ability to visualize phenomena under study and being able to link and superimpose various abstract and concrete representations including visual, spatial, and temporal. The spatial representations are especially important in all branches of biology (in developmental biology time becomes an important dimension), where 3D and often 4D representations are crucial for understanding the phenomena. By the time biology students get to undergraduate education, they are supposed to have acquired visual-spatial thinking skills, yet it has been documented that very few undergraduates and a small percentage of graduate students have had a chance to develop these skills to a sufficient degree. The current paper discusses the literature that highlights the essence of visual-spatial thinking and the development of visual-spatial literacy, considers the application of the visual-spatial thinking to biology education, and proposes how modern technology can help to promote visual-spatial literacy and higher order thinking among undergraduate students of biology.

Acquisition of Dental Skills in Preclinical Technique Courses: Influence of Spatial and Manual Abilities

ERIC Educational Resources Information Center

Schwibbe, Anja; Kothe, Christian; Hampe, Wolfgang; Konradt, Udo

2016-01-01

Sixty years of research have not added up to a concordant evaluation of the influence of spatial and manual abilities on dental skill acquisition. We used Ackerman's theory of ability determinants of skill acquisition to explain the influence of spatial visualization and manual dexterity on the task performance of dental students in two…

How Spatial Abilities and Dynamic Visualizations Interplay When Learning Functional Anatomy with 3D Anatomical Models

ERIC Educational Resources Information Center

Berney, Sandra; Bétrancourt, Mireille; Molinari, Gaëlle; Hoyek, Nady

2015-01-01

The emergence of dynamic visualizations of three-dimensional (3D) models in anatomy curricula may be an adequate solution for spatial difficulties encountered with traditional static learning, as they provide direct visualization of change throughout the viewpoints. However, little research has explored the interplay between learning material…

Spatial Visualization ability improves with and without studying Technical Drawing.

PubMed

Contreras, María José; Escrig, Rebeca; Prieto, Gerardo; Elosúa, M Rosa

2018-03-27

The results of several studies suggest that spatial ability can be improved through direct training with tasks similar to those integrated in the tests used to measure the ability. However, there is a greater interest in analyzing the effectiveness of indirect training such as games or of learning subjects that involve spatial processes to a certain extent. Thus, the objective of the present study was to analyze whether the indirect training in Technical Drawing improved the Spatial Visualization ability of Architecture students. For this purpose, a group of students enrolled in Fundamentals of Architecture were administered two tests, a Spatial Visualization task and an Abstract Reasoning task, at the beginning and the end of a semester, after having received training through the subjects "Technical Drawing I: Geometry and Perception" and "Projects I." The results of this group were compared with those of a control group of students enrolled in a Mathematics degree, who were also pre-post evaluated but had not received the training in Technical Drawing. The study showed a significant pre-post improvement in both, Visualization and reasoning. However, this improvement occurred in both groups, thereby concluding that this improvement was not due to indirect training. Furthermore, no significant differences were found between men and women in any of the groups or conditions. These results clarify those of an earlier study where improvement in Visualization after training in Technical Drawing was found but did not include a comparison with a control condition. The control condition has proved to be important in order to consider the limitations of the effect of Technical Drawing on said improvement.

Performance in a Visual Search Task Uniquely Predicts Reading Abilities in Third-Grade Hong Kong Chinese Children

ERIC Educational Resources Information Center

Liu, Duo; Chen, Xi; Chung, Kevin K. H.

2015-01-01

This study examined the relation between the performance in a visual search task and reading ability in 92 third-grade Hong Kong Chinese children. The visual search task, which is considered a measure of visual-spatial attention, accounted for unique variance in Chinese character reading after controlling for age, nonverbal intelligence,…

Visualizing topography: Effects of presentation strategy, gender, and spatial ability

NASA Astrophysics Data System (ADS)

McAuliffe, Carla

2003-10-01

This study investigated the effect of different presentation strategies (2-D static visuals, 3-D animated visuals, and 3-D interactive, animated visuals) and gender on achievement, time-spent-on visual treatment, and attitude during a computer-based science lesson about reading and interpreting topographic maps. The study also examined the relationship of spatial ability and prior knowledge to gender, achievement, and time-spent-on visual treatment. Students enrolled in high school chemistry-physics were pretested and given two spatial ability tests. They were blocked by gender and randomly assigned to one of three levels of presentation strategy or the control group. After controlling for the effects of spatial ability and prior knowledge with analysis of covariance, three significant differences were found between the versions: (a) the 2-D static treatment group scored significantly higher on the posttest than the control group; (b) the 3-D animated treatment group scored significantly higher on the posttest than the control group; and (c) the 2-D static treatment group scored significantly higher on the posttest than the 3-D interactive animated treatment group. Furthermore, the 3-D interactive animated treatment group spent significantly more time on the visual screens than the 2-D static treatment group. Analyses of student attitudes revealed that most students felt the landform visuals in the computer-based program helped them learn, but not in a way they would describe as fun. Significant differences in attitude were found by treatment and by gender. In contrast to findings from other studies, no gender differences were found on either of the two spatial tests given in this study. Cognitive load, cognitive involvement, and solution strategy are offered as three key factors that may help explain the results of this study. Implications for instructional design include suggestions about the use of 2-D static, 3-D animated and 3-D interactive animations as well as a recommendation about the inclusion of pretests in similar instructional programs. Areas for future research include investigating the effects of combinations of presentation strategies, continuing to examine the role of spatial ability in science achievement, and gaining cognitive insights about what it is that students do when learning to read and interpret topographic maps.

Predictive value of background experiences and visual spatial ability testing on laparoscopic baseline performance among residents entering postgraduate surgical training.

PubMed

Louridas, Marisa; Quinn, Lauren E; Grantcharov, Teodor P

2016-03-01

Emerging evidence suggests that despite dedicated practice, not all surgical trainees have the ability to reach technical competency in minimally invasive techniques. While selecting residents that have the ability to reach technical competence is important, evidence to guide the incorporation of technical ability into selection processes is limited. Therefore, the purpose of the present study was to evaluate whether background experiences and 2D-3D visual spatial test results are predictive of baseline laparoscopic skill for the novice surgical trainee. First-year residents were studied. Demographic data and background surgical and non-surgical experiences were obtained using a questionnaire. Visual spatial ability was evaluated using the PicSOr, cube comparison (CC) and card rotation (CR) tests. Technical skill was assessed using the camera navigation (LCN) task and laparoscopic circle cut (LCC) task. Resident performance on these technical tasks was compared and correlated with the questionnaire and visual spatial findings. Previous experience in observing laparoscopic procedures was associated with significantly better LCN performance, and experience in navigating the laparoscopic camera was associated with significantly better LCC task results. Residents who scored higher on the CC test demonstrated a more accurate LCN path length score (r s(PL) = -0.36, p = 0.03) and angle path (r s(AP) = -0.426, p = 0.01) score when completing the LCN task. No other significant correlations were found between the visual spatial tests (PicSOr, CC or CR) and LCC performance. While identifying selection tests for incoming surgical trainees that predict technical skill performance is appealing, the surrogate markers evaluated correlate with specific metrics of surgical performance related to a single task but do not appear to reliably predict technical performance of different laparoscopic tasks. Predicting the acquisition of technical skills will require the development of a series of evidence-based tests that measure a number of innate abilities as well as their inherent interactions.

Spatial abilities across the adult life span.

PubMed

Borella, Erika; Meneghetti, Chiara; Ronconi, Lucia; De Beni, Rossana

2014-02-01

The study investigates age-related effects across the adult life span on spatial abilities (testing subabilities based on a distinction between spatial visualization, mental rotation, and perspective taking) and spatial self-assessments. The sample consisted of 454 participants (223 women and 231 men) from 20 to 91 years of age. Results showed nonlinear age-related effects for spatial visualization and perspective taking but linear effects for mental rotation; few or no age-related effects were found for spatial self-assessments. Working memory accounted for only a small proportion of the variance in all spatial tasks and had no effect on spatial self-assessments. Overall, our findings suggest that the influence of age on spatial skills across the adult life span is considerable, but the effects of age change as a function of the spatial task considered, and the effect on spatial self-assessment is more marginal.

The Role of Visualization in Learning from Computer-Based Images. Research Report

ERIC Educational Resources Information Center

Piburn, Michael D.; Reynolds, Stephen J.; McAuliffe, Carla; Leedy, Debra E.; Birk, James P.; Johnson, Julia K.

2005-01-01

Among the sciences, the practice of geology is especially visual. To assess the role of spatial ability in learning geology, we designed an experiment using: (1) web-based versions of spatial visualization tests, (2) a geospatial test, and (3) multimedia instructional modules built around QuickTime Virtual Reality movies. Students in control and…

Spatial Reasoning with External Visualizations: What Matters Is What You See, Not whether You Interact

ERIC Educational Resources Information Center

Keehner, Madeleine; Hegarty, Mary; Cohen, Cheryl; Khooshabeh, Peter; Montello, Daniel R.

2008-01-01

Three experiments examined the effects of interactive visualizations and spatial abilities on a task requiring participants to infer and draw cross sections of a three-dimensional (3D) object. The experiments manipulated whether participants could interactively control a virtual 3D visualization of the object while performing the task, and…

Spatial Abilities during the Circalunar Cycle in Both Sexes

ERIC Educational Resources Information Center

Ostatnikova, Daniela; Hodosy, Julius; Skoknova, Martina; Putz, Zdenek; Kudela, Matus; Celec, Peter

2010-01-01

Spatial abilities vary during the menstrual cycle. The effects of a similar rhythm in men are unknown. Mental rotation and spatial visualization of young healthy volunteers (29 females and 31 males) were tested during the menstrual and periovulatory phase of the menstrual cycle in women, and during the low-testosterone and high-testosterone phases…

Women and Mathematics: Research vs. Achievement in Education.

ERIC Educational Resources Information Center

Abel, Theodora Mead; And Others

Many educators and researchers who believe that girls have less mathematical ability than boys associate this deficiency with girls' inferior spatial ability. This generally accepted belief that spatial skills are a major prerequisite for math achievement was tested through a study of the visual-spatial skills of a sample of 32 professional…

An Investigation of the Visual and Tactile Spatial Reasoning Abilities of the Hearing Impaired/Deaf Student.

ERIC Educational Resources Information Center

Hauptman, Anna R.

Two experiments involving 42 students from the Model Secondary School for the Deaf investigated both the visual and tactile components in the processing of spatial information. Test measures used were the Figures Rotations Test, Group Embedded Figures Test, and Tactile Rotations Test. The study suggested that spatial reasoning is a determining…

Who Benefits from Learning with 3D Models?: The Case of Spatial Ability

ERIC Educational Resources Information Center

Huk, T.

2006-01-01

Empirical studies that focus on the impact of three-dimensional (3D) visualizations on learning are to date rare and inconsistent. According to the ability-as-enhancer hypothesis, high spatial ability learners should benefit particularly as they have enough cognitive capacity left for mental model construction. In contrast, the…

Are Deaf Students Visual Learners?

PubMed Central

Marschark, Marc; Morrison, Carolyn; Lukomski, Jennifer; Borgna, Georgianna; Convertino, Carol

2013-01-01

It is frequently assumed that by virtue of their hearing losses, deaf students are visual learners. Deaf individuals have some visual-spatial advantages relative to hearing individuals, but most have been are linked to use of sign language rather than auditory deprivation. How such cognitive differences might affect academic performance has been investigated only rarely. This study examined relations among deaf college students’ language and visual-spatial abilities, mathematics problem solving, and hearing thresholds. Results extended some previous findings and clarified others. Contrary to what might be expected, hearing students exhibited visual-spatial skills equal to or better than deaf students. Scores on a Spatial Relations task were associated with better mathematics problem solving. Relations among the several variables, however, suggested that deaf students are no more likely to be visual learners than hearing students and that their visual-spatial skill may be related more to their hearing than to sign language skills. PMID:23750095

Origami Instruction in the Middle School Mathematics Classroom: Its Impact on Spatial Visualization and Geometry Knowledge of Students

ERIC Educational Resources Information Center

Boakes, Norma J.

2009-01-01

Within the study of geometry in the middle school curriculum is the natural development of students' spatial visualization, the ability to visualize two- and three-dimensional objects. The national mathematics standards call specifically for the development of such skills through hands-on experiences. A commonly accepted method is through the…

The Effect of Dynamic Geometry Software on Student Mathematics Teachers' Spatial Visualization Skills

ERIC Educational Resources Information Center

Güven, Bülent; Kosa, Temel

2008-01-01

Geometry is the study of shape and space. Without spatial ability, students cannot fully appreciate the natural world. Spatial ability is also very important for work in various fields such as computer graphics, engineering, architecture, and cartography. A number of studies have demonstrated that technology has an important potential to develop…

Predicting student performance in sonographic scanning using spatial ability as an ability determinent of skill acquisition

NASA Astrophysics Data System (ADS)

Clem, Douglas Wayne

Spatial ability refers to an individual's capacity to visualize and mentally manipulate three dimensional objects. Since sonographers manually manipulate 2D and 3D sonographic images to generate multi-viewed, logical, sequential renderings of an anatomical structure, it can be assumed that spatial ability is central to the perception and interpretation of these medical images. Using Ackerman's theory of ability determinants of skilled performance as a conceptual framework, this study explored the relationship of spatial ability and learning sonographic scanning. Beginning first year sonography students from four different educational institutions were administered a spatial abilities test prior to their initial scanning lab coursework. The students' spatial test scores were compared with their scanning competency performance scores. A significant relationship between the students' spatial ability scores and their scanning performance scores was found. This result suggests that the use of spatial ability tests for admission to sonography programs may improve candidate selection, as well as assist programs in adjusting instruction and curriculum for students who demonstrate low spatial ability.

Using higher-level inquiry to improve spatial ability in an introductory geology course

NASA Astrophysics Data System (ADS)

Stevens, Lacey A.

Visuo-spatial skills, the ability to visually take in information and create a mental image are crucial for success in fields involving science, technology, engineering, and math (STEM) as well as fine arts. Unfortunately, due to a lack of curriculum focused on developing spatial skills, students enrolled in introductory college-level science courses tend to have difficulty with spatially-related activities. One of the best ways to engage students in science activities is through a learning and teaching strategy called inquiry. There are lower levels of inquiry wherein learning and problem-solving are guided by instructions and higher levels of inquiry wherein students have a greater degree of autonomy in learning and creating their own problem-solving strategy. A study involving 112 participants was conducted during the fall semester in 2014 at Bowling Green State University (BGSU) in an 1040 Introductory Geology Lab to determine if a new, high-level, inquiry-based lab would increase participants' spatial skills more than the traditional, low-level inquiry lab. The study also evaluated whether a higher level of inquiry differentially affected low versus high spatial ability participants. Participants were evaluated using a spatial ability assessment, and pre- and post-tests. The results of this study show that for 3-D to 2-D visualization, the higher-level inquiry lab increased participants' spatial ability more than the lower-level inquiry lab. For spatial rotational skills, all participants' spatial ability scores improved, regardless of the level of inquiry to which they were exposed. Low and high spatial ability participants were not differentially affected. This study demonstrates that a lab designed with a higher level of inquiry can increase students' spatial ability more than a lab with a low level of inquiry. A lab with a higher level of inquiry helped all participants, regardless of their initial spatial ability level. These findings show that curriculum that incorporates a high level of inquiry that integrates practice of spatial skills can increase students' spatial abilities in Geology-related coursework.

Association between Social Anxiety and Visual Mental Imagery of Neutral Scenes: The Moderating Role of Effortful Control.

PubMed

Moriya, Jun

2017-01-01

According to cognitive theories, verbal processing attenuates emotional processing, whereas visual imagery enhances emotional processing and contributes to the maintenance of social anxiety. Individuals with social anxiety report negative mental images in social situations. However, the general ability of visual mental imagery of neutral scenes in individuals with social anxiety is still unclear. The present study investigated the general ability of non-emotional mental imagery (vividness, preferences for imagery vs. verbal processing, and object or spatial imagery) and the moderating role of effortful control in attenuating social anxiety. The participants ( N = 231) completed five questionnaires. The results showed that social anxiety was not necessarily associated with all aspects of mental imagery. As suggested by theories, social anxiety was not associated with a preference for verbal processing. However, social anxiety was positively correlated with the visual imagery scale, especially the object imagery scale, which concerns the ability to construct pictorial images of individual objects. Further, it was negatively correlated with the spatial imagery scale, which concerns the ability to process information about spatial relations between objects. Although object imagery and spatial imagery positively and negatively predicted the degree of social anxiety, respectively, these effects were attenuated when socially anxious individuals had high effortful control. Specifically, in individuals with high effortful control, both object and spatial imagery were not associated with social anxiety. Socially anxious individuals might prefer to construct pictorial images of individual objects in natural scenes through object imagery. However, even in individuals who exhibit these features of mental imagery, effortful control could inhibit the increase in social anxiety.

Semantic Interaction for Sensemaking: Inferring Analytical Reasoning for Model Steering.

PubMed

Endert, A; Fiaux, P; North, C

2012-12-01

Visual analytic tools aim to support the cognitively demanding task of sensemaking. Their success often depends on the ability to leverage capabilities of mathematical models, visualization, and human intuition through flexible, usable, and expressive interactions. Spatially clustering data is one effective metaphor for users to explore similarity and relationships between information, adjusting the weighting of dimensions or characteristics of the dataset to observe the change in the spatial layout. Semantic interaction is an approach to user interaction in such spatializations that couples these parametric modifications of the clustering model with users' analytic operations on the data (e.g., direct document movement in the spatialization, highlighting text, search, etc.). In this paper, we present results of a user study exploring the ability of semantic interaction in a visual analytic prototype, ForceSPIRE, to support sensemaking. We found that semantic interaction captures the analytical reasoning of the user through keyword weighting, and aids the user in co-creating a spatialization based on the user's reasoning and intuition.

Visual-spatial abilities relate to mathematics achievement in children with heavy prenatal alcohol exposure

PubMed Central

Crocker, N.; Riley, E.P.; Mattson, S.N.

2014-01-01

Objective The current study examined the relationship between mathematics and attention, working memory, and visual memory in children with heavy prenatal alcohol exposure and controls. Method Fifty-six children (29 AE, 27 CON) were administered measures of global mathematics achievement (WRAT-3 Arithmetic & WISC-III Written Arithmetic), attention, (WISC-III Digit Span forward and Spatial Span forward), working memory (WISC-III Digit Span backward and Spatial Span backward), and visual memory (CANTAB Spatial Recognition Memory and Pattern Recognition Memory). The contribution of cognitive domains to mathematics achievement was analyzed using linear regression techniques. Attention, working memory and visual memory data were entered together on step 1 followed by group on step 2, and the interaction terms on step 3. Results Model 1 accounted for a significant amount of variance in both mathematics achievement measures, however, model fit improved with the addition of group on step 2. Significant predictors of mathematics achievement were Spatial Span forward and backward and Spatial Recognition Memory. Conclusions These findings suggest that deficits in spatial processing may be related to math impairments seen in FASD. In addition, prenatal alcohol exposure was associated with deficits in mathematics achievement, above and beyond the contribution of general cognitive abilities. PMID:25000323

Visual-spatial abilities relate to mathematics achievement in children with heavy prenatal alcohol exposure.

PubMed

Crocker, Nicole; Riley, Edward P; Mattson, Sarah N

2015-01-01

The current study examined the relationship between mathematics and attention, working memory, and visual memory in children with heavy prenatal alcohol exposure and controls. Subjects were 56 children (29 AE, 27 CON) who were administered measures of global mathematics achievement (WRAT-3 Arithmetic & WISC-III Written Arithmetic), attention, (WISC-III Digit Span forward and Spatial Span forward), working memory (WISC-III Digit Span backward and Spatial Span backward), and visual memory (CANTAB Spatial Recognition Memory and Pattern Recognition Memory). The contribution of cognitive domains to mathematics achievement was analyzed using linear regression techniques. Attention, working memory, and visual memory data were entered together on Step 1 followed by group on Step 2, and the interaction terms on Step 3. Model 1 accounted for a significant amount of variance in both mathematics achievement measures; however, model fit improved with the addition of group on Step 2. Significant predictors of mathematics achievement were Spatial Span forward and backward and Spatial Recognition Memory. These findings suggest that deficits in spatial processing may be related to math impairments seen in FASD. In addition, prenatal alcohol exposure was associated with deficits in mathematics achievement, above and beyond the contribution of general cognitive abilities. PsycINFO Database Record (c) 2015 APA, all rights reserved.

Mental object rotation in Parkinson's disease.

PubMed

Crucian, Gregory P; Barrett, Anna M; Burks, David W; Riestra, Alonso R; Roth, Heidi L; Schwartz, Ronald L; Triggs, William J; Bowers, Dawn; Friedman, William; Greer, Melvin; Heilman, Kenneth M

2003-11-01

Deficits in visual-spatial ability can be associated with Parkinson's disease (PD), and there are several possible reasons for these deficits. Dysfunction in frontal-striatal and/or frontal-parietal systems, associated with dopamine deficiency, might disrupt cognitive processes either supporting (e.g., working memory) or subserving visual-spatial computations. The goal of this study was to assess visual-spatial orientation ability in individuals with PD using the Mental Rotations Test (MRT), along with other measures of cognitive function. Non-demented men with PD were significantly less accurate on this test than matched control men. In contrast, women with PD performed similarly to matched control women, but both groups of women did not perform much better than chance. Further, mental rotation accuracy in men correlated with their executive skills involving mental processing and psychomotor speed. In women with PD, however, mental rotation accuracy correlated negatively with verbal memory, indicating that higher mental rotation performance was associated with lower ability in verbal memory. These results indicate that PD is associated with visual-spatial orientation deficits in men. Women with PD and control women both performed poorly on the MRT, possibly reflecting a floor effect. Although men and women with PD appear to engage different cognitive processes in this task, the reason for the sex difference remains to be elucidated.

The Learning Benefits of Using Eye Trackers to Enhance the Geospatial Abilities of Elementary School Students

ERIC Educational Resources Information Center

Wang, Hsiao-shen; Chen, Yi-Ting; Lin, Chih-Hung

2014-01-01

In this study, we examined the spatial abilities of students using eye-movement tracking devices to identify and analyze their characteristics. For this research, 12 students aged 11-12 years participated as novices and 4 mathematics students participated as experts. A comparison of the visual-spatial abilities of each group showed key factors of…

Relationships between visual-motor and cognitive abilities in intellectual disabilities.

PubMed

Di Blasi, Francesco D; Elia, Flaviana; Buono, Serafino; Ramakers, Ger J A; Di Nuovo, Santo F

2007-06-01

The neurobiological hypothesis supports the relevance of studying visual-perceptual and visual-motor skills in relation to cognitive abilities in intellectual disabilities because the defective intellectual functioning in intellectual disabilities is not restricted to higher cognitive functions but also to more basic functions. The sample was 102 children 6 to 16 years old and with different severities of intellectual disabilities. Children were administered the Wechsler Intelligence Scale for Children, the Bender Visual Motor Gestalt Test, and the Developmental Test of Visual Perception, and data were also analysed according to the presence or absence of organic anomalies, which are etiologically relevant for mental disabilities. Children with intellectual disabilities had deficits in perceptual organisation which correlated with the severity of intellectual disabilities. Higher correlations between the spatial subtests of the Developmental Test of Visual Perception and the Performance subtests of the Wechsler Intelligence Scale for Children suggested that the spatial skills and cognitive performance may have a similar basis in information processing. Need to differentiate protocols for rehabilitation and intervention for recovery of perceptual abilities from general programs of cognitive stimulations is suggested.

Spatial Ability Improvement and Curriculum Content

ERIC Educational Resources Information Center

Connolly, Patrick E.

2009-01-01

There has been a significant history of research on spatial ability and visualization improvement and related curriculum content presented by members of the Engineering Design Graphics Division over the past decade. Recently, interest in this topic has again been heightened thanks to the work of several division members on research such as the…

Learning to echolocate in sighted people: a correlational study on attention, working memory and spatial abilities.

PubMed

Ekkel, M R; van Lier, R; Steenbergen, B

2017-03-01

Echolocation can be beneficial for the orientation and mobility of visually impaired people. Research has shown considerable individual differences for acquiring this skill. However, individual characteristics that affect the learning of echolocation are largely unknown. In the present study, we examined individual factors that are likely to affect learning to echolocate: sustained and divided attention, working memory, and spatial abilities. To that aim, sighted participants with normal hearing performed an echolocation task that was adapted from a previously reported size-discrimination task. In line with existing studies, we found large individual differences in echolocation ability. We also found indications that participants were able to improve their echolocation ability. Furthermore, we found a significant positive correlation between improvement in echolocation and sustained and divided attention, as measured in the PASAT. No significant correlations were found with our tests regarding working memory and spatial abilities. These findings may have implications for the development of guidelines for training echolocation that are tailored to the individual with a visual impairment.

Multisensory Cues Capture Spatial Attention Regardless of Perceptual Load

ERIC Educational Resources Information Center

Santangelo, Valerio; Spence, Charles

2007-01-01

We compared the ability of auditory, visual, and audiovisual (bimodal) exogenous cues to capture visuo-spatial attention under conditions of no load versus high perceptual load. Participants had to discriminate the elevation (up vs. down) of visual targets preceded by either unimodal or bimodal cues under conditions of high perceptual load (in…

Visualizing Compound Rotations with Virtual Reality

ERIC Educational Resources Information Center

Flanders, Megan; Kavanagh, Richard C.

2013-01-01

Mental rotations are among the most difficult of all spatial tasks to perform, and even those with high levels of spatial ability can struggle to visualize the result of compound rotations. This pilot study investigates the use of the virtual reality-based Rotation Tool, created using the Virtual Reality Modeling Language (VRML) together with…

The Development and Temporal Dynamics of Spatial Orienting in Infants.

ERIC Educational Resources Information Center

Johnson, Mark H.; Tucker, Leslie A.

1996-01-01

Discusses changes occurring in two-, four-, and six-month-old infants' visual attention span, through a series of experiments examining their ability to orient to peripheral visual stimuli. The results obtained were consistent with the hypothesis that infants get faster with age in shifting attention to a spatial location. (AA)

A localized model of spatial cognition in chemistry

NASA Astrophysics Data System (ADS)

Stieff, Mike

This dissertation challenges the assumption that spatial cognition, particularly visualization, is the key component to problem solving in chemistry. In contrast to this assumption, I posit a localized, or task-specific, model of spatial cognition in chemistry problem solving to locate the exact tasks in a traditional organic chemistry curriculum that require students to use visualization strategies to problem solve. Instead of assuming that visualization is required for most chemistry tasks simply because chemistry concerns invisible three-dimensional entities, I instead use the framework of the localized model to identify how students do and do not make use of visualization strategies on a wide variety of assessment tasks regardless of each task's explicit demand for spatial cognition. I establish the dimensions of the localized model with five studies. First, I designed two novel psychometrics to reveal how students selectively use visualization strategies to interpret and analyze molecular structures. The third study comprised a document analysis of the organic chemistry assessments that empirically determined only 12% of these tasks explicitly require visualization. The fourth study concerned a series of correlation analyses between measures of visuo-spatial ability and chemistry performance to clarify the impact of individual differences. Finally, I performed a series of micro-genetic analyses of student problem solving that confirmed the earlier findings and revealed students prefer to visualize molecules from alternative perspectives without using mental rotation. The results of each study reveal that occurrences of sophisticated spatial cognition are relatively infrequent in chemistry, despite instructors' ostensible emphasis on the visualization of three-dimensional structures. To the contrary, students eschew visualization strategies and instead rely on the use of molecular diagrams to scaffold spatial cognition. Visualization does play a key role, however, in problem solving on a select group of chemistry tasks that require students to translate molecular representations or fundamentally alter the morphology of a molecule. Ultimately, this dissertation calls into question the assumption that individual differences in visuo-spatial ability play a critical role in determining who succeeds in chemistry. The results of this work establish a foundation for defining the precise manner in which visualization tools can best support problem solving.

Spatial cognition

NASA Technical Reports Server (NTRS)

Kaiser, Mary Kister; Remington, Roger

1988-01-01

Spatial cognition is the ability to reason about geometric relationships in the real (or a metaphorical) world based on one or more internal representations of those relationships. The study of spatial cognition is concerned with the representation of spatial knowledge, and our ability to manipulate these representations to solve spatial problems. Spatial cognition is utilized most critically when direct perceptual cues are absent or impoverished. Examples are provided of how human spatial cognitive abilities impact on three areas of space station operator performance: orientation, path planning, and data base management. A videotape provides demonstrations of relevant phenomena (e.g., the importance of orientation for recognition of complex, configural forms). The presentation is represented by abstract and overhead visuals only.

Fostering Spatial vs. Metric Understanding in Geometry

ERIC Educational Resources Information Center

Kinach, Barbara M.

2012-01-01

Learning to reason spatially is increasingly recognized as an essential component of geometry education. Generally taken to be the "ability to represent, generate, transform, communicate, document, and reflect on visual information," "spatial reasoning" uses the spatial relationships between objects to form ideas. Spatial thinking takes a variety…

Sex differences in retention after a visual or a spatial discrimination learning task in brood parasitic shiny cowbirds.

PubMed

Astié, Andrea A; Scardamaglia, Romina C; Muzio, Rubén N; Reboreda, Juan C

2015-10-01

Females of avian brood parasites, like the shiny cowbird (Molothrus bonariensis), locate host nests and on subsequent days return to parasitize them. This ecological pressure for remembering the precise location of multiple host nests may have selected for superior spatial memory abilities. We tested the hypothesis that shiny cowbirds show sex differences in spatial memory abilities associated with sex differences in host nest searching behavior and relative hippocampus volume. We evaluated sex differences during acquisition, reversal and retention after extinction in a visual and a spatial discrimination learning task. Contrary to our prediction, females did not outperform males in the spatial task in either the acquisition or the reversal phases. Similarly, there were no sex differences in either phase in the visual task. During extinction, in both tasks the retention of females was significantly higher than expected by chance up to 50 days after the last rewarded session (∼85-90% of the trials with correct responses), but the performance of males at that time did not differ than that expected by chance. This last result shows a long-term memory capacity of female shiny cowbirds, which were able to remember information learned using either spatial or visual cues after a long retention interval. Copyright © 2015 Elsevier B.V. All rights reserved.

Neurocognitive Predictors of Academic Outcomes among Childhood Leukemia Survivors

PubMed Central

(Ki) Moore, Ida M.; Lupo, Philip J.; Insel, Kathleen; Harris, Lynnette L.; Pasvogel, Alice; Koerner, Kari M.; Adkins, Kristin B.; Taylor, Olga A.; Hockenberry, Marilyn J.

2015-01-01

Background Acute lymphoblastic leukemia (ALL) is the most common pediatric cancer and survival approaches 90%. ALL survivors are more likely than healthy peers or siblings to experience academic underachievement yet little is known about neurocognitive predictors of academic outcomes. Objective Objectives were to compare neurocognitive abilities to age-adjusted standardized norms; to examine change over time in neurocognitive abilities; and to establish neurocognitive predictors of academic outcomes. Methods Seventy-one children were followed over the course of therapy. Cognitive abilities were assessed during Induction when the child was in remission (Baseline) and annually for 3 years (Year 1, Year 2, Year 3). Reading and mathematics abilities were assessed at Year 3. Results Fine motor dexterity was significantly below age-adjusted norms at all data points, but showed improvement over time. Baseline visual-motor integration was within the normal range but significantly declined by Year 3, and mean scores at Years 2 and 3 were significantly below age-adjusted norms. Verbal short-term memory was significantly below age-adjusted norms at all assessments. Visual-motor integration predicted reading and mathematic abilities. Verbal short-term memory predicted reading abilities, and visual short-term memory predicted mathematic abilities. Conclusions CNS-directed therapy is associated with specific neurocognitive problems. Visual spatial skills, verbal and visual short term memory predict academic outcomes. Implications for practice Early assessment of visual spatial perception and short-term memory can identify children at risk for academic problems. Children who are at risk for academic problems could benefit from a school based Individual Educational Program and/or educational intervention. PMID:26166361

Mathematical skills in 3- and 5-year-olds with spina bifida and their typically developing peers: a longitudinal approach.

PubMed

Barnes, Marcia A; Stubbs, Allison; Raghubar, Kimberly P; Agostino, Alba; Taylor, Heather; Landry, Susan; Fletcher, Jack M; Smith-Chant, Brenda

2011-05-01

Preschoolers with spina bifida (SB) were compared to typically developing (TD) children on tasks tapping mathematical knowledge at 36 months (n = 102) and 60 months of age (n = 98). The group with SB had difficulty compared to TD peers on all mathematical tasks except for transformation on quantities in the subitizable range. At 36 months, vocabulary knowledge, visual-spatial, and fine motor abilities predicted achievement on a measure of informal math knowledge in both groups. At 60 months of age, phonological awareness, visual-spatial ability, and fine motor skill were uniquely and differentially related to counting knowledge, oral counting, object-based arithmetic skills, and quantitative concepts. Importantly, the patterns of association between these predictors and mathematical performance were similar across the groups. A novel finding is that fine motor skill uniquely predicted object-based arithmetic abilities in both groups, suggesting developmental continuity in the neurocognitive correlates of early object-based and later symbolic arithmetic problem solving. Models combining 36-month mathematical ability and these language-based, visual-spatial, and fine motor abilities at 60 months accounted for considerable variance on 60-month informal mathematical outcomes. Results are discussed with reference to models of mathematical development and early identification of risk in preschoolers with neurodevelopmental disorder.

Implied motion language can influence visual spatial memory.

PubMed

Vinson, David W; Engelen, Jan; Zwaan, Rolf A; Matlock, Teenie; Dale, Rick

2017-07-01

How do language and vision interact? Specifically, what impact can language have on visual processing, especially related to spatial memory? What are typically considered errors in visual processing, such as remembering the location of an object to be farther along its motion trajectory than it actually is, can be explained as perceptual achievements that are driven by our ability to anticipate future events. In two experiments, we tested whether the prior presentation of motion language influences visual spatial memory in ways that afford greater perceptual prediction. Experiment 1 showed that motion language influenced judgments for the spatial memory of an object beyond the known effects of implied motion present in the image itself. Experiment 2 replicated this finding. Our findings support a theory of perception as prediction.

The intelligence of observation: improving high school students' spatial ability by means of intervention unit

NASA Astrophysics Data System (ADS)

Patkin, Dorit; Dayan, Ester

2013-03-01

This case study of one class versus a control group focused on the impact of an intervention unit, which is not part of the regular curriculum, on the improvement of spatial ability of high school students (forty-six 12th-graders, aged 17-18, both boys and girls) in general as well as from a gender perspective. The study explored three sub-abilities: mental rotation (MR), spatial visualization (VS) and spatial orientation (SO). Findings indicated that the spatial orientation of the experimental group students had considerably improved. The findings also illustrated a significant gender-based advantage in favour of the boys in some of the spatial abilities even before the implementation of the intervention unit. The hypothesis relating to the reduction of the gender differences was not corroborated.

Measuring Spatial Ability with a Computer Managed Task.

ERIC Educational Resources Information Center

McDaniel, Ernest; And Others

This study presents data augmenting the validity studies of the Wheatley Cube (McDaniel and Kroll, 1984), a computer managed test of spatial visualization. Twenty-one students in pilot training are administered several instruments designed to measure the ability to construct a cognitive three-dimensional space, including: (1) the Wheatley Cube,…

Visual Place Learning in Drosophila melanogaster

PubMed Central

Ofstad, Tyler A.; Zuker, Charles S.; Reiser, Michael B.

2011-01-01

The ability of insects to learn and navigate to specific locations in the environment has fascinated naturalists for decades. While the impressive navigation abilities of ants, bees, wasps, and other insects clearly demonstrate that insects are capable of visual place learning1–4, little is known about the underlying neural circuits that mediate these behaviors. Drosophila melanogaster is a powerful model organism for dissecting the neural circuitry underlying complex behaviors, from sensory perception to learning and memory. Flies can identify and remember visual features such as size, color, and contour orientation5, 6. However, the extent to which they use vision to recall specific locations remains unclear. Here we describe a visual place-learning platform and demonstrate that Drosophila are capable of forming and retaining visual place memories to guide selective navigation. By targeted genetic silencing of small subsets of cells in the Drosophila brain we show that neurons in the ellipsoid body, but not in the mushroom bodies, are necessary for visual place learning. Together, these studies reveal distinct neuroanatomical substrates for spatial versus non-spatial learning, and substantiate Drosophila as a powerful model for the study of spatial memories. PMID:21654803

Autism and the Artistic Imagination: The Link between Visual Thinking and Intelligence

ERIC Educational Resources Information Center

Berube, Clair T.

2007-01-01

The author employs Howard Gardner's Theory of Multiple Intelligences to frame a discussion about the abilities of children on the Autism spectrum. Since children possess special gifts in visual/spatial areas, an argument is made to support this ability instead of "correcting" it into a more "normal" range. References from Dr. Temple Grandin's life…

Short-Term Memory Maintenance of Object Locations during Active Navigation: Which Working Memory Subsystem Is Essential?

PubMed Central

Baumann, Oliver; Skilleter, Ashley J.; Mattingley, Jason B.

2011-01-01

The goal of the present study was to examine the extent to which working memory supports the maintenance of object locations during active spatial navigation. Participants were required to navigate a virtual environment and to encode the location of a target object. In the subsequent maintenance period they performed one of three secondary tasks that were designed to selectively load visual, verbal or spatial working memory subsystems. Thereafter participants re-entered the environment and navigated back to the remembered location of the target. We found that while navigation performance in participants with high navigational ability was impaired only by the spatial secondary task, navigation performance in participants with poor navigational ability was impaired equally by spatial and verbal secondary tasks. The visual secondary task had no effect on navigation performance. Our results extend current knowledge by showing that the differential engagement of working memory subsystems is determined by navigational ability. PMID:21629686

Students’ Errors in Geometry Viewed from Spatial Intelligence

NASA Astrophysics Data System (ADS)

Riastuti, N.; Mardiyana, M.; Pramudya, I.

2017-09-01

Geometry is one of the difficult materials because students must have ability to visualize, describe images, draw shapes, and know the kind of shapes. This study aim is to describe student error based on Newmans’ Error Analysis in solving geometry problems viewed from spatial intelligence. This research uses descriptive qualitative method by using purposive sampling technique. The datas in this research are the result of geometri material test and interview by the 8th graders of Junior High School in Indonesia. The results of this study show that in each category of spatial intelligence has a different type of error in solving the problem on the material geometry. Errors are mostly made by students with low spatial intelligence because they have deficiencies in visual abilities. Analysis of student error viewed from spatial intelligence is expected to help students do reflection in solving the problem of geometry.

The association between cognition and academic performance in Ugandan children surviving malaria with neurological involvement.

PubMed

Bangirana, Paul; Menk, Jeremiah; John, Chandy C; Boivin, Michael J; Hodges, James S

2013-01-01

The contribution of different cognitive abilities to academic performance in children surviving cerebral insult can guide the choice of interventions to improve cognitive and academic outcomes. This study's objective was to identify which cognitive abilities are associated with academic performance in children after malaria with neurological involvement. 62 Ugandan children with a history of malaria with neurological involvement were assessed for cognitive ability (working memory, reasoning, learning, visual spatial skills, attention) and academic performance (reading, spelling, arithmetic) three months after the illness. Linear regressions were fit for each academic score with the five cognitive outcomes entered as predictors. Adjusters in the analysis were age, sex, education, nutrition, and home environment. Exploratory factor analysis (EFA) and structural equation models (SEM) were used to determine the nature of the association between cognition and academic performance. Predictive residual sum of squares was used to determine which combination of cognitive scores was needed to predict academic performance. In regressions of a single academic score on all five cognitive outcomes and adjusters, only Working Memory was associated with Reading (coefficient estimate = 0.36, 95% confidence interval = 0.10 to 0.63, p<0.01) and Spelling (0.46, 0.13 to 0.78, p<0.01), Visual Spatial Skills was associated with Arithmetic (0.15, 0.03 to 0.26, p<0.05), and Learning was associated with Reading (0.06, 0.00 to 0.11, p<0.05). One latent cognitive factor was identified using EFA. The SEM found a strong association between this latent cognitive ability and each academic performance measure (P<0.0001). Working memory, visual spatial ability and learning were the best predictors of academic performance. Academic performance is strongly associated with the latent variable labelled "cognitive ability" which captures most of the variation in the individual specific cognitive outcome measures. Working memory, visual spatial skills, and learning together stood out as the best combination to predict academic performance.

Spatial Visualization in Introductory Geology Courses

NASA Astrophysics Data System (ADS)

Reynolds, S. J.

2004-12-01

Visualization is critical to solving most geologic problems, which involve events and processes across a broad range of space and time. Accordingly, spatial visualization is an essential part of undergraduate geology courses. In such courses, students learn to visualize three-dimensional topography from two-dimensional contour maps, to observe landscapes and extract clues about how that landscape formed, and to imagine the three-dimensional geometries of geologic structures and how these are expressed on the Earth's surface or on geologic maps. From such data, students reconstruct the geologic history of areas, trying to visualize the sequence of ancient events that formed a landscape. To understand the role of visualization in student learning, we developed numerous interactive QuickTime Virtual Reality animations to teach students the most important visualization skills and approaches. For topography, students can spin and tilt contour-draped, shaded-relief terrains, flood virtual landscapes with water, and slice into terrains to understand profiles. To explore 3D geometries of geologic structures, they interact with virtual blocks that can be spun, sliced into, faulted, and made partially transparent to reveal internal structures. They can tilt planes to see how they interact with topography, and spin and tilt geologic maps draped over digital topography. The GeoWall system allows students to see some of these materials in true stereo. We used various assessments to research the effectiveness of these materials and to document visualization strategies students use. Our research indicates that, compared to control groups, students using such materials improve more in their geologic visualization abilities and in their general visualization abilities as measured by a standard spatial visualization test. Also, females achieve greater gains, improving their general visualization abilities to the same level as males. Misconceptions that students carry obstruct learning, but are largely undocumented. Many students, for example, cannot visualize that the landscape in which rock layers were deposited was different than the landscape in which the rocks are exposed today, even in the Grand Canyon.

Assessing Visual-Spatial Creativity in Youth on the Autism Spectrum

ERIC Educational Resources Information Center

Diener, Marissa L.; Wright, Cheryl A.; Smith, Katherine N.; Wright, Scott D.

2014-01-01

The goal of this study was to develop a measure of creativity that builds on the strengths of youth with autism spectrum disorders (ASD). The assessment of creativity focused on the visual-spatial abilities of these youth using 3D modeling software. One of the objectives of the research was to develop a measure of creativity in an authentic…

High visual resolution matters in audiovisual speech perception, but only for some.

PubMed

Alsius, Agnès; Wayne, Rachel V; Paré, Martin; Munhall, Kevin G

2016-07-01

The basis for individual differences in the degree to which visual speech input enhances comprehension of acoustically degraded speech is largely unknown. Previous research indicates that fine facial detail is not critical for visual enhancement when auditory information is available; however, these studies did not examine individual differences in ability to make use of fine facial detail in relation to audiovisual speech perception ability. Here, we compare participants based on their ability to benefit from visual speech information in the presence of an auditory signal degraded with noise, modulating the resolution of the visual signal through low-pass spatial frequency filtering and monitoring gaze behavior. Participants who benefited most from the addition of visual information (high visual gain) were more adversely affected by the removal of high spatial frequency information, compared to participants with low visual gain, for materials with both poor and rich contextual cues (i.e., words and sentences, respectively). Differences as a function of gaze behavior between participants with the highest and lowest visual gains were observed only for words, with participants with the highest visual gain fixating longer on the mouth region. Our results indicate that the individual variance in audiovisual speech in noise performance can be accounted for, in part, by better use of fine facial detail information extracted from the visual signal and increased fixation on mouth regions for short stimuli. Thus, for some, audiovisual speech perception may suffer when the visual input (in addition to the auditory signal) is less than perfect.

The measurement of enhancement in mathematical abilities as a result of joint cognitive trainings in numerical and visual- spatial skills: A preliminary study

NASA Astrophysics Data System (ADS)

Agus, M.; Mascia, M. L.; Fastame, M. C.; Melis, V.; Pilloni, M. C.; Penna, M. P.

2015-02-01

A body of literature shows the significant role of visual-spatial skills played in the improvement of mathematical skills in the primary school. The main goal of the current study was to investigate the impact of a combined visuo-spatial and mathematical training on the improvement of mathematical skills in 146 second graders of several schools located in Italy. Participants were presented single pencil-and-paper visuo-spatial or mathematical trainings, computerised version of the above mentioned treatments, as well as a combined version of computer-assisted and pencil-and-paper visuo-spatial and mathematical trainings, respectively. Experimental groups were presented with training for 3 months, once a week. All children were treated collectively both in computer-assisted or pencil-and-paper modalities. At pre and post-test all our participants were presented with a battery of objective tests assessing numerical and visuo-spatial abilities. Our results suggest the positive effect of different types of training for the empowerment of visuo-spatial and numerical abilities. Specifically, the combination of computerised and pencil-and-paper versions of visuo-spatial and mathematical trainings are more effective than the single execution of the software or of the pencil-and-paper treatment.

Creating visual explanations improves learning.

PubMed

Bobek, Eliza; Tversky, Barbara

2016-01-01

Many topics in science are notoriously difficult for students to learn. Mechanisms and processes outside student experience present particular challenges. While instruction typically involves visualizations, students usually explain in words. Because visual explanations can show parts and processes of complex systems directly, creating them should have benefits beyond creating verbal explanations. We compared learning from creating visual or verbal explanations for two STEM domains, a mechanical system (bicycle pump) and a chemical system (bonding). Both kinds of explanations were analyzed for content and learning assess by a post-test. For the mechanical system, creating a visual explanation increased understanding particularly for participants of low spatial ability. For the chemical system, creating both visual and verbal explanations improved learning without new teaching. Creating a visual explanation was superior and benefitted participants of both high and low spatial ability. Visual explanations often included crucial yet invisible features. The greater effectiveness of visual explanations appears attributable to the checks they provide for completeness and coherence as well as to their roles as platforms for inference. The benefits should generalize to other domains like the social sciences, history, and archeology where important information can be visualized. Together, the findings provide support for the use of learner-generated visual explanations as a powerful learning tool.

Impaired Filtering of Behaviourally Irrelevant Visual Information in Dyslexia

ERIC Educational Resources Information Center

Roach, Neil W.; Hogben, John H.

2007-01-01

A recent proposal suggests that dyslexic individuals suffer from attentional deficiencies, which impair the ability to selectively process incoming visual information. To investigate this possibility, we employed a spatial cueing procedure in conjunction with a single fixation visual search task measuring thresholds for discriminating the…

Evaluation of Static vs. Dynamic Visualizations for Engineering Technology Students and Implications on Spatial Visualization Ability: A Quasi-Experimental Study

ERIC Educational Resources Information Center

Katsioloudis, Petros; Dickerson, Daniel; Jovanovic, Vukica; Jones, Mildred

2015-01-01

The benefit of using static versus dynamic visualizations is a controversial one. Few studies have explored the effectiveness of static visualizations to those of dynamic visualizations, and the current state of the literature remains somewhat unclear. During the last decade there has been a lengthy debate about the opportunities for using…

Visual- spatial capacity: gender and sport differences in young volleyball and tennis athletes and non-athletes.

PubMed

Notarnicola, Angela; Maccagnano, Giuseppe; Pesce, Vito; Tafuri, Silvio; Novielli, Grazia; Moretti, Biagio

2014-01-21

In the general population visual-spatial ability is better in males, due to the influence of biological and socio-cultural factors. We know that sport activity improves motor skills. The aim of this work is to determine if these gender differences exist in young athletes. The orientation test described by Terzi and standardized by Cesaroni, used to measure spatial ability, was carried out on 60 volleyball or 60 tennis athletes as well as on 60 non-sporting subjects. The data analysis revealed a worse performance for non-athletes in comparison with athletes in both components of test (p < 0.0001; p = 0.04), with no differences between the volleyball and tennis groups. As far as gender comparison is concerned, as expected in the non- sport group the males presented better values (p < 0.001; p = 0.006). However in both sports groups there weren't any gender differences in either part of the test (p = 0.18; p = 0.056). These results confirm that during athletic preparation in volleyball and tennis the specific training is able to develop spatial ability. Besides, boys and girls have similar performance demands and training experience. It appears that this specific training could be responsible for modifying gender differences in performance of spatial ability during adolescence.

Effects of configural processing on the perceptual spatial resolution for face features.

PubMed

Namdar, Gal; Avidan, Galia; Ganel, Tzvi

2015-11-01

Configural processing governs human perception across various domains, including face perception. An established marker of configural face perception is the face inversion effect, in which performance is typically better for upright compared to inverted faces. In two experiments, we tested whether configural processing could influence basic visual abilities such as perceptual spatial resolution (i.e., the ability to detect spatial visual changes). Face-related perceptual spatial resolution was assessed by measuring the just noticeable difference (JND) to subtle positional changes between specific features in upright and inverted faces. The results revealed robust inversion effect for spatial sensitivity to configural-based changes, such as the distance between the mouth and the nose, or the distance between the eyes and the nose. Critically, spatial resolution for face features within the region of the eyes (e.g., the interocular distance between the eyes) was not affected by inversion, suggesting that the eye region operates as a separate 'gestalt' unit which is relatively immune to manipulations that would normally hamper configural processing. Together these findings suggest that face orientation modulates fundamental psychophysical abilities including spatial resolution. Furthermore, they indicate that classic psychophysical methods can be used as a valid measure of configural face processing. Copyright © 2015 Elsevier Ltd. All rights reserved.

Students' Visual Learning Disabilities and Under-Achievement in Selected Science Subjects.

ERIC Educational Resources Information Center

Rochford, Kevin

Two experiments were conducted to assess the performance of freshmen chemistry students with poor spatial visualization skills. In the first experiment, 31 chemistry students with academically deficient backgrounds completed a diagnostic test of their ability to visualize and interpret pictorial representations of simple molecular structures. At…

Infants learn better from left to right: a directional bias in infants' sequence learning.

PubMed

Bulf, Hermann; de Hevia, Maria Dolores; Gariboldi, Valeria; Macchi Cassia, Viola

2017-05-26

A wealth of studies show that human adults map ordered information onto a directional spatial continuum. We asked whether mapping ordinal information into a directional space constitutes an early predisposition, already functional prior to the acquisition of symbolic knowledge and language. While it is known that preverbal infants represent numerical order along a left-to-right spatial continuum, no studies have investigated yet whether infants, like adults, organize any kind of ordinal information onto a directional space. We investigated whether 7-month-olds' ability to learn high-order rule-like patterns from visual sequences of geometric shapes was affected by the spatial orientation of the sequences (left-to-right vs. right-to-left). Results showed that infants readily learn rule-like patterns when visual sequences were presented from left to right, but not when presented from right to left. This result provides evidence that spatial orientation critically determines preverbal infants' ability to perceive and learn ordered information in visual sequences, opening to the idea that a left-to-right spatially organized mental representation of ordered dimensions might be rooted in biologically-determined constraints on human brain development.

Focused and divided attention abilities in the acute phase of recovery from moderate to severe traumatic brain injury.

PubMed

Robertson, Kayela; Schmitter-Edgecombe, Maureen

2017-01-01

Impairments in attention following traumatic brain injury (TBI) can significantly impact recovery and rehabilitation effectiveness. This study investigated the multi-faceted construct of selective attention following TBI, highlighting the differences on visual nonsearch (focused attention) and search (divided attention) tasks. Participants were 30 individuals with moderate to severe TBI who were tested acutely (i.e. following emergence from PTA) and 30 age- and education-matched controls. Participants were presented with visual displays that contained either two or eight items. In the focused attention, nonsearch condition, the location of the target (if present) was cued with a peripheral arrow prior to presentation of the visual displays. In the divided attention, search condition, no spatial cue was provided prior to presentation of the visual displays. The results revealed intact focused, nonsearch, attention abilities in the acute phase of TBI recovery. In contrast, when no spatial cue was provided (divided attention condition), participants with TBI demonstrated slower visual search compared to the control group. The results of this study suggest that capitalizing on intact focused attention abilities by allocating attention during cognitively demanding tasks may help to reduce mental workload and improve rehabilitation effectiveness.

Spatial abilities, Earth science conceptual understanding, and psychological gender of university non-science majors

NASA Astrophysics Data System (ADS)

Black, Alice A. (Jill)

Research has shown the presence of many Earth science misconceptions and conceptual difficulties that may impede concept understanding, and has also identified a number of categories of spatial ability. Although spatial ability has been linked to high performance in science, some researchers believe it has been overlooked in traditional education. Evidence exists that spatial ability can be improved. This correlational study investigated the relationship among Earth science conceptual understanding, three types of spatial ability, and psychological gender, a self-classification that reflects socially-accepted personality and gender traits. A test of Earth science concept understanding, the Earth Science Concepts (ESC) test, was developed and field tested from 2001 to 2003 in 15 sections of university classes. Criterion validity was .60, significant at the .01 level. Spearman/Brown reliability was .74 and Kuder/Richardson reliability was .63. The Purdue Visualization of Rotations (PVOR) (mental rotation), the Group Embedded Figures Test (GEFT) (spatial perception), the Differential Aptitude Test: Space Relations (DAT) (spatial visualization), and the Bem Inventory (BI) (psychological gender) were administered to 97 non-major university students enrolled in undergraduate science classes. Spearman correlations revealed moderately significant correlations at the .01 level between ESC scores and each of the three spatial ability test scores. Stepwise regression analysis indicated that PVOR scores were the best predictor of ESC scores, and showed that spatial ability scores accounted for 27% of the total variation in ESC scores. Spatial test scores were moderately or weakly correlated with each other. No significant correlations were found among BI scores and other test scores. Scantron difficulty analysis of ESC items produced difficulty ratings ranging from 33.04 to 96.43, indicating the percentage of students who answered incorrectly. Mean score on the ESC was 34%, indicating that the non-majors tested exhibited many Earth science misconceptions and conceptual difficulties. A number of significant results were found when independent t-tests and correlations were conducted among test scores and demographic variables. The number of previous university Earth science courses was significantly related to ESC scores. Preservice elementary/middle majors differed significantly in several ways from other non-majors, and several earlier results were not supported. Results of this study indicate that an important opportunity may exist to improve Earth science conceptual understanding by focusing on spatial ability, a cognitive ability that has heretofore not been directly addressed in schools.

Gender Differences in Solving Mathematics Problems among Two-Year College Students in a Developmental Algebra Class and Related Factors.

ERIC Educational Resources Information Center

Schonberger, Ann K.

A study was conducted at the University of Maine at Orono (UMO) to examine gender differences with respect to mathematical problem-solving ability, visual spatial ability, abstract reasoning ability, field independence/dependence, independent learning style, and developmental problem-solving ability (i.e., formal reasoning ability). Subjects…

Congenital blindness limits allocentric to egocentric switching ability.

PubMed

Ruggiero, Gennaro; Ruotolo, Francesco; Iachini, Tina

2018-03-01

Many everyday spatial activities require the cooperation or switching between egocentric (subject-to-object) and allocentric (object-to-object) spatial representations. The literature on blind people has reported that the lack of vision (congenital blindness) may limit the capacity to represent allocentric spatial information. However, research has mainly focused on the selective involvement of egocentric or allocentric representations, not the switching between them. Here we investigated the effect of visual deprivation on the ability to switch between spatial frames of reference. To this aim, congenitally blind (long-term visual deprivation), blindfolded sighted (temporary visual deprivation) and sighted (full visual availability) participants were compared on the Ego-Allo switching task. This task assessed the capacity to verbally judge the relative distances between memorized stimuli in switching (from egocentric-to-allocentric: Ego-Allo; from allocentric-to-egocentric: Allo-Ego) and non-switching (only-egocentric: Ego-Ego; only-allocentric: Allo-Allo) conditions. Results showed a difficulty in congenitally blind participants when switching from allocentric to egocentric representations, not when the first anchor point was egocentric. In line with previous results, a deficit in processing allocentric representations in non-switching conditions also emerged. These findings suggest that the allocentric deficit in congenital blindness may determine a difficulty in simultaneously maintaining and combining different spatial representations. This deficit alters the capacity to switch between reference frames specifically when the first anchor point is external and not body-centered.

Application of Visual Cues on 3D Dynamic Visualizations for Engineering Technology Students and Effects on Spatial Visualization Ability: A Quasi-Experimental Study

ERIC Educational Resources Information Center

Katsioloudis, Petros; Jovanovic, Vukica; Jones, Mildred

2016-01-01

Several theorists believe that different types of visual cues influence cognition and behavior through learned associations; however, research provides inconsistent results. Considering this, a quasi-experimental study was done to determine if there are significant positive effects of visual cues (color blue) and to identify if a positive increase…

[Value of the space perception test for evaluation of the aptitude for precision work in geodesy].

PubMed

Remlein-Mozolewska, G

1982-01-01

The visual spatial localization ability of geodesy and cartography - employers and of the pupils trained for the mentioned profession has been examined. The examination has been based on work duration and the time of its performance. A correlation between the localization ability and the precision of the hand - movements required in everyday work has been proven. The better the movement precision, the more efficient the visual spatial localization. The length of work has not been significant. The test concerned appeared to be highly useful in geodesy for qualifying workers for the posts requiring good hands efficiency.

Development of a vocabulary of object shapes in a child with a very-early-acquired visual agnosia: a unique case.

PubMed

Funnell, Elaine; Wilding, John

2011-02-01

We report a longitudinal study of an exceptional child (S.R.) whose early-acquired visual agnosia, following encephalitis at 8 weeks of age, did not prevent her from learning to construct an increasing vocabulary of visual object forms (drawn from different categories), albeit slowly. S.R. had problems perceiving subtle differences in shape; she was unable to segment local letters within global displays; and she would bring complex scenes close to her eyes: a symptom suggestive of an attempt to reduce visual crowding. Investigations revealed a robust ability to use the gestalt grouping factors of proximity and collinearity to detect fragmented forms in noisy backgrounds, compared with a very weak ability to segment fragmented forms on the basis of contrasts of shape. When contrasts in spatial grouping and shape were pitted against each other, shape made little contribution, consistent with problems in perceiving complex scenes, but when shape contrast was varied, and spatial grouping was held constant, S.R. showed the same hierarchy of difficulty as the controls, although her responses were slowed. This is the first report of a child's visual-perceptual development following very early neurological impairments to the visual cortex. Her ability to learn to perceive visual shape following damage at a rudimentary stage of perceptual development contrasts starkly with the loss of such ability in childhood cases of acquired visual agnosia that follow damage to the established perceptual system. Clearly, there is a critical period during which neurological damage to the highly active, early developing visual-perceptual system does not prevent but only impairs further learning.

Effects of methylphenidate on working memory components: influence of measurement.

PubMed

Bedard, Anne-Claude; Jain, Umesh; Johnson, Sheilah Hogg; Tannock, Rosemary

2007-09-01

To investigate the effects of methylphenidate (MPH) on components of working memory (WM) in attention-deficit hyperactivity disorder (ADHD) and determine the responsiveness of WM measures to MPH. Participants were a clinical sample of 50 children and adolescents with ADHD, aged 6 to 16 years old, who participated in an acute randomized, double-blind, placebo-controlled, crossover trial with single challenges of three MPH doses. Four components of WM were investigated, which varied in processing demands (storage versus manipulation of information) and modality (auditory-verbal; visual-spatial), each of which was indexed by a minimum of two separate measures. MPH improved the ability to store visual-spatial information irrespective of instrument used, but had no effects on the storage of auditory-verbal information. By contrast, MPH enhanced the ability to manipulate both auditory-verbal and visual-spatial information, although effects were instrument specific in both cases. MPH effects on WM are selective: they vary as a function of WM component and measurement.

Proximal versus distal cue utilization in spatial navigation: the role of visual acuity?

PubMed

Carman, Heidi M; Mactutus, Charles F

2002-09-01

Proximal versus distal cue use in the Morris water maze is a widely accepted strategy for the dissociation of various problems affecting spatial navigation in rats such as aging, head trauma, lesions, and pharmacological or hormonal agents. Of the limited number of ontogenetic rat studies conducted, the majority have approached the problem of preweanling spatial navigation through a similar proximal-distal dissociation. An implicit assumption among all of these studies has been that the animal's visual system is sufficient to permit robust spatial navigation. We challenged this assumption and have addressed the role of visual acuity in spatial navigation in the preweanling Fischer 344-N rat by training animals to locate a visible (proximal) or hidden (distal) platform using double or null extramaze cues within the testing environment. All pups demonstrated improved performance across training, but animals presented with a visible platform, regardless of extramaze cues, simultaneously reached asymptotic performance levels; animals presented with a hidden platform, dependent upon location of extramaze cues, differentially reached asymptotic performance levels. Probe trial performance, defined by quadrant time and platform crossings, revealed that distal-double-cue pups demonstrated spatial navigational ability superior to that of the remaining groups. These results suggest that a pup's ability to spatially navigate a hidden platform is dependent on not only its response repertoire and task parameters, but also its visual acuity, as determined by the extramaze cue location within the testing environment. The standard hidden versus visible platform dissociation may not be a satisfactory strategy for the control of potential sensory deficits.

Age effects on visual-perceptual processing and confrontation naming.

PubMed

Gutherie, Audrey H; Seely, Peter W; Beacham, Lauren A; Schuchard, Ronald A; De l'Aune, William A; Moore, Anna Bacon

2010-03-01

The impact of age-related changes in visual-perceptual processing on naming ability has not been reported. The present study investigated the effects of 6 levels of spatial frequency and 6 levels of contrast on accuracy and latency to name objects in 14 young and 13 older neurologically normal adults with intact lexical-semantic functioning. Spatial frequency and contrast manipulations were made independently. Consistent with the hypotheses, variations in these two visual parameters impact naming ability in young and older subjects differently. The results from the spatial frequency-manipulations revealed that, in general, young vs. older subjects are faster and more accurate to name. However, this age-related difference is dependent on the spatial frequency on the image; differences were only seen for images presented at low (e.g., 0.25-1 c/deg) or high (e.g., 8-16 c/deg) spatial frequencies. Contrary to predictions, the results from the contrast manipulations revealed that overall older vs. young adults are more accurate to name. Again, however, differences were only seen for images presented at the lower levels of contrast (i.e., 1.25%). Both age groups had shorter latencies on the second exposure of the contrast-manipulated images, but this possible advantage of exposure was not seen for spatial frequency. Category analyses conducted on the data from this study indicate that older vs. young adults exhibit a stronger nonliving-object advantage for naming spatial frequency-manipulated images. Moreover, the findings suggest that bottom-up visual-perceptual variables integrate with top-down category information in different ways. Potential implications on the aging and naming (and recognition) literature are discussed.

Comparing the Effects of Congenital and Late Visual Impairments on Visuospatial Mental Abilities

ERIC Educational Resources Information Center

Monegato, Maura; Cattaneo, Zaira; Pece, Alfredo; Vecchi, Tomaso

2007-01-01

This study compared participants who were congenitally visually impaired and those who became visually impaired later in life in a spatial memory task. The latter showed less efficient visuospatial processes than did the former. However, these differences were of a quantitative nature only, indicating common cognitive mechanisms that can be…

Indoor Spatial Updating with Reduced Visual Information

PubMed Central

Legge, Gordon E.; Gage, Rachel; Baek, Yihwa; Bochsler, Tiana M.

2016-01-01

Purpose Spatial updating refers to the ability to keep track of position and orientation while moving through an environment. People with impaired vision may be less accurate in spatial updating with adverse consequences for indoor navigation. In this study, we asked how artificial restrictions on visual acuity and field size affect spatial updating, and also judgments of the size of rooms. Methods Normally sighted young adults were tested with artificial restriction of acuity in Mild Blur (Snellen 20/135) and Severe Blur (Snellen 20/900) conditions, and a Narrow Field (8°) condition. The subjects estimated the dimensions of seven rectangular rooms with and without these visual restrictions. They were also guided along three-segment paths in the rooms. At the end of each path, they were asked to estimate the distance and direction to the starting location. In Experiment 1, the subjects walked along the path. In Experiment 2, they were pushed in a wheelchair to determine if reduced proprioceptive input would result in poorer spatial updating. Results With unrestricted vision, mean Weber fractions for room-size estimates were near 20%. Severe Blur but not Mild Blur yielded larger errors in room-size judgments. The Narrow Field was associated with increased error, but less than with Severe Blur. There was no effect of visual restriction on estimates of distance back to the starting location, and only Severe Blur yielded larger errors in the direction estimates. Contrary to expectation, the wheelchair subjects did not exhibit poorer updating performance than the walking subjects, nor did they show greater dependence on visual condition. Discussion If our results generalize to people with low vision, severe deficits in acuity or field will adversely affect the ability to judge the size of indoor spaces, but updating of position and orientation may be less affected by visual impairment. PMID:26943674

Indoor Spatial Updating with Reduced Visual Information.

PubMed

Legge, Gordon E; Gage, Rachel; Baek, Yihwa; Bochsler, Tiana M

2016-01-01

Spatial updating refers to the ability to keep track of position and orientation while moving through an environment. People with impaired vision may be less accurate in spatial updating with adverse consequences for indoor navigation. In this study, we asked how artificial restrictions on visual acuity and field size affect spatial updating, and also judgments of the size of rooms. Normally sighted young adults were tested with artificial restriction of acuity in Mild Blur (Snellen 20/135) and Severe Blur (Snellen 20/900) conditions, and a Narrow Field (8°) condition. The subjects estimated the dimensions of seven rectangular rooms with and without these visual restrictions. They were also guided along three-segment paths in the rooms. At the end of each path, they were asked to estimate the distance and direction to the starting location. In Experiment 1, the subjects walked along the path. In Experiment 2, they were pushed in a wheelchair to determine if reduced proprioceptive input would result in poorer spatial updating. With unrestricted vision, mean Weber fractions for room-size estimates were near 20%. Severe Blur but not Mild Blur yielded larger errors in room-size judgments. The Narrow Field was associated with increased error, but less than with Severe Blur. There was no effect of visual restriction on estimates of distance back to the starting location, and only Severe Blur yielded larger errors in the direction estimates. Contrary to expectation, the wheelchair subjects did not exhibit poorer updating performance than the walking subjects, nor did they show greater dependence on visual condition. If our results generalize to people with low vision, severe deficits in acuity or field will adversely affect the ability to judge the size of indoor spaces, but updating of position and orientation may be less affected by visual impairment.

The Structure of Cognitive Abilities in Youths with Manic Symptoms: A Factorial Invariance Study

ERIC Educational Resources Information Center

Beaujean, A. Alexander; Freeman, Megan Joseph; Youngstrom, Eric; Carlson, Gabrielle

2012-01-01

This study compared the structure of cognitive ability (specifically, verbal/crystallized ["Gc"] and visual-spatial ability ["Gv"]), as measured in the Wechsler Intelligence Scale for Children, in youth with manic symptoms with a nationally representative group of similarly aged youth. Multigroup confirmatory factor analysis…

The relationships between spatial ability, logical thinking, mathematics performance and kinematics graph interpretation skills of 12th grade physics students

NASA Astrophysics Data System (ADS)

Bektasli, Behzat

Graphs have a broad use in science classrooms, especially in physics. In physics, kinematics is probably the topic for which graphs are most widely used. The participants in this study were from two different grade-12 physics classrooms, advanced placement and calculus-based physics. The main purpose of this study was to search for the relationships between student spatial ability, logical thinking, mathematical achievement, and kinematics graphs interpretation skills. The Purdue Spatial Visualization Test, the Middle Grades Integrated Process Skills Test (MIPT), and the Test of Understanding Graphs in Kinematics (TUG-K) were used for quantitative data collection. Classroom observations were made to acquire ideas about classroom environment and instructional techniques. Factor analysis, simple linear correlation, multiple linear regression, and descriptive statistics were used to analyze the quantitative data. Each instrument has two principal components. The selection and calculation of the slope and of the area were the two principal components of TUG-K. MIPT was composed of a component based upon processing text and a second component based upon processing symbolic information. The Purdue Spatial Visualization Test was composed of a component based upon one-step processing and a second component based upon two-step processing of information. Student ability to determine the slope in a kinematics graph was significantly correlated with spatial ability, logical thinking, and mathematics aptitude and achievement. However, student ability to determine the area in a kinematics graph was only significantly correlated with student pre-calculus semester 2 grades. Male students performed significantly better than female students on the slope items of TUG-K. Also, male students performed significantly better than female students on the PSAT mathematics assessment and spatial ability. This study found that students have different levels of spatial ability, logical thinking, and mathematics aptitude and achievement levels. These different levels were related to student learning of kinematics and they need to be considered when kinematics is being taught. It might be easier for students to understand the kinematics graphs if curriculum developers include more activities related to spatial ability and logical thinking.

Visual- spatial capacity: gender and sport differences in young volleyball and tennis athletes and non-athletes

PubMed Central

2014-01-01

Background In the general population visual-spatial ability is better in males, due to the influence of biological and socio-cultural factors. We know that sport activity improves motor skills. The aim of this work is to determine if these gender differences exist in young athletes. The orientation test described by Terzi and standardized by Cesaroni, used to measure spatial ability, was carried out on 60 volleyball or 60 tennis athletes as well as on 60 non-sporting subjects. Results The data analysis revealed a worse performance for non-athletes in comparison with athletes in both components of test (p < 0.0001; p = 0.04), with no differences between the volleyball and tennis groups. As far as gender comparison is concerned, as expected in the non- sport group the males presented better values (p < 0.001; p = 0.006). However in both sports groups there weren’t any gender differences in either part of the test (p = 0.18; p = 0.056). Conclusions These results confirm that during athletic preparation in volleyball and tennis the specific training is able to develop spatial ability. Besides, boys and girls have similar performance demands and training experience. It appears that this specific training could be responsible for modifying gender differences in performance of spatial ability during adolescence. PMID:24447526

Sharpening coarse-to-fine stereo vision by perceptual learning: asymmetric transfer across the spatial frequency spectrum

PubMed Central

Tran, Truyet T.; Craven, Ashley P.; Leung, Tsz-Wing; Chat, Sandy W.; Levi, Dennis M.

2016-01-01

Neurons in the early visual cortex are finely tuned to different low-level visual features, forming a multi-channel system analysing the visual image formed on the retina in a parallel manner. However, little is known about the potential ‘cross-talk’ among these channels. Here, we systematically investigated whether stereoacuity, over a large range of target spatial frequencies, can be enhanced by perceptual learning. Using narrow-band visual stimuli, we found that practice with coarse (low spatial frequency) targets substantially improves performance, and that the improvement spreads from coarse to fine (high spatial frequency) three-dimensional perception, generalizing broadly across untrained spatial frequencies and orientations. Notably, we observed an asymmetric transfer of learning across the spatial frequency spectrum. The bandwidth of transfer was broader when training was at a high spatial frequency than at a low spatial frequency. Stereoacuity training is most beneficial when trained with fine targets. This broad transfer of stereoacuity learning contrasts with the highly specific learning reported for other basic visual functions. We also revealed strategies to boost learning outcomes ‘beyond-the-plateau’. Our investigations contribute to understanding the functional properties of the network subserving stereovision. The ability to generalize may provide a key principle for restoring impaired binocular vision in clinical situations. PMID:26909178

Map LineUps: Effects of spatial structure on graphical inference.

PubMed

Beecham, Roger; Dykes, Jason; Meulemans, Wouter; Slingsby, Aidan; Turkay, Cagatay; Wood, Jo

2017-01-01

Fundamental to the effective use of visualization as an analytic and descriptive tool is the assurance that presenting data visually provides the capability of making inferences from what we see. This paper explores two related approaches to quantifying the confidence we may have in making visual inferences from mapped geospatial data. We adapt Wickham et al.'s 'Visual Line-up' method as a direct analogy with Null Hypothesis Significance Testing (NHST) and propose a new approach for generating more credible spatial null hypotheses. Rather than using as a spatial null hypothesis the unrealistic assumption of complete spatial randomness, we propose spatially autocorrelated simulations as alternative nulls. We conduct a set of crowdsourced experiments (n=361) to determine the just noticeable difference (JND) between pairs of choropleth maps of geographic units controlling for spatial autocorrelation (Moran's I statistic) and geometric configuration (variance in spatial unit area). Results indicate that people's abilities to perceive differences in spatial autocorrelation vary with baseline autocorrelation structure and the geometric configuration of geographic units. These results allow us, for the first time, to construct a visual equivalent of statistical power for geospatial data. Our JND results add to those provided in recent years by Klippel et al. (2011), Harrison et al. (2014) and Kay & Heer (2015) for correlation visualization. Importantly, they provide an empirical basis for an improved construction of visual line-ups for maps and the development of theory to inform geospatial tests of graphical inference.

Some Components of Geometric Knowledge of Future Elementary School Teachers

ERIC Educational Resources Information Center

Debrenti, Edith

2016-01-01

Geometric experience, spatial representation, spatial visualization, understanding the world around us, and developing the ability of spatial reasoning are fundamental aims in the teaching of mathematics. (Freudenthal, 1972) Learning is a process which involves advancing from level to level. In primary school the focus is on the first two levels…

An association between auditory-visual synchrony processing and reading comprehension: Behavioral and electrophysiological evidence

PubMed Central

Mossbridge, Julia; Zweig, Jacob; Grabowecky, Marcia; Suzuki, Satoru

2016-01-01

The perceptual system integrates synchronized auditory-visual signals in part to promote individuation of objects in cluttered environments. The processing of auditory-visual synchrony may more generally contribute to cognition by synchronizing internally generated multimodal signals. Reading is a prime example because the ability to synchronize internal phonological and/or lexical processing with visual orthographic processing may facilitate encoding of words and meanings. Consistent with this possibility, developmental and clinical research has suggested a link between reading performance and the ability to compare visual spatial/temporal patterns with auditory temporal patterns. Here, we provide converging behavioral and electrophysiological evidence suggesting that greater behavioral ability to judge auditory-visual synchrony (Experiment 1) and greater sensitivity of an electrophysiological marker of auditory-visual synchrony processing (Experiment 2) both predict superior reading comprehension performance, accounting for 16% and 25% of the variance, respectively. These results support the idea that the mechanisms that detect auditory-visual synchrony contribute to reading comprehension. PMID:28129060

An Association between Auditory-Visual Synchrony Processing and Reading Comprehension: Behavioral and Electrophysiological Evidence.

PubMed

Mossbridge, Julia; Zweig, Jacob; Grabowecky, Marcia; Suzuki, Satoru

2017-03-01

The perceptual system integrates synchronized auditory-visual signals in part to promote individuation of objects in cluttered environments. The processing of auditory-visual synchrony may more generally contribute to cognition by synchronizing internally generated multimodal signals. Reading is a prime example because the ability to synchronize internal phonological and/or lexical processing with visual orthographic processing may facilitate encoding of words and meanings. Consistent with this possibility, developmental and clinical research has suggested a link between reading performance and the ability to compare visual spatial/temporal patterns with auditory temporal patterns. Here, we provide converging behavioral and electrophysiological evidence suggesting that greater behavioral ability to judge auditory-visual synchrony (Experiment 1) and greater sensitivity of an electrophysiological marker of auditory-visual synchrony processing (Experiment 2) both predict superior reading comprehension performance, accounting for 16% and 25% of the variance, respectively. These results support the idea that the mechanisms that detect auditory-visual synchrony contribute to reading comprehension.

Visually induced plasticity of auditory spatial perception in macaques.

PubMed

Woods, Timothy M; Recanzone, Gregg H

2004-09-07

When experiencing spatially disparate visual and auditory stimuli, a common percept is that the sound originates from the location of the visual stimulus, an illusion known as the ventriloquism effect. This illusion can persist for tens of minutes, a phenomenon termed the ventriloquism aftereffect. The underlying neuronal mechanisms of this rapidly induced plasticity remain unclear; indeed, it remains untested whether similar multimodal interactions occur in other species. We therefore tested whether macaque monkeys experience the ventriloquism aftereffect similar to the way humans do. The ability of two monkeys to determine which side of the midline a sound was presented from was tested before and after a period of 20-60 min in which the monkeys experienced either spatially identical or spatially disparate auditory and visual stimuli. In agreement with human studies, the monkeys did experience a shift in their auditory spatial perception in the direction of the spatially disparate visual stimulus, and the aftereffect did not transfer across sounds that differed in frequency by two octaves. These results show that macaque monkeys experience the ventriloquism aftereffect similar to the way humans do in all tested respects, indicating that these multimodal interactions are a basic phenomenon of the central nervous system.

Different Dimensions of Cognitive Style in Typical and Atypical Cognition: New Evidence and a New Measurement Tool.

PubMed

Mealor, Andy D; Simner, Julia; Rothen, Nicolas; Carmichael, Duncan A; Ward, Jamie

2016-01-01

We developed the Sussex Cognitive Styles Questionnaire (SCSQ) to investigate visual and verbal processing preferences and incorporate global/local processing orientations and systemising into a single, comprehensive measure. In Study 1 (N = 1542), factor analysis revealed six reliable subscales to the final 60 item questionnaire: Imagery Ability (relating to the use of visual mental imagery in everyday life); Technical/Spatial (relating to spatial mental imagery, and numerical and technical cognition); Language & Word Forms; Need for Organisation; Global Bias; and Systemising Tendency. Thus, we replicate previous findings that visual and verbal styles are separable, and that types of imagery can be subdivided. We extend previous research by showing that spatial imagery clusters with other abstract cognitive skills, and demonstrate that global/local bias can be separated from systemising. Study 2 validated the Technical/Spatial and Language & Word Forms factors by showing that they affect performance on memory tasks. In Study 3, we validated Imagery Ability, Technical/Spatial, Language & Word Forms, Global Bias, and Systemising Tendency by issuing the SCSQ to a sample of synaesthetes (N = 121) who report atypical cognitive profiles on these subscales. Thus, the SCSQ consolidates research from traditionally disparate areas of cognitive science into a comprehensive cognitive style measure, which can be used in the general population, and special populations.

Different Dimensions of Cognitive Style in Typical and Atypical Cognition: New Evidence and a New Measurement Tool

PubMed Central

Mealor, Andy D.; Simner, Julia; Rothen, Nicolas; Carmichael, Duncan A.; Ward, Jamie

2016-01-01

We developed the Sussex Cognitive Styles Questionnaire (SCSQ) to investigate visual and verbal processing preferences and incorporate global/local processing orientations and systemising into a single, comprehensive measure. In Study 1 (N = 1542), factor analysis revealed six reliable subscales to the final 60 item questionnaire: Imagery Ability (relating to the use of visual mental imagery in everyday life); Technical/Spatial (relating to spatial mental imagery, and numerical and technical cognition); Language & Word Forms; Need for Organisation; Global Bias; and Systemising Tendency. Thus, we replicate previous findings that visual and verbal styles are separable, and that types of imagery can be subdivided. We extend previous research by showing that spatial imagery clusters with other abstract cognitive skills, and demonstrate that global/local bias can be separated from systemising. Study 2 validated the Technical/Spatial and Language & Word Forms factors by showing that they affect performance on memory tasks. In Study 3, we validated Imagery Ability, Technical/Spatial, Language & Word Forms, Global Bias, and Systemising Tendency by issuing the SCSQ to a sample of synaesthetes (N = 121) who report atypical cognitive profiles on these subscales. Thus, the SCSQ consolidates research from traditionally disparate areas of cognitive science into a comprehensive cognitive style measure, which can be used in the general population, and special populations. PMID:27191169

The influence of visual ability on learning and memory performance in 13 strains of mice.

PubMed

Brown, Richard E; Wong, Aimée A

2007-03-01

We calculated visual ability in 13 strains of mice (129SI/Sv1mJ, A/J, AKR/J, BALB/cByJ, C3H/HeJ, C57BL/6J, CAST/EiJ, DBA/2J, FVB/NJ, MOLF/EiJ, SJL/J, SM/J, and SPRET/EiJ) on visual detection, pattern discrimination, and visual acuity and tested these and other mice of the same strains in a behavioral test battery that evaluated visuo-spatial learning and memory, conditioned odor preference, and motor learning. Strain differences in visual acuity accounted for a significant proportion of the variance between strains in measures of learning and memory in the Morris water maze. Strain differences in motor learning performance were not influenced by visual ability. Conditioned odor preference was enhanced in mice with visual defects. These results indicate that visual ability must be accounted for when testing for strain differences in learning and memory in mice because differences in performance in many tasks may be due to visual deficits rather than differences in higher order cognitive functions. These results have significant implications for the search for the neural and genetic basis of learning and memory in mice.

Spatial Coding of Individuals with Visual Impairments

ERIC Educational Resources Information Center

Papadopoulos, Konstantinos; Koustriava, Eleni; Kartasidou, Lefkothea

2012-01-01

The aim of this study is to examine the ability of children and adolescents with visual impairments to code and represent near space. Moreover, it examines the impact of the strategies they use and individual differences in their performance. A total of 30 individuals with visual impairments up to the age of 18 were given eight different object…

Memory for Complex Visual Objects but Not for Allocentric Locations during the First Year of Life

ERIC Educational Resources Information Center

Dupierrix, Eve; Hillairet de Boisferon, Anne; Barbeau, Emmanuel; Pascalis, Olivier

2015-01-01

Although human infants demonstrate early competence to retain visual information, memory capacities during infancy remain largely undocumented. In three experiments, we used a Visual Paired Comparison (VPC) task to examine abilities to encode identity (Experiment 1) and spatial properties (Experiments 2a and 2b) of unfamiliar complex visual…

Six Myths About Spatial Thinking

NASA Astrophysics Data System (ADS)

Newcombe, Nora S.; Stieff, Mike

2012-04-01

Visualizations are an increasingly important part of scientific education and discovery. However, users often do not gain knowledge from them in a complete or efficient way. This article aims to direct research on visualizations in science education in productive directions by reviewing the evidence for widespread assumptions that learning styles, sex differences, developmental stages, and spatial language determine the impact of visualizations on science learning. First, we examine the assumption that people differ in their verbal versus visual learning style. Due to the lack of rigorous evaluation, there is no current support for this distinction. Future research should distinguish between two different kinds of visual learning style. Second, we consider the belief that there are large and intractable sex differences in spatial ability resultant from immutable biological reasons. Although there are some spatial sex differences (in some types of spatial tests although not all), there is actually only very mixed support for biological causation. Most important, there is conclusive evidence that spatial skills can be improved through training and education. Third, we explore educators' use of Piaget's ideas about spatial development to draw conclusions about 'developmental appropriateness'. However, recent research on spatial development has focused on identifying sequences that begin with early starting points of skill, and spatial education is possible in some form at all ages. Fourth, although spatial language does not determine spatial thought, it does frame attention in a way that can have impact on learning and understanding. We examine the empirical support for each assumption and its relevance to future research on visualizations in science education.

Exploring Visuospatial Thinking in Chemistry Learning

ERIC Educational Resources Information Center

Wu, Hsin-Kai; Shah, Priti

2004-01-01

In this article, we examine the role of visuospatial cognition in chemistry learning. We review three related kinds of literature: correlational studies of spatial abilities and chemistry learning, students' conceptual errors and difficulties understanding visual representations, and visualization tools that have been designed to help overcome…

Acquisition of dental skills in preclinical technique courses: influence of spatial and manual abilities.

PubMed

Schwibbe, Anja; Kothe, Christian; Hampe, Wolfgang; Konradt, Udo

2016-10-01

Sixty years of research have not added up to a concordant evaluation of the influence of spatial and manual abilities on dental skill acquisition. We used Ackerman's theory of ability determinants of skill acquisition to explain the influence of spatial visualization and manual dexterity on the task performance of dental students in two consecutive preclinical technique courses. We measured spatial and manual abilities of applicants to Hamburg Dental School by means of a multiple choice test on Technical Aptitude and a wire-bending test, respectively. Preclinical dental technique tasks were categorized as consistent-simple and inconsistent-complex based on their contents. For analysis, we used robust regression to circumvent typical limitations in dental studies like small sample size and non-normal residual distributions. We found that manual, but not spatial ability exhibited a moderate influence on the performance in consistent-simple tasks during dental skill acquisition in preclinical dentistry. Both abilities revealed a moderate relation with the performance in inconsistent-complex tasks. These findings support the hypotheses which we had postulated on the basis of Ackerman's work. Therefore, spatial as well as manual ability are required for the acquisition of dental skills in preclinical technique courses. These results support the view that both abilities should be addressed in dental admission procedures in addition to cognitive measures.

Visual influences on auditory spatial learning

PubMed Central

King, Andrew J.

2008-01-01

The visual and auditory systems frequently work together to facilitate the identification and localization of objects and events in the external world. Experience plays a critical role in establishing and maintaining congruent visual–auditory associations, so that the different sensory cues associated with targets that can be both seen and heard are synthesized appropriately. For stimulus location, visual information is normally more accurate and reliable and provides a reference for calibrating the perception of auditory space. During development, vision plays a key role in aligning neural representations of space in the brain, as revealed by the dramatic changes produced in auditory responses when visual inputs are altered, and is used throughout life to resolve short-term spatial conflicts between these modalities. However, accurate, and even supra-normal, auditory localization abilities can be achieved in the absence of vision, and the capacity of the mature brain to relearn to localize sound in the presence of substantially altered auditory spatial cues does not require visuomotor feedback. Thus, while vision is normally used to coordinate information across the senses, the neural circuits responsible for spatial hearing can be recalibrated in a vision-independent fashion. Nevertheless, early multisensory experience appears to be crucial for the emergence of an ability to match signals from different sensory modalities and therefore for the outcome of audiovisual-based rehabilitation of deaf patients in whom hearing has been restored by cochlear implantation. PMID:18986967

Clinical and cognitive correlates of visual hallucinations in dementia with Lewy bodies.

PubMed

Cagnin, Annachiara; Gnoato, Francesca; Jelcic, Nela; Favaretto, Silvia; Zarantonello, Giulia; Ermani, Mario; Dam, Mauro

2013-05-01

The presence of recurrent complex visual hallucinations (VHs) is a core feature of dementia with Lewy bodies (DLB). The aim of this study was to investigate which clinical and neuropsychological characteristics are associated with VHs and their predictive value over a 1 year follow-up. 81 DLB patients, 41 with (VH+) and 36 without (VH-) VHs, and 45 patients with Alzheimer's disease (AD), were enrolled. All participants underwent extensive neuropsychological testing. Visual-spatial and perceptual abilities were evaluated with the Visual and Object Space Perception (VOSP) battery. Fluctuations in attention, rapid eye movement sleep behaviour disorder (RBD) symptoms, extrapyramidal signs and behavioural disturbances were studied with dedicated clinical scales. The presence of VHs was associated with older age and later disease onset, but not with disease duration or with fluctuations, RBD or parkinsonism severity. Cognitive correlates of VHs were deficits in visual attention (digit cancellation: p<0.005) and executive functions (clock drawing: p<0.05; digit span forward: p<0.05) on a background of a slightly worse global cognitive performance (Mini-Mental State Examination: p=0.05). Visual-perceptual and visual-spatial deficits were significantly worse in DLB than in AD patients (VOSP subtests scores 1, 6, 7 and 8) but were not different in DLB VH+ and VH-, except for subtest 6. Poor performance in the visual attention task was an independent predictor of VHs. Impairment of visual-spatial and perceptual abilities in DLB represents a disease related cognitive signature, independent of the presence of VHs, for which it may represent a predisposing condition. Visual attention, instead, is the main cognitive determinant for the genesis of VHs.

Age-Related Changes in the Ability to Switch between Temporal and Spatial Attention.

PubMed

Callaghan, Eleanor; Holland, Carol; Kessler, Klaus

2017-01-01

Background : Identifying age-related changes in cognition that contribute towards reduced driving performance is important for the development of interventions to improve older adults' driving and prolong the time that they can continue to drive. While driving, one is often required to switch from attending to events changing in time, to distribute attention spatially. Although there is extensive research into both spatial attention and temporal attention and how these change with age, the literature on switching between these modalities of attention is limited within any age group. Methods : Age groups (21-30, 40-49, 50-59, 60-69 and 70+ years) were compared on their ability to switch between detecting a target in a rapid serial visual presentation (RSVP) stream and detecting a target in a visual search display. To manipulate the cost of switching, the target in the RSVP stream was either the first item in the stream (Target 1st), towards the end of the stream (Target Mid), or absent from the stream (Distractor Only). Visual search response times and accuracy were recorded. Target 1st trials behaved as no-switch trials, as attending to the remaining stream was not necessary. Target Mid and Distractor Only trials behaved as switch trials, as attending to the stream to the end was required. Results : Visual search response times (RTs) were longer on "Target Mid" and "Distractor Only" trials in comparison to "Target 1st" trials, reflecting switch-costs. Larger switch-costs were found in both the 40-49 and 60-69 years group in comparison to the 21-30 years group when switching from the Target Mid condition. Discussion : Findings warrant further exploration as to whether there are age-related changes in the ability to switch between these modalities of attention while driving. If older adults display poor performance when switching between temporal and spatial attention while driving, then the development of an intervention to preserve and improve this ability would be beneficial.

Relationship between Reaction Time, Fine Motor Control, and Visual-Spatial Perception on Vigilance and Visual-Motor Tasks in 22q11.2 Deletion Syndrome

ERIC Educational Resources Information Center

Howley, Sarah A.; Prasad, Sarah E.; Pender, Niall P.; Murphy, Kieran C.

2012-01-01

22q11.2 Deletion Syndrome (22q11DS) is a common microdeletion disorder associated with mild to moderate intellectual disability and specific neurocognitive deficits, particularly in visual-motor and attentional abilities. Currently there is evidence that the visual-motor profile of 22q11DS is not entirely mediated by intellectual disability and…

The predictive value of aptitude assessment in laparoscopic surgery: a meta-analysis.

PubMed

Kramp, Kelvin H; van Det, Marc J; Hoff, Christiaan; Veeger, Nic J G M; ten Cate Hoedemaker, Henk O; Pierie, Jean-Pierre E N

2016-04-01

Current methods of assessing candidates for medical specialties that involve laparoscopic skills suffer from a lack of instruments to assess the ability to work in a minimally invasive surgery environment. A meta-analysis was conducted to investigate whether aptitude assessment can be used to predict variability in the acquisition and performance of laparoscopic skills. PubMed, PsycINFO and Google Scholar were searched to November 2014 for published and unpublished studies reporting the measurement of a form of aptitude for laparoscopic skills. The quality of studies was assessed with QUADAS-2. Summary correlations were calculated using a random-effects model. Thirty-four studies were found to be eligible for inclusion; six of these studies used an operating room performance measurement. Laparoscopic skills correlated significantly with visual-spatial ability (r = 0.32, 95% confidence interval [CI] 0.25-0.39; p < 0.001), perceptual ability (r = 0.31, 95% CI 0.22-0.39; p < 0.001), psychomotor ability (r = 0.26, 95% CI 0.10-0.40; p = 0.003) and simulator-based assessment of aptitude (r = 0.64, 95% CI 0.52-0.73; p < 0.001). Three-dimensional dynamic visual-spatial ability showed a significantly higher correlation than intrinsic static visual-spatial ability (p = 0.024). In general, aptitude assessments are associated with laparoscopic skill level. Simulator-based assessment of aptitude appears to have the potential to represent a job sample and to enable the assessment of all forms of aptitude for laparoscopic surgery at once. A laparoscopy aptitude test can be a valuable additional tool in the assessment of candidates for medical specialties that require laparoscopic skills. © 2016 John Wiley & Sons Ltd.

How Visuo-Spatial Mental Imagery Develops: Image Generation and Maintenance

PubMed Central

Wimmer, Marina C.; Maras, Katie L.; Robinson, Elizabeth J; Doherty, Martin J; Pugeault, Nicolas

2015-01-01

Two experiments examined the nature of visuo-spatial mental imagery generation and maintenance in 4-, 6-, 8-, 10-year old children and adults (N = 211). The key questions were how image generation and maintenance develop (Experiment 1) and how accurately children and adults coordinate mental and visually perceived images (Experiment 2). Experiment 1 indicated that basic image generation and maintenance abilities are present at 4 years of age but the precision with which images are generated and maintained improves particularly between 4 and 8 years. In addition to increased precision, Experiment 2 demonstrated that generated and maintained mental images become increasingly similar to visually perceived objects. Altogether, findings suggest that for simple tasks demanding image generation and maintenance, children attain adult-like precision younger than previously reported. This research also sheds new light on the ability to coordinate mental images with visual images in children and adults. PMID:26562296

From Vesalius to virtual reality: How embodied cognition facilitates the visualization of anatomy

NASA Astrophysics Data System (ADS)

Jang, Susan

This study examines the facilitative effects of embodiment of a complex internal anatomical structure through three-dimensional ("3-D") interactivity in a virtual reality ("VR") program. Since Shepard and Metzler's influential 1971 study, it has been known that 3-D objects (e.g., multiple-armed cube or external body parts) are visually and motorically embodied in our minds. For example, people take longer to rotate mentally an image of their hand not only when there is a greater degree of rotation, but also when the images are presented in a manner incompatible with their natural body movement (Parsons, 1987a, 1994; Cooper & Shepard, 1975; Sekiyama, 1983). Such findings confirm the notion that our mental images and rotations of those images are in fact confined by the laws of physics and biomechanics, because we perceive, think and reason in an embodied fashion. With the advancement of new technologies, virtual reality programs for medical education now enable users to interact directly in a 3-D environment with internal anatomical structures. Given that such structures are not readily viewable to users and thus not previously susceptible to embodiment, coupled with the VR environment also affording all possible degrees of rotation, how people learn from these programs raises new questions. If we embody external anatomical parts we can see, such as our hands and feet, can we embody internal anatomical parts we cannot see? Does manipulating the anatomical part in virtual space facilitate the user's embodiment of that structure and therefore the ability to visualize the structure mentally? Medical students grouped in yoked-pairs were tasked with mastering the spatial configuration of an internal anatomical structure; only one group was allowed to manipulate the images of this anatomical structure in a 3-D VR environment, whereas the other group could only view the manipulation. The manipulation group outperformed the visual group, suggesting that the interactivity that took place among the manipulation group promoted visual and motoric embodiment, which in turn enhanced learning. Moreover, when accounting for spatial ability, it was found that manipulation benefits students with low spatial ability more than students with high spatial ability.

Sex differences in visual-spatial working memory: A meta-analysis.

PubMed

Voyer, Daniel; Voyer, Susan D; Saint-Aubin, Jean

2017-04-01

Visual-spatial working memory measures are widely used in clinical and experimental settings. Furthermore, it has been argued that the male advantage in spatial abilities can be explained by a sex difference in visual-spatial working memory. Therefore, sex differences in visual-spatial working memory have important implication for research, theory, and practice, but they have yet to be quantified. The present meta-analysis quantified the magnitude of sex differences in visual-spatial working memory and examined variables that might moderate them. The analysis used a set of 180 effect sizes from healthy males and females drawn from 98 samples ranging in mean age from 3 to 86 years. Multilevel meta-analysis was used on the overall data set to account for non-independent effect sizes. The data also were analyzed in separate task subgroups by means of multilevel and mixed-effects models. Results showed a small but significant male advantage (mean d = 0.155, 95 % confidence interval = 0.087-0.223). All the tasks produced a male advantage, except for memory for location, where a female advantage emerged. Age of the participants was a significant moderator, indicating that sex differences in visual-spatial working memory appeared first in the 13-17 years age group. Removing memory for location tasks from the sample affected the pattern of significant moderators. The present results indicate a male advantage in visual-spatial working memory, although age and specific task modulate the magnitude and direction of the effects. Implications for clinical applications, cognitive model building, and experimental research are discussed.

Enhanced verbal abilities in the congenitally blind.

PubMed

Occelli, Valeria; Lacey, Simon; Stephens, Careese; Merabet, Lotfi B; Sathian, K

2017-06-01

Numerous studies have found that congenitally blind individuals have better verbal memory than their normally sighted counterparts. However, it is not known whether this reflects superiority of verbal or memory abilities. In order to distinguish between these possibilities, we tested congenitally blind participants and normally sighted control participants, matched for age and education, on a range of verbal and spatial tasks. Congenitally blind participants were significantly better than sighted controls on all the verbal tasks but the groups did not differ significantly on the spatial tasks. Thus, the congenitally blind appear to have superior verbal, but not spatial, abilities. This may reflect greater reliance on verbal information and the involvement of visual cortex in language processing in the congenitally blind.

Utility of predicting group membership and the role of spatial visualization in becoming an engineer, physical scientist, or artist.

PubMed

Humphreys, L G; Lubinski, D; Yao, G

1993-04-01

This article has two themes: First, we explicate how the prediction of group membership can augment test validation designs restricted to prediction of individual differences in criterion performance. Second, we illustrate the utility of this methodology by documenting the importance of spatial visualization for becoming an engineer, physical scientist, or artist. This involved various longitudinal analyses on a sample of 400,000 high school students tracked after 11 years following their high school graduation. The predictive validities of Spatial-Math and Verbal-Math ability composites were established by successfully differentiating a variety of educational and occupational groups. One implication of our findings is that physical science and engineering disciplines appear to be losing many talented persons by restricting assessment to conventional mathematical and verbal abilities, such as those of the Scholastic Aptitude Test (SAT) and the Graduate Record Examination (GRE).

Administering Spatial and Cognitive Instruments In-class and On-line: Are These Equivalent?

NASA Astrophysics Data System (ADS)

Williamson, Kenneth C.; Williamson, Vickie M.; Hinze, Scott R.

2017-02-01

Standardized, well-established paper-and-pencil tests, which measure spatial abilities or which measure reasoning abilities, have long been found to be predictive of success in the STEM (science, technology, engineering, and mathematics) fields. Instructors can use these tests for prediction of success and to inform instruction. A comparative administration of spatial visualization and cognitive reasoning tests, between in-class (proctored paper and pencil) and on-line (unproctored Internet) ( N = 457), was used to investigate and to determine whether the differing instrument formats yielded equal measures of spatial ability and reasoning ability in large first-semester general chemistry sections. Although some gender differences were found, findings suggest that some differences across administration formats, but that on-line administration had similar properties of predicting chemistry performance as the in-class version. Therefore, on-line administration is a viable option for instructors to consider especially when dealing with large classes.

Visualization of spatial-temporal data based on 3D virtual scene

NASA Astrophysics Data System (ADS)

Wang, Xianghong; Liu, Jiping; Wang, Yong; Bi, Junfang

2009-10-01

The main purpose of this paper is to realize the expression of the three-dimensional dynamic visualization of spatialtemporal data based on three-dimensional virtual scene, using three-dimensional visualization technology, and combining with GIS so that the people's abilities of cognizing time and space are enhanced and improved by designing dynamic symbol and interactive expression. Using particle systems, three-dimensional simulation, virtual reality and other visual means, we can simulate the situations produced by changing the spatial location and property information of geographical entities over time, then explore and analyze its movement and transformation rules by changing the interactive manner, and also replay history and forecast of future. In this paper, the main research object is the vehicle track and the typhoon path and spatial-temporal data, through three-dimensional dynamic simulation of its track, and realize its timely monitoring its trends and historical track replaying; according to visualization techniques of spatialtemporal data in Three-dimensional virtual scene, providing us with excellent spatial-temporal information cognitive instrument not only can add clarity to show spatial-temporal information of the changes and developments in the situation, but also be used for future development and changes in the prediction and deduction.

The Role of Cognitive Ability and Preferred Mode of Processing in Students' Calculus Performance

ERIC Educational Resources Information Center

Haciomeroglu, Erhan Selcuk

2015-01-01

The present study sought to design calculus tasks to determine students' preference for visual or analytic processing as well as examine the role of preferred mode of processing in calculus performance and its relationship to spatial ability and verbal-logical reasoning ability. Data were collected from 150 high school students who were enrolled…

Typograph: Multiscale Spatial Exploration of Text Documents

DOE Office of Scientific and Technical Information (OSTI.GOV)

Endert, Alexander; Burtner, Edwin R.; Cramer, Nicholas O.

2013-10-06

Visualizing large document collections using a spatial layout of terms can enable quick overviews of information. These visual metaphors (e.g., word clouds, tag clouds, etc.) traditionally show a series of terms organized by space-filling algorithms. However, often lacking in these views is the ability to interactively explore the information to gain more detail, and the location and rendering of the terms are often not based on mathematical models that maintain relative distances from other information based on similarity metrics. In this paper, we present Typograph, a multi-scale spatial exploration visualization for large document collections. Based on the term-based visualization methods,more » Typograh enables multiple levels of detail (terms, phrases, snippets, and full documents) within the single spatialization. Further, the information is placed based on their relative similarity to other information to create the “near = similar” geographic metaphor. This paper discusses the design principles and functionality of Typograph and presents a use case analyzing Wikipedia to demonstrate usage.« less

The BEVPS: A new test battery to assess visual perceptual and spatial processing abilities in 5-14 year-old children.

PubMed

Schmetz, Emilie; Rousselle, Laurence; Ballaz, Cécile; Detraux, Jean-Jacques; Barisnikov, Koviljka

2017-06-20

This study aims to examine the different levels of visual perceptual object recognition (early, intermediate, and late) defined in Humphreys and Riddoch's model as well as basic visual spatial processing in children using a new test battery (BEVPS). It focuses on the age sensitivity, internal coherence, theoretical validity, and convergent validity of this battery. French-speaking, typically developing children (n = 179; 5 to 14 years) were assessed using 15 new computerized subtests. After selecting the most age-sensitive tasks though ceiling effect and correlation analyses, an exploratory factorial analysis was run with the 12 remaining subtests to examine the BEVPS' theoretical validity. Three separate factors were identified for the assessment of the stimuli's basic features (F1, four subtests), view-dependent and -independent object representations (F2, six subtests), and basic visual spatial processing (F3, two subtests). Convergent validity analyses revealed positive correlations between F1 and F2 and the Beery-VMI visual perception subtest, while no such correlations were found for F3. Children's performances progressed until the age of 9-10 years in F1 and in view-independent representations (F2), and until 11-12 years in view-dependent representations (F2). However, no progression with age was observed in F3. Moreover, the selected subtests, present good-to-excellent internal consistency, which indicates that they provide reliable measures for the assessment of visual perceptual processing abilities in children.

Probing the Relationship between Process of Spatial Problems Solving and Science Learning: An Eye Tracking Approach

ERIC Educational Resources Information Center

Chen, Yi-Chun; Yang, Fang-Ying

2014-01-01

There were two purposes in the study. One was to explore the cognitive activities during spatial problem solving and the other to probe the relationship between spatial ability and science concept learning. Twenty university students participated in the study. The Purdue Visualization of Rotations Test (PVRT) was used to assess the spatial…

The Fleeting Nature of Sex Differences in Spatial Ability.

ERIC Educational Resources Information Center

Alderton, David L.

Gender differences were examined on three computer-administered spatial processing tasks: (1) the Intercept task, requiring processing dynamic or moving figures; (2) the mental rotation test, employing rotated asymmetric polygons; and (3) the integrating details test, in which subjects performed a complex visual synthesis. Participants were about…

Brief report: visual-spatial deficit in a 16-year-old girl with maternally derived duplication of proximal 15q.

PubMed

Cohen, David; Martel, Claire; Wilson, Anna; Déchambre, Nicole; Amy, Céline; Duverger, Ludovic; Guile, Jean-Marc; Pipiras, Eva; Benzacken, Brigitte; Cavé, Hélène; Cohen, Laurent; Héron, Delphine; Plaza, Monique

2007-09-01

Duplications of chromosome 15 may be one of the most common single genetic causes of autism spectrum disorders (ASD), aside from fragile X. Most of the cases are associated with maternally derived interstitial duplication involving 15q11-13. This case report describes a female proband with a maternally derived interstitial duplication of proximal 15q. She did not exhibit any symptoms of ASD apart from some developmental delay. By adolescence, she showed mild dysmorphism, a discrepant profile on the Wechsler Intelligence Scale for Children (Verbal IQ = 87; Performance IQ = 65) and a major deficit in visual-spatial abilities affecting fine motor skills, mathematical reasoning, visual memory and some global reading tasks. This is one of the first reports of a child with a maternal duplication who exhibits a visual-spatial deficit without ASD.

Evidence for impairments in using static line drawings of eye gaze cues to orient visual-spatial attention in children with high functioning autism.

PubMed

Goldberg, Melissa C; Mostow, Allison J; Vecera, Shaun P; Larson, Jennifer C Gidley; Mostofsky, Stewart H; Mahone, E Mark; Denckla, Martha B

2008-09-01

We examined the ability to use static line drawings of eye gaze cues to orient visual-spatial attention in children with high functioning autism (HFA) compared to typically developing children (TD). The task was organized such that on valid trials, gaze cues were directed toward the same spatial location as the appearance of an upcoming target, while on invalid trials gaze cues were directed to an opposite location. Unlike TD children, children with HFA showed no advantage in reaction time (RT) on valid trials compared to invalid trials (i.e., no significant validity effect). The two stimulus onset asynchronies (200 ms, 700 ms) did not differentially affect these findings. The results suggest that children with HFA show impairments in utilizing static line drawings of gaze cues to orient visual-spatial attention.

Visual processing in reading disorders and attention-deficit/hyperactivity disorder and its contribution to basic reading ability

PubMed Central

Kibby, Michelle Y.; Dyer, Sarah M.; Vadnais, Sarah A.; Jagger, Audreyana C.; Casher, Gabriel A.; Stacy, Maria

2015-01-01

Whether visual processing deficits are common in reading disorders (RD), and related to reading ability in general, has been debated for decades. The type of visual processing affected also is debated, although visual discrimination and short-term memory (STM) may be more commonly related to reading ability. Reading disorders are frequently comorbid with ADHD, and children with ADHD often have subclinical reading problems. Hence, children with ADHD were used as a comparison group in this study. ADHD and RD may be dissociated in terms of visual processing. Whereas RD may be associated with deficits in visual discrimination and STM for order, ADHD is associated with deficits in visual-spatial processing. Thus, we hypothesized that children with RD would perform worse than controls and children with ADHD only on a measure of visual discrimination and a measure of visual STM that requires memory for order. We expected all groups would perform comparably on the measure of visual STM that does not require sequential processing. We found children with RD or ADHD were commensurate to controls on measures of visual discrimination and visual STM that do not require sequential processing. In contrast, both RD groups (RD, RD/ADHD) performed worse than controls on the measure of visual STM that requires memory for order, and children with comorbid RD/ADHD performed worse than those with ADHD. In addition, of the three visual measures, only sequential visual STM predicted reading ability. Hence, our findings suggest there is a deficit in visual sequential STM that is specific to RD and is related to basic reading ability. The source of this deficit is worthy of further research, but it may include both reduced memory for order and poorer verbal mediation. PMID:26579020

Visual processing in reading disorders and attention-deficit/hyperactivity disorder and its contribution to basic reading ability.

PubMed

Kibby, Michelle Y; Dyer, Sarah M; Vadnais, Sarah A; Jagger, Audreyana C; Casher, Gabriel A; Stacy, Maria

2015-01-01

Whether visual processing deficits are common in reading disorders (RD), and related to reading ability in general, has been debated for decades. The type of visual processing affected also is debated, although visual discrimination and short-term memory (STM) may be more commonly related to reading ability. Reading disorders are frequently comorbid with ADHD, and children with ADHD often have subclinical reading problems. Hence, children with ADHD were used as a comparison group in this study. ADHD and RD may be dissociated in terms of visual processing. Whereas RD may be associated with deficits in visual discrimination and STM for order, ADHD is associated with deficits in visual-spatial processing. Thus, we hypothesized that children with RD would perform worse than controls and children with ADHD only on a measure of visual discrimination and a measure of visual STM that requires memory for order. We expected all groups would perform comparably on the measure of visual STM that does not require sequential processing. We found children with RD or ADHD were commensurate to controls on measures of visual discrimination and visual STM that do not require sequential processing. In contrast, both RD groups (RD, RD/ADHD) performed worse than controls on the measure of visual STM that requires memory for order, and children with comorbid RD/ADHD performed worse than those with ADHD. In addition, of the three visual measures, only sequential visual STM predicted reading ability. Hence, our findings suggest there is a deficit in visual sequential STM that is specific to RD and is related to basic reading ability. The source of this deficit is worthy of further research, but it may include both reduced memory for order and poorer verbal mediation.

The ventriloquist in periphery: impact of eccentricity-related reliability on audio-visual localization.

PubMed

Charbonneau, Geneviève; Véronneau, Marie; Boudrias-Fournier, Colin; Lepore, Franco; Collignon, Olivier

2013-10-28

The relative reliability of separate sensory estimates influences the way they are merged into a unified percept. We investigated how eccentricity-related changes in reliability of auditory and visual stimuli influence their integration across the entire frontal space. First, we surprisingly found that despite a strong decrease in auditory and visual unisensory localization abilities in periphery, the redundancy gain resulting from the congruent presentation of audio-visual targets was not affected by stimuli eccentricity. This result therefore contrasts with the common prediction that a reduction in sensory reliability necessarily induces an enhanced integrative gain. Second, we demonstrate that the visual capture of sounds observed with spatially incongruent audio-visual targets (ventriloquist effect) steadily decreases with eccentricity, paralleling a lowering of the relative reliability of unimodal visual over unimodal auditory stimuli in periphery. Moreover, at all eccentricities, the ventriloquist effect positively correlated with a weighted combination of the spatial resolution obtained in unisensory conditions. These findings support and extend the view that the localization of audio-visual stimuli relies on an optimal combination of auditory and visual information according to their respective spatial reliability. All together, these results evidence that the external spatial coordinates of multisensory events relative to an observer's body (e.g., eyes' or head's position) influence how this information is merged, and therefore determine the perceptual outcome.

Visuospatial training improves elementary students' mathematics performance.

PubMed

Lowrie, Tom; Logan, Tracy; Ramful, Ajay

2017-06-01

Although spatial ability and mathematics performance are highly correlated, there is scant research on the extent to which spatial ability training can improve mathematics performance. This study evaluated the efficacy of a visuospatial intervention programme within classrooms to determine the effect on students' (1) spatial reasoning and (2) mathematics performance as a result of the intervention. The study involved grade six students (ages 10-12) in eight classes. There were five intervention classes (n = 120) and three non-intervention control classes (n = 66). A specifically designed 10-week spatial reasoning programme was developed collaboratively with the participating teachers, with the intervention replacing the standard mathematics curriculum. The five classroom teachers in the intervention programme presented 20 hr of activities aimed at enhancing students' spatial visualization, mental rotation, and spatial orientation skills. The spatial reasoning programme led to improvements in both spatial ability and mathematics performance relative to the control group who received standard mathematics instruction. Our study is the first to show that a classroom-based spatial reasoning intervention improves elementary school students' mathematics performance. © 2017 The British Psychological Society.

Enhanced Verbal Abilities in The Congenitally Blind

PubMed Central

Occelli, Valeria; Lacey, Simon; Stephens, Careese; Merabet, Lotfi B.; Sathian, K.

2017-01-01

Numerous studies have found that congenitally blind individuals have better verbal memory than their normally sighted counterparts. However, it is not known whether this reflects superiority of verbal or memory abilities. In order to distinguish between these possibilities, we tested congenitally blind participants and normally sighted control participants, matched for age and education, on a range of verbal and spatial tasks. Congenitally blind participants were significantly better than sighted controls on all the verbal tasks but the groups did not differ significantly on the spatial tasks. Thus, the congenitally blind appear to have superior verbal, but not spatial, abilities. This may reflect greater reliance on verbal information and the involvement of visual cortex in language processing in the congenitally blind. PMID:28280879

Relationships among childhood sex-atypical behavior, spatial ability, handedness, and sexual orientation in men.

PubMed

Cohen, Kenneth M

2002-02-01

Moderate support was obtained in a sample of 101 gay, bisexual, and heterosexual males for the perinatal hormone theory, which hypothesizes that attenuated levels of androgens during critical periods of male fetal development fail to masculinize and defeminize the brain. Affected individuals develop female-typical sexual orientation (assessed here by a pie chart) and cerebral organization, reflected in visual-spatial abilities and gender nonconformity. Handedness, also thought to reflect in utero hormone exposure, was evaluated. Gay and bisexual males reported greater femininity and lesser masculinity than heterosexuals, with bisexuals intermediate in masculinity, suggesting a common biological mediator for homoeroticism and sex atypicality. Among bisexual males, increased masculinity was related to enhanced performance on all spatial tasks. Group mean differences in spatial ability and handedness were not found; however, among bisexuals, poorer visual-spatial performance predicted increased homoeroticism and right-handedness positively correlated with all spatial tasks. If perinatal hormones contribute to a generalized feminization of the brain, the current data indicate that it is most apparent among bisexual males. Sexing of their brains may involve several sexually dimorphic regions that are related in a continuous manner. Inferred cerebral feminization was more circumscribed among gay and heterosexual males, for whom childhood sex atypicality was most highly-distinguishing. Unspecified mechanisms responsible for homoeroticism in them may differ from those that produce same-sex attractions in bisexuals and thus have relatively little impact on other components of cerebral feminization.

Asperger Syndrome: Tests of Right Hemisphere Functioning and Interhemispheric Communication.

ERIC Educational Resources Information Center

Gunter, Helen L.; Ghaziuddin, Mohammad; Ellis, Hadyn D.

2002-01-01

Eight participants with Asperger syndrome (AS) (ages 10-41) were assessed in the following areas: the pragmatics of language and communication; verbal and visual memory; visual-spatial abilities; and bimanual motor skills. Results confirmed the close similarity in the neuropsychologic profiles of non-verbal learning disabilities syndrome and AS.…

Predictors of Music Sight-Reading Ability in High School Wind Players

ERIC Educational Resources Information Center

Gromko, Joyce Eastlund

2004-01-01

The purpose of this study, grounded in near-transfer theory, was to investigate relationships among music sight-reading and tonal and rhythmic audiation, visual field articulation, spatial orientation and visualization, and achievement in math concepts and reading comprehension. A regression analysis with data from four high schools (N = 98) in…

Neural basis of forward flight control and landing in honeybees.

PubMed

Ibbotson, M R; Hung, Y-S; Meffin, H; Boeddeker, N; Srinivasan, M V

2017-11-06

The impressive repertoire of honeybee visually guided behaviors, and their ability to learn has made them an important tool for elucidating the visual basis of behavior. Like other insects, bees perform optomotor course correction to optic flow, a response that is dependent on the spatial structure of the visual environment. However, bees can also distinguish the speed of image motion during forward flight and landing, as well as estimate flight distances (odometry), irrespective of the visual scene. The neural pathways underlying these abilities are unknown. Here we report on a cluster of descending neurons (DNIIIs) that are shown to have the directional tuning properties necessary for detecting image motion during forward flight and landing on vertical surfaces. They have stable firing rates during prolonged periods of stimulation and respond to a wide range of image speeds, making them suitable to detect image flow during flight behaviors. While their responses are not strictly speed tuned, the shape and amplitudes of their speed tuning functions are resistant to large changes in spatial frequency. These cells are prime candidates not only for the control of flight speed and landing, but also the basis of a neural 'front end' of the honeybee's visual odometer.

Visual and cognitive predictors of driving safety in Parkinson's disease patients

PubMed Central

Amick, M.M.; Grace, J.; Ott, B.R.

2012-01-01

This study assessed the clinical utility of contrast sensitivity (CS) relative to attention, executive function, and visuospatial abilities for predicting driving safety in participants with Parkinson's disease (PD). Twenty-five, non-demented PD patients completed measures of contrast sensitivity, visuospatial skills, executive functions, and attention. All PD participants also underwent a formal on-road driving evaluation. Of the 25 participants, 11 received a marginal or unsafe rating on the road test. Poorer driving performance was associated with worse performance on measures of CS, visuospatial constructions, set shifting, and attention. While impaired driving was associated with a range of cognitive and visual abilities, only a composite measure of executive functioning and visuospatial abilities, and not CS or attentional skills, predicted driving performance. These findings suggest that neuropsychological tests, which are multifactorial in nature and require visual perception and visual spatial judgments are the most useful screening measures for hazardous driving in PD patients. PMID:17851032

Visual and cognitive predictors of driving safety in Parkinson's disease patients.

PubMed

Amick, M M; Grace, J; Ott, B R

2007-11-01

This study assessed the clinical utility of contrast sensitivity (CS) relative to attention, executive function, and visuospatial abilities for predicting driving safety in participants with Parkinson's disease (PD). Twenty-five, non-demented PD patients completed measures of contrast sensitivity, visuospatial skills, executive functions, and attention. All PD participants also underwent a formal on-road driving evaluation. Of the 25 participants, 11 received a marginal or unsafe rating on the road test. Poorer driving performance was associated with worse performance on measures of CS, visuospatial constructions, set shifting, and attention. While impaired driving was associated with a range of cognitive and visual abilities, only a composite measure of executive functioning and visuospatial abilities, and not CS or attentional skills, predicted driving performance. These findings suggest that neuropsychological tests, which are multifactorial in nature and require visual perception and visual spatial judgments are the most useful screening measures for hazardous driving in PD patients.

Short-term visual deprivation can enhance spatial release from masking.

PubMed

Pagé, Sara; Sharp, Andréanne; Landry, Simon P; Champoux, François

2016-08-15

This research aims to study the effect of short-term visual deprivation on spatial release from masking, a major component of the cocktail party effect that allows people to detect an auditory target in noise. The Masking Level Difference (MLD) test was administered on healthy individuals over three sessions: before (I) and after 90min of visual deprivation (II), and after 90min of re-exposure to light (III). A non-deprived control group performed the same tests, but remained sighted between sessions I and II. The non-deprived control group displayed constant results across sessions. However, performance in the MLD test was improved following short-term visual deprivation and performance returned to pre-deprivation values after light re-exposure. This study finds that short-term visual deprivation transiently enhances the spatial release from masking. These data suggest the significant potential for enhancing a process involved in the cocktail party effect in normally developing individuals and adds to an emerging literature on the potential to enhance auditory ability after only a brief period of visual deprivation. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

How Attention Affects Spatial Resolution

PubMed Central

Carrasco, Marisa; Barbot, Antoine

2015-01-01

We summarize and discuss a series of psychophysical studies on the effects of spatial covert attention on spatial resolution, our ability to discriminate fine patterns. Heightened resolution is beneficial in most, but not all, visual tasks. We show how endogenous attention (voluntary, goal driven) and exogenous attention (involuntary, stimulus driven) affect performance on a variety of tasks mediated by spatial resolution, such as visual search, crowding, acuity, and texture segmentation. Exogenous attention is an automatic mechanism that increases resolution regardless of whether it helps or hinders performance. In contrast, endogenous attention flexibly adjusts resolution to optimize performance according to task demands. We illustrate how psychophysical studies can reveal the underlying mechanisms of these effects and allow us to draw linking hypotheses with known neurophysiological effects of attention. PMID:25948640

Relationship between Spatial Abilities, Mental Rotation and Functional Anatomy Learning

ERIC Educational Resources Information Center

Guillot, Aymeric; Champely, Stephane; Batier, Christophe; Thiriet, Patrice; Collet, Christian

2007-01-01

This study investigated the relationship between visuo-spatial representation, mental rotation (MR) and functional anatomy examination results. A total of 184 students completed the Group Embedded Figures Test (GEFT), Mental Rotation Test (MRT) and Gordon Test of Visual Imagery Control. The time spent on personal assignment was also considered.…

Verbal and visual-spatial working memory and mathematical ability in different domains throughout primary school.

PubMed

Van de Weijer-Bergsma, Eva; Kroesbergen, Evelyn H; Van Luit, Johannes E H

2015-04-01

The relative importance of visual-spatial and verbal working memory for mathematics performance and learning seems to vary with age, the novelty of the material, and the specific math domain that is investigated. In this study, the relations between verbal and visual-spatial working memory and performance in four math domains (i.e., addition, subtraction, multiplication, and division) at different ages during primary school are investigated. Children (N = 4337) from grades 2 through 6 participated. Visual-spatial and verbal working memory were assessed using online computerized tasks. Math performance was assessed at the start, middle, and end of the school year using a speeded arithmetic test. Multilevel Multigroup Latent Growth Modeling was used to model individual differences in level and growth in math performance, and examine the predictive value of working memory per grade, while controlling for effects of classroom membership. The results showed that as grade level progressed, the predictive value of visual-spatial working memory for individual differences in level of mathematics performance waned, while the predictive value of verbal working memory increased. Working memory did not predict individual differences between children in their rate of performance growth throughout the school year. These findings are discussed in relation to three, not mutually exclusive, explanations for such age-related findings.

The Pale Blue Dot: Utilizing Real World Globes in High School and Undergraduate Oceanography Classrooms

NASA Astrophysics Data System (ADS)

Rogers, D. B.

2017-12-01

Geoscience classrooms have benefitted greatly from the use of interactive, dry-erasable globes to supplement instruction on topics that require three-dimensional visualization, such as seismic wave propagation and the large-scale movements of tectonic plates. Indeed, research by Bamford (2013) demonstrates that using three-dimensional visualization to illustrate complex processes enhances student comprehension. While some geoscience courses tend to bake-in lessons on visualization, other disciplines of earth science that require three-dimensional visualization, such as oceanography, tend to rely on students' prior spatial abilities. In addition to spatial intelligence, education on the three-dimensional structure of the ocean requires knowledge of the external processes govern the behavior of the ocean, as well as the vertical and lateral distribution of water properties around the globe. Presented here are two oceanographic activities that utilize RealWorldGlobes' dry-erase globes to supplement traditional oceanography lessons on thermohaline and surface ocean circulation. While simultaneously promoting basic plotting techniques, mathematical calculations, and unit conversions, these activities touch on the processes that govern global ocean circulation, the principles of radiocarbon dating, and the various patterns exhibited by surface ocean currents. These activities challenge students to recognize inherent patterns within their data and synthesize explanations for their occurrence. Spatial visualization and critical thinking are integral to any geoscience education, and the combination of these abilities with engaging hands-on activities has the potential to greatly enhance oceanography education in both secondary and postsecondary settings

Real-life memory and spatial navigation in patients with focal epilepsy: ecological validity of a virtual reality supermarket task.

PubMed

Grewe, P; Lahr, D; Kohsik, A; Dyck, E; Markowitsch, H J; Bien, C G; Botsch, M; Piefke, M

2014-02-01

Ecological assessment and training of real-life cognitive functions such as visual-spatial abilities in patients with epilepsy remain challenging. Some studies have applied virtual reality (VR) paradigms, but external validity of VR programs has not sufficiently been proven. Patients with focal epilepsy (EG, n=14) accomplished an 8-day program in a VR supermarket, which consisted of learning and buying items on a shopping list. Performance of the EG was compared with that of healthy controls (HCG, n=19). A comprehensive neuropsychological examination was administered. Real-life performance was investigated in a real supermarket. Learning in the VR supermarket was significantly impaired in the EG on different VR measures. Delayed free recall of products did not differ between the EG and the HCG. Virtual reality scores were correlated with neuropsychological measures of visual-spatial cognition, subjective estimates of memory, and performance in the real supermarket. The data indicate that our VR approach allows for the assessment of real-life visual-spatial memory and cognition in patients with focal epilepsy. The multimodal, active, and complex VR paradigm may particularly enhance visual-spatial cognitive resources. Copyright © 2013 Elsevier Inc. All rights reserved.

Crown-of-thorns starfish have true image forming vision.

PubMed

Petie, Ronald; Garm, Anders; Hall, Michael R

2016-01-01

Photoreceptors have evolved numerous times giving organisms the ability to detect light and respond to specific visual stimuli. Studies into the visual abilities of the Asteroidea (Echinodermata) have recently shown that species within this class have a more developed visual sense than previously thought and it has been demonstrated that starfish use visual information for orientation within their habitat. Whereas image forming eyes have been suggested for starfish, direct experimental proof of true spatial vision has not yet been obtained. The behavioural response of the coral reef inhabiting crown-of-thorns starfish (Acanthaster planci) was tested in controlled aquarium experiments using an array of stimuli to examine their visual performance. We presented starfish with various black-and-white shapes against a mid-intensity grey background, designed such that the animals would need to possess true spatial vision to detect these shapes. Starfish responded to black-and-white rectangles, but no directional response was found to black-and-white circles, despite equal areas of black and white. Additionally, we confirmed that starfish were attracted to black circles on a white background when the visual angle is larger than 14°. When changing the grey tone of the largest circle from black to white, we found responses to contrasts of 0.5 and up. The starfish were attracted to the dark area's of the visual stimuli and were found to be both attracted and repelled by the visual targets. For crown-of-thorns starfish, visual cues are essential for close range orientation towards objects, such as coral boulders, in the wild. These visually guided behaviours can be replicated in aquarium conditions. Our observation that crown-of-thorns starfish respond to black-and-white shapes on a mid-intensity grey background is the first direct proof of true spatial vision in starfish and in the phylum Echinodermata.

Abacus Training Affects Math and Task Switching Abilities and Modulates Their Relationships in Chinese Children

PubMed Central

Yao, Yuan; Weng, Jian; Hu, Yuzheng; Chen, Feiyan

2015-01-01

Our previous work demonstrated that abacus-based mental calculation (AMC), a traditional Chinese calculation method, could help children improve their math abilities (e.g. basic arithmetical ability) and executive function (e.g. working memory). This study further examined the effects of long-term AMC training on math ability in visual-spatial domain and the task switching component of executive function. More importantly, this study investigated whether AMC training modulated the relationship between math abilities and task switching. The participants were seventy 7-year-old children who were randomly assigned into AMC and control groups at primary school entry. Children in AMC group received 2-hour AMC training every week since primary school entry. On the contrary, children in the control group had never received any AMC training. Math and task switching abilities were measured one year and three years respectively after AMC training began. The results showed that AMC children performed better than their peers on math abilities in arithmetical and visual-spatial domains. In addition, AMC group responded faster than control group in the switching task, while no group difference was found in switch cost. Most interestingly, group difference was present in the relationships between math abilities and switch cost. These results implied the effect of AMC training on math abilities as well as its relationship with executive function. PMID:26444689

Abacus Training Affects Math and Task Switching Abilities and Modulates Their Relationships in Chinese Children.

PubMed

Wang, Chunjie; Geng, Fengji; Yao, Yuan; Weng, Jian; Hu, Yuzheng; Chen, Feiyan

2015-01-01

Our previous work demonstrated that abacus-based mental calculation (AMC), a traditional Chinese calculation method, could help children improve their math abilities (e.g. basic arithmetical ability) and executive function (e.g. working memory). This study further examined the effects of long-term AMC training on math ability in visual-spatial domain and the task switching component of executive function. More importantly, this study investigated whether AMC training modulated the relationship between math abilities and task switching. The participants were seventy 7-year-old children who were randomly assigned into AMC and control groups at primary school entry. Children in AMC group received 2-hour AMC training every week since primary school entry. On the contrary, children in the control group had never received any AMC training. Math and task switching abilities were measured one year and three years respectively after AMC training began. The results showed that AMC children performed better than their peers on math abilities in arithmetical and visual-spatial domains. In addition, AMC group responded faster than control group in the switching task, while no group difference was found in switch cost. Most interestingly, group difference was present in the relationships between math abilities and switch cost. These results implied the effect of AMC training on math abilities as well as its relationship with executive function.

Age-Related Changes in the Ability to Switch between Temporal and Spatial Attention

PubMed Central

Callaghan, Eleanor; Holland, Carol; Kessler, Klaus

2017-01-01

Background: Identifying age-related changes in cognition that contribute towards reduced driving performance is important for the development of interventions to improve older adults’ driving and prolong the time that they can continue to drive. While driving, one is often required to switch from attending to events changing in time, to distribute attention spatially. Although there is extensive research into both spatial attention and temporal attention and how these change with age, the literature on switching between these modalities of attention is limited within any age group. Methods: Age groups (21–30, 40–49, 50–59, 60–69 and 70+ years) were compared on their ability to switch between detecting a target in a rapid serial visual presentation (RSVP) stream and detecting a target in a visual search display. To manipulate the cost of switching, the target in the RSVP stream was either the first item in the stream (Target 1st), towards the end of the stream (Target Mid), or absent from the stream (Distractor Only). Visual search response times and accuracy were recorded. Target 1st trials behaved as no-switch trials, as attending to the remaining stream was not necessary. Target Mid and Distractor Only trials behaved as switch trials, as attending to the stream to the end was required. Results: Visual search response times (RTs) were longer on “Target Mid” and “Distractor Only” trials in comparison to “Target 1st” trials, reflecting switch-costs. Larger switch-costs were found in both the 40–49 and 60–69 years group in comparison to the 21–30 years group when switching from the Target Mid condition. Discussion: Findings warrant further exploration as to whether there are age-related changes in the ability to switch between these modalities of attention while driving. If older adults display poor performance when switching between temporal and spatial attention while driving, then the development of an intervention to preserve and improve this ability would be beneficial. PMID:28261088

Stereoscopic depth constancy

PubMed Central

Guan, Phillip

2016-01-01

Depth constancy is the ability to perceive a fixed depth interval in the world as constant despite changes in viewing distance and the spatial scale of depth variation. It is well known that the spatial frequency of depth variation has a large effect on threshold. In the first experiment, we determined that the visual system compensates for this differential sensitivity when the change in disparity is suprathreshold, thereby attaining constancy similar to contrast constancy in the luminance domain. In a second experiment, we examined the ability to perceive constant depth when the spatial frequency and viewing distance both changed. To attain constancy in this situation, the visual system has to estimate distance. We investigated this ability when vergence, accommodation and vertical disparity are all presented accurately and therefore provided veridical information about viewing distance. We found that constancy is nearly complete across changes in viewing distance. Depth constancy is most complete when the scale of the depth relief is constant in the world rather than when it is constant in angular units at the retina. These results bear on the efficacy of algorithms for creating stereo content. This article is part of the themed issue ‘Vision in our three-dimensional world’. PMID:27269596

Prestimulus oscillatory activity in the alpha band predicts visual discrimination ability.

PubMed

van Dijk, Hanneke; Schoffelen, Jan-Mathijs; Oostenveld, Robert; Jensen, Ole

2008-02-20

Although the resting and baseline states of the human electroencephalogram and magnetoencephalogram (MEG) are dominated by oscillations in the alpha band (approximately 10 Hz), the functional role of these oscillations remains unclear. In this study we used MEG to investigate how spontaneous oscillations in humans presented before visual stimuli modulate visual perception. Subjects had to report if there was a subtle difference in gray levels between two superimposed presented discs. We then compared the prestimulus brain activity for correctly (hits) versus incorrectly (misses) identified stimuli. We found that visual discrimination ability decreased with an increase in prestimulus alpha power. Given that reaction times did not vary systematically with prestimulus alpha power changes in vigilance are not likely to explain the change in discrimination ability. Source reconstruction using spatial filters allowed us to identify the brain areas accounting for this effect. The dominant sources modulating visual perception were localized around the parieto-occipital sulcus. We suggest that the parieto-occipital alpha power reflects functional inhibition imposed by higher level areas, which serves to modulate the gain of the visual stream.

Environmental enrichment decreases GABAergic inhibition and improves cognitive abilities, synaptic plasticity, and visual functions in a mouse model of Down syndrome

PubMed Central

Begenisic, Tatjana; Spolidoro, Maria; Braschi, Chiara; Baroncelli, Laura; Milanese, Marco; Pietra, Gianluca; Fabbri, Maria E.; Bonanno, Giambattista; Cioni, Giovanni; Maffei, Lamberto; Sale, Alessandro

2011-01-01

Down syndrome (DS) is the most common genetic disorder associated with mental retardation. It has been repeatedly shown that Ts65Dn mice, the prime animal model for DS, have severe cognitive and neural plasticity defects due to excessive inhibition. We report that increasing sensory-motor stimulation in adulthood through environmental enrichment (EE) reduces brain inhibition levels and promotes recovery of spatial memory abilities, hippocampal synaptic plasticity, and visual functions in adult Ts65Dn mice. PMID:22207837

Experience-dependent plasticity from eye opening enables lasting, visual cortex-dependent enhancement of motion vision.

PubMed

Prusky, Glen T; Silver, Byron D; Tschetter, Wayne W; Alam, Nazia M; Douglas, Robert M

2008-09-24

Developmentally regulated plasticity of vision has generally been associated with "sensitive" or "critical" periods in juvenile life, wherein visual deprivation leads to loss of visual function. Here we report an enabling form of visual plasticity that commences in infant rats from eye opening, in which daily threshold testing of optokinetic tracking, amid otherwise normal visual experience, stimulates enduring, visual cortex-dependent enhancement (>60%) of the spatial frequency threshold for tracking. The perceptual ability to use spatial frequency in discriminating between moving visual stimuli is also improved by the testing experience. The capacity for inducing enhancement is transitory and effectively limited to infancy; however, enhanced responses are not consolidated and maintained unless in-kind testing experience continues uninterrupted into juvenile life. The data show that selective visual experience from infancy can alone enable visual function. They also indicate that plasticity associated with visual deprivation may not be the only cause of developmental visual dysfunction, because we found that experientially inducing enhancement in late infancy, without subsequent reinforcement of the experience in early juvenile life, can lead to enduring loss of function.

The development of organized visual search

PubMed Central

Woods, Adam J.; Goksun, Tilbe; Chatterjee, Anjan; Zelonis, Sarah; Mehta, Anika; Smith, Sabrina E.

2013-01-01

Visual search plays an important role in guiding behavior. Children have more difficulty performing conjunction search tasks than adults. The present research evaluates whether developmental differences in children's ability to organize serial visual search (i.e., search organization skills) contribute to performance limitations in a typical conjunction search task. We evaluated 134 children between the ages of 2 and 17 on separate tasks measuring search for targets defined by a conjunction of features or by distinct features. Our results demonstrated that children organize their visual search better as they get older. As children's skills at organizing visual search improve they become more accurate at locating targets with conjunction of features amongst distractors, but not for targets with distinct features. Developmental limitations in children's abilities to organize their visual search of the environment are an important component of poor conjunction search in young children. In addition, our findings provide preliminary evidence that, like other visuospatial tasks, exposure to reading may influence children's spatial orientation to the visual environment when performing a visual search. PMID:23584560

Spatial identification of tributary impacts in river networks

Treesearch

Christian E. Torgersen; Robert E. Gresswell; Douglas S. Bateman; Kelly M. Burnett

2008-01-01

The ability to assess spatial patterns of ecological conditions in river networks has been confounded by difficulties of measuring and perceiving features that are essentially invisible to observers on land and to aircraft and satellites from above. The nature of flowing water, which is opaque or at best semi-transparent, makes it difficult to visualize fine-scale...

Relationships among Music Sight-Reading and Technical Proficiency, Spatial Visualization, and Aural Discrimination

ERIC Educational Resources Information Center

Hayward, Carol M.; Gromko, Joyce Eastlund

2009-01-01

The purpose of this study was to examine predictors of music sight-reading ability. The authors hypothesized that speed and accuracy of music sight-reading would be predicted by a combination of aural pattern discrimination, spatial-temporal reasoning, and technical proficiency. Participants (N = 70) were wind players in concert bands at a…

Newborns' Face Recognition Is Based on Spatial Frequencies below 0.5 Cycles per Degree

ERIC Educational Resources Information Center

de Heering, Adelaide; Turati, Chiara; Rossion, Bruno; Bulf, Hermann; Goffaux, Valerie; Simion, Francesca

2008-01-01

A critical question in Cognitive Science concerns how knowledge of specific domains emerges during development. Here we examined how limitations of the visual system during the first days of life may shape subsequent development of face processing abilities. By manipulating the bands of spatial frequencies of face images, we investigated what is…

The Effects of Training on Visual-Spatial Disembedding Skills in Early Childhood

ERIC Educational Resources Information Center

Avant, Sherice Brake

2017-01-01

The overall goal of the present study was to develop, implement, and test the effectiveness of a curriculum designed to improve spatial thinking amongst preschool children. Specifically, the study explored the effects of shape-based training on 4-year-old children's ability to disembed and whether the training transferred to improvement in mental…

Separating the Representation from the Science: Training Students in Comprehending 3D Diagrams

NASA Astrophysics Data System (ADS)

Bemis, K. G.; Silver, D.; Chiang, J.; Halpern, D.; Oh, K.; Tremaine, M.

2011-12-01

Studies of students taking first year geology and earth science courses at universities find that a remarkable number of them are confused by the three-dimensional representations used to explain the science [1]. Comprehension of these 3D representations has been found to be related to an individual's spatial ability [2]. A variety of interactive programs and animations have been created to help explain the diagrams to beginning students [3, 4]. This work has demonstrated comprehension improvement and removed a gender gap between male (high spatial) and female (low spatial) students [5]. However, not much research has examined what makes the 3D diagrams so hard to understand or attempted to build a theory for creating training designed to remove these difficulties. Our work has separated the science labeling and comprehension of the diagrams from the visualizations to examine how individuals mentally see the visualizations alone. In particular, we asked subjects to create a cross-sectional drawing of the internal structure of various 3D diagrams. We found that viewing planes (the coordinate system the designer applies to the diagram), cutting planes (the planes formed by the requested cross sections) and visual property planes (the planes formed by the prominent features of the diagram, e.g., a layer at an angle of 30 degrees to the top surface of the diagram) that deviated from a Cartesian coordinate system imposed by the viewer caused significant problems for subjects, in part because these deviations forced them to mentally re-orient their viewing perspective. Problems with deviations in all three types of plane were significantly harder than those deviating on one or two planes. Our results suggest training that does not focus on showing how the components of various 3D geologic formations are put together but rather training that guides students in re-orienting themselves to deviations that differ from their right-angle view of the world, e.g., by showing how a particular 3D visualization evolves from their Cartesian representation of the world. 1. Y. Kali and N. Orion, Spatial abilities of high-school students in the perception of geologic structures, Journal of Research in Science Teaching, 33, 4, 369-391, 1996. 2. A. Black, Spatial ability and earth science conceptual understanding, Journal of Geoscience Education, 53, 402-414, 2005 3. S. A. Sorby and B. J. Baartmans, The development and assessment of a course for enhancing the 3-D spatial visualization skills of first-year engineering students, Journal of Engineering Education Washington, 89, 301-308, 2000. 4. Y. Kali, N. Orion and E. Mazor, Software for assisting high-school students in the spatial perception of geological structures, Journal of Geoscience Education,45, 10-20, 1997. 5. D. Ben-Chaim. G. Lappan, and R. T. Houang, The effect of instruction on spatial visualization skills of middle school boys and girls, American Educational Research Journal, 25, 1, 51-71, 1988.

Virtual-reality-Based 3D navigation training for emergency egress from spacecraft.

PubMed

Aoki, Hirofumi; Oman, Charles M; Natapoff, Alan

2007-08-01

Astronauts have reported spatial disorientation and navigation problems inside spacecraft whose interior visual vertical direction varies from module to module. If they had relevant preflight practice they might orient better. This experiment examined the influence of relative body orientation and individual spatial skills during VR training on a simulated emergency egress task. During training, 36 subjects were each led on 12 tours through a space station by a virtual tour guide. Subjects wore a head-mounted display and controlled their motion with a game-pad. Each tour traversed multiple modules and involved up to three changes in visual vertical direction. Each subject was assigned to one of three groups that maintained different postures: visually upright relative to the "local" module; constant orientation relative to the "station" irrespective of local visual vertical; and "mixed" (local, followed by station orientation). Groups were balanced on the basis of mental rotation and perspective-taking test scores. Subjects then performed 24 emergency egress testing trials without the tour guide. Smoke reduced visibility during the last 12 trials. Egress time, sense of direction (by pointing to origin and destination) and configuration knowledge were measured. Both individual 3D spatial abilities and orientation during training influence emergency egress performance, pointing, and configuration knowledge. Local training facilitates landmark and route learning, but station training enhances sense of direction relative to station, and, therefore, performance in low visibility. We recommend a sequence of local, followed by station, and then randomized orientation training, preferably customized to a trainee's 3D spatial ability.

Sexual Orientation-Related Differences in Virtual Spatial Navigation and Spatial Search Strategies.

PubMed

Rahman, Qazi; Sharp, Jonathan; McVeigh, Meadhbh; Ho, Man-Ling

2017-07-01

Spatial abilities are generally hypothesized to differ between men and women, and people with different sexual orientations. According to the cross-sex shift hypothesis, gay men are hypothesized to perform in the direction of heterosexual women and lesbian women in the direction of heterosexual men on cognitive tests. This study investigated sexual orientation differences in spatial navigation and strategy during a virtual Morris water maze task (VMWM). Forty-four heterosexual men, 43 heterosexual women, 39 gay men, and 34 lesbian/bisexual women (aged 18-54 years) navigated a desktop VMWM and completed measures of intelligence, handedness, and childhood gender nonconformity (CGN). We quantified spatial learning (hidden platform trials), probe trial performance, and cued navigation (visible platform trials). Spatial strategies during hidden and probe trials were classified into visual scanning, landmark use, thigmotaxis/circling, and enfilading. In general, heterosexual men scored better than women and gay men on some spatial learning and probe trial measures and used more visual scan strategies. However, some differences disappeared after controlling for age and estimated IQ (e.g., in visual scanning heterosexual men differed from women but not gay men). Heterosexual women did not differ from lesbian/bisexual women. For both sexes, visual scanning predicted probe trial performance. More feminine CGN scores were associated with lower performance among men and greater performance among women on specific spatial learning or probe trial measures. These results provide mixed evidence for the cross-sex shift hypothesis of sexual orientation-related differences in spatial cognition.

Saccade-synchronized rapid attention shifts in macaque visual cortical area MT.

PubMed

Yao, Tao; Treue, Stefan; Krishna, B Suresh

2018-03-06

While making saccadic eye-movements to scan a visual scene, humans and monkeys are able to keep track of relevant visual stimuli by maintaining spatial attention on them. This ability requires a shift of attentional modulation from the neuronal population representing the relevant stimulus pre-saccadically to the one representing it post-saccadically. For optimal performance, this trans-saccadic attention shift should be rapid and saccade-synchronized. Whether this is so is not known. We trained two rhesus monkeys to make saccades while maintaining covert attention at a fixed spatial location. We show that the trans-saccadic attention shift in cortical visual medial temporal (MT) area is well synchronized to saccades. Attentional modulation crosses over from the pre-saccadic to the post-saccadic neuronal representation by about 50 ms after a saccade. Taking response latency into account, the trans-saccadic attention shift is well timed to maintain spatial attention on relevant stimuli, so that they can be optimally tracked and processed across saccades.

Spatial Reasoning and Understanding the Particulate Nature of Matter: A Middle School Perspective

NASA Astrophysics Data System (ADS)

Cole, Merryn L.

This dissertation employed a mixed-methods approach to examine the relationship between spatial reasoning ability and understanding of chemistry content for both middle school students and their science teachers. Spatial reasoning has been linked to success in learning STEM subjects (Wai, Lubinski, & Benbow, 2009). Previous studies have shown a correlation between understanding of chemistry content and spatial reasoning ability (e.g., Pribyl & Bodner, 1987; Wu & Shah, 2003: Stieff, 2013), raising the importance of developing the spatial reasoning ability of both teachers and students. Few studies examine middle school students' or in-service middle school teachers' understanding of chemistry concepts or its relation to spatial reasoning ability. The first paper in this dissertation addresses the quantitative relationship between mental rotation, a type of spatial reasoning ability, and understanding a fundamental concept in chemistry, the particulate nature of matter. The data showed a significant, positive correlation between scores on the Purdue Spatial Visualization Test of Rotations (PSVT; Bodner & Guay, 1997) and the Particulate Nature of Matter Assessment (ParNoMA; Yezierski, 2003) for middle school students prior to and after chemistry instruction. A significant difference in spatial ability among students choosing different answer choices on ParNoMA questions was also found. The second paper examined the ways in which students of different spatial abilities talked about matter and chemicals differently. Students with higher spatial ability tended to provide more of an explanation, though not necessarily in an articulate matter. In contrast, lower spatial ability students tended to use any keywords that seemed relevant, but provided little or no explanation. The third paper examined the relationship between mental reasoning and understanding chemistry for middle school science teachers. Similar to their students, a significant, positive correlation between scores on the PSVT and the ParNoMA was observed. Teachers who used consistent reasoning in providing definitions and examples for matter and chemistry tended to have higher spatial abilities than those teachers who used inconsistent reasoning on the same questions. This is the first study to explore the relationship between spatial reasoning and understanding of chemistry concepts at the middle school level. Though we are unable to infer cause and effect relationship from correlational data, these results illustrate a need to further investigate this relationship as well as identify the relationship between different spatial abilities (not just mental rotation) and other chemistry concepts.

Visible Geology - Interactive online geologic block modelling

NASA Astrophysics Data System (ADS)

Cockett, R.

2012-12-01

Geology is a highly visual science, and many disciplines require spatial awareness and manipulation. For example, interpreting cross-sections, geologic maps, or plotting data on a stereonet all require various levels of spatial abilities. These skills are often not focused on in undergraduate geoscience curricula and many students struggle with spatial relations, manipulations, and penetrative abilities (e.g. Titus & Horsman, 2009). A newly developed program, Visible Geology, allows for students to be introduced to many geologic concepts and spatial skills in a virtual environment. Visible Geology is a web-based, three-dimensional environment where students can create and interrogate their own geologic block models. The program begins with a blank model, users then add geologic beds (with custom thickness and color) and can add geologic deformation events like tilting, folding, and faulting. Additionally, simple intrusive dikes can be modelled, as well as unconformities. Students can also explore the interaction of geology with topography by drawing elevation contours to produce their own topographic models. Students can not only spatially manipulate their model, but can create cross-sections and boreholes to practice their visual penetrative abilities. Visible Geology is easy to access and use, with no downloads required, so it can be incorporated into current, paper-based, lab activities. Sample learning activities are being developed that target introductory and structural geology curricula with learning objectives such as relative geologic history, fault characterization, apparent dip and thickness, interference folding, and stereonet interpretation. Visible Geology provides a richly interactive, and immersive environment for students to explore geologic concepts and practice their spatial skills.; Screenshot of Visible Geology showing folding and faulting interactions on a ridge topography.

Specific arithmetic calculation deficits in children with Turner syndrome.

PubMed

Rovet, J; Szekely, C; Hockenberry, M N

1994-12-01

Study 1 compared arithmetic processing skills on the WRAT-R in 45 girls with Turner syndrome (TS) and 92 age-matched female controls. Results revealed significant underachievement by subjects with TS, which reflected their poorer performance on problems requiring the retrieval of addition and multiplication facts and procedural knowledge for addition and division operations. TS subjects did not differ qualitatively from controls in type of procedural error committed. Study 2, which compared the performance of 10 subjects with TS and 31 controls on the Keymath Diagnostic Arithmetic Test, showed that the TS group had less adequate knowledge of arithmetic, subtraction, and multiplication procedures but did not differ from controls on Fact items. Error analyses revealed that TS subjects were more likely to confuse component steps or fail to separate intermediate steps or to complete problems. TS subjects relied to a greater degree on verbal than visual-spatial abilities in arithmetic processing while their visual-spatial abilities were associated with retrieval of simple multidigit addition facts and knowledge of subtraction, multiplication, and division procedures. Differences between the TS and control groups increased with age for Keymath, but not WRAT-R, procedures. Discrepant findings are related to the different task constraints (timed vs. untimed, single vs. alternate versions, size of item pool) and the use of different strategies (counting vs. fact retrieval). It is concluded that arithmetic difficulties in females with TS are due to less adequate procedural skills, combined with poorer fact retrieval in timed testing situations, rather than to inadequate visual-spatial abilities.

[Effect of acupuncture on pattern-visual evoked potential in rats with monocular visual deprivation].

PubMed

Yan, Xing-Ke; Dong, Li-Li; Liu, An-Guo; Wang, Jun-Yan; Ma, Chong-Bing; Zhu, Tian-Tian

2013-08-01

To explore electrophysiology mechanism of acupuncture for treatment and prevention of visual deprivation effect. Eighteen healthy 15-day Evans rats were randomly divided into a normal group, a model group and an acupuncture group, 6 rats in each one. Deprivation amblyopia model was established by monocular eyelid suture in the model group and acupuncture group. Acupuncture was applied at "Jingming" (BL 1), "Chengqi" (ST 1), "Qiuhou" (EX-HN 7) and "Cuanzhu" (BL 2) in the acupuncture group. The bilateral acupoints were selected alternately, one side for a day, and totally 14 days were required. The effect of acupuncture on visual evoked potential in different spatial frequencies was observed. Under three different kinds of spatial frequencies of 2 X 2, 4 X 4 and 8 X 8, compared with normal group, there was obvious visual deprivation effect in the model group where P1 peak latency was delayed (P<0.01) while N1 -P1 amplitude value was decreased (P<0.01). Compared with model group, P1 peak latency was obviously ahead of time (P<0.01) while N1-P1 amplitude value was increased (P<0.01) in the acupuncture group, there was no statistical significance compared with normal group (P>0.05). Under spatial frequency of 4 X 4, N1-P1 amplitude value was maximum in the normal group and acupuncture group. With this spatial frequency the rat's eye had best resolving ability, indicating it could be the best spatial frequency for rat visual system. The visual system has obvious electrophysiology plasticity in sensitive period. Acupuncture treatment could adjust visual deprivation-induced suppression and slow of visual response in order to antagonism deprivation effect.

Four types of ensemble coding in data visualizations.

PubMed

Szafir, Danielle Albers; Haroz, Steve; Gleicher, Michael; Franconeri, Steven

2016-01-01

Ensemble coding supports rapid extraction of visual statistics about distributed visual information. Researchers typically study this ability with the goal of drawing conclusions about how such coding extracts information from natural scenes. Here we argue that a second domain can serve as another strong inspiration for understanding ensemble coding: graphs, maps, and other visual presentations of data. Data visualizations allow observers to leverage their ability to perform visual ensemble statistics on distributions of spatial or featural visual information to estimate actual statistics on data. We survey the types of visual statistical tasks that occur within data visualizations across everyday examples, such as scatterplots, and more specialized images, such as weather maps or depictions of patterns in text. We divide these tasks into four categories: identification of sets of values, summarization across those values, segmentation of collections, and estimation of structure. We point to unanswered questions for each category and give examples of such cross-pollination in the current literature. Increased collaboration between the data visualization and perceptual psychology research communities can inspire new solutions to challenges in visualization while simultaneously exposing unsolved problems in perception research.

Resolution of spatial and temporal visual attention in infants with fragile X syndrome.

PubMed

Farzin, Faraz; Rivera, Susan M; Whitney, David

2011-11-01

Fragile X syndrome is the most common cause of inherited intellectual impairment and the most common single-gene cause of autism. Individuals with fragile X syndrome present with a neurobehavioural phenotype that includes selective deficits in spatiotemporal visual perception associated with neural processing in frontal-parietal networks of the brain. The goal of the current study was to examine whether reduced resolution of spatial and/or temporal visual attention may underlie perceptual deficits related to fragile X syndrome. Eye tracking was used to psychophysically measure the limits of spatial and temporal attention in infants with fragile X syndrome and age-matched neurotypically developing infants. Results from these experiments revealed that infants with fragile X syndrome experience drastically reduced resolution of temporal attention in a genetic dose-sensitive manner, but have a spatial resolution of attention that is not impaired. Coarse temporal attention could have significant knock-on effects for the development of perceptual, cognitive and motor abilities in individuals with the disorder.

Resolution of spatial and temporal visual attention in infants with fragile X syndrome

PubMed Central

Rivera, Susan M.; Whitney, David

2011-01-01

Fragile X syndrome is the most common cause of inherited intellectual impairment and the most common single-gene cause of autism. Individuals with fragile X syndrome present with a neurobehavioural phenotype that includes selective deficits in spatiotemporal visual perception associated with neural processing in frontal–parietal networks of the brain. The goal of the current study was to examine whether reduced resolution of spatial and/or temporal visual attention may underlie perceptual deficits related to fragile X syndrome. Eye tracking was used to psychophysically measure the limits of spatial and temporal attention in infants with fragile X syndrome and age-matched neurotypically developing infants. Results from these experiments revealed that infants with fragile X syndrome experience drastically reduced resolution of temporal attention in a genetic dose-sensitive manner, but have a spatial resolution of attention that is not impaired. Coarse temporal attention could have significant knock-on effects for the development of perceptual, cognitive and motor abilities in individuals with the disorder. PMID:22075522

Visual-spatial thinking: An aspect of science overlooked by educators

NASA Astrophysics Data System (ADS)

Mathewson, James H.

1999-01-01

Thinking with images plays a central role in scientific creativity and communication but is neglected in science classrooms. This article reviews the fundamental role of imagery in science and technology and our current knowledge of visual-spatial cognition. A novel analogic and thematic organization of images and visualization within science and technology is proposed that can help in the generation and evaluation of classroom activities and materials, and serve as a focus for professional development programs in visual-spatial thinking for science teachers. Visual-spatial thinking includes vision - using the eyes to identify, locate, and think about objects and ourselves in the world, and imagery - the formation, inspection, transformation, and maintenance of images in the mind's eye in the absence of a visual stimulus. A spatial image preserves relationships among a complex set of ideas as a single chunk in working memory, increasing the amount of information that can be maintained in consciousness at a given moment. Vision and imagery are fundamental cognitive processes using specialized pathways in the brain and rely on our memory of prior experience. Visual-spatial thinking develops from birth, together with language and other specialized abilities, through interactions between inherited capabilities and experience. Scientific creativity can be considered as an amalgam of three closely allied mental formats: images; metaphors; and unifying ideas (themes). Combinations of images, analogies, and themes pervade science in the form of master images and visualization techniques. A critique of current practice in education contrasts the subservient role of visual-spatial learning with the dominance of the alphanumeric encoding skills in classroom and textbooks. The lack of coherence in curriculum, pedagogy, and learning theory requires reform that addresses thinking skills, including imagery. Successful integration of information, skills and attitudes into cohesive mental schemata employed by self-aware human beings is a basic goal of education. The current attempt to impose integration using themes is criticized on the grounds that the required underpinning in cognitive skills and content knowledge by teachers and students may be absent. Teaching strategies that employ visual-spatial thinking are reviewed. Master images are recommended as a novel point of departure for a systematic development of programs on visual-spatial thinking in research, teacher education, curriculum, and classroom practice.

A Comparison of the Intellectual Abilities of Good and Poor Problem Solvers: An Exploratory Study.

ERIC Educational Resources Information Center

Meyer, Ruth Ann

This study examined a selected sample of fourth-grade students who had been previously identified as good or poor problem solvers. The pupils were compared on variables considered as "reference tests" for Verbal, Induction, Numerical, Word Fluency, Memory, Spatial Visualization, and Perceptual Speed abilities. The data were compiled to…

The Effect of Varying Object Number and Type of Arrangement on Children's Ability to Coordinate Perspectives.

ERIC Educational Resources Information Center

Barragy, Sister Micheleen

This study was concerned with children's ability to conserve spatial relationships among objects in different arrangements, in the presence of projected changes in the observer's visual field. The objectives were: (1) to determine the effects of varying types of arrangement and number of objects in the arrangement on perspective ability…

Spatial Ability, Gender, and the Ability To Visualize Anatomy in Three Dimensions.

ERIC Educational Resources Information Center

Provo, Judy A.; Lamar, Carlton H.; Newby, Timothy J.

This research aims to devise an intervention that can enhance three-dimensional anatomical understanding and develop testing instruments that can be used to measure this understanding. First year veterinary medicine students (N=62) participated in a study that explored: (1) whether participants who use a cross section for learning the anatomy of…

Spatial Skill Profile of Mathematics Pre-Service Teachers

NASA Astrophysics Data System (ADS)

Putri, R. O. E.

2018-01-01

This study is aimed to investigate the spatial intelligence of mathematics pre-service teachers and find the best instructional strategy that facilitates this aspect. Data were collected from 35 mathematics pre-service teachers. The Purdue Spatial Visualization Test (PSVT) was used to identify the spatial skill of mathematics pre-service teachers. Statistical analysis indicate that more than 50% of the participants possessed spatial skill in intermediate level, whereas the other were in high and low level of spatial skill. The result also shows that there is a positive correlation between spatial skill and mathematics ability, especially in geometrical problem solving. High spatial skill students tend to have better mathematical performance compare to those in two other levels. Furthermore, qualitative analysis reveals that most students have difficulty in manipulating geometrical objects mentally. This problem mostly appears in intermediate and low-level spatial skill students. The observation revealed that 3-D geometrical figures is the best method that can overcome the mentally manipulation problem and develop the spatial visualization. Computer application can also be used to improve students’ spatial skill.

Visual spatial cue use for guiding orientation in two-to-three-year-old children

PubMed Central

van den Brink, Danielle; Janzen, Gabriele

2013-01-01

In spatial development representations of the environment and the use of spatial cues change over time. To date, the influence of individual differences in skills relevant for orientation and navigation has not received much attention. The current study investigated orientation abilities on the basis of visual spatial cues in 2–3-year-old children, and assessed factors that possibly influence spatial task performance. Thirty-month and 35-month-olds performed an on-screen Virtual Reality (VR) orientation task searching for an animated target in the presence of visual self-movement cues and landmark information. Results show that, in contrast to 30-month-old children, 35-month-olds were successful in using visual spatial cues for maintaining orientation. Neither age group benefited from landmarks present in the environment, suggesting that successful task performance relied on the use of optic flow cues, rather than object-to-object relations. Analysis of individual differences revealed that 2-year-olds who were relatively more independent in comparison to their peers, as measured by the daily living skills scale of the parental questionnaire Vineland-Screener were most successful at the orientation task. These results support previous findings indicating that the use of various spatial cues gradually improves during early childhood. Our data show that a developmental transition in spatial cue use can be witnessed within a relatively short period of 5 months only. Furthermore, this study indicates that rather than chronological age, individual differences may play a role in successful use of visual cues for spatial updating in an orientation task. Future studies are necessary to assess the exact nature of these individual differences. PMID:24368903

Visual spatial cue use for guiding orientation in two-to-three-year-old children.

PubMed

van den Brink, Danielle; Janzen, Gabriele

2013-01-01

In spatial development representations of the environment and the use of spatial cues change over time. To date, the influence of individual differences in skills relevant for orientation and navigation has not received much attention. The current study investigated orientation abilities on the basis of visual spatial cues in 2-3-year-old children, and assessed factors that possibly influence spatial task performance. Thirty-month and 35-month-olds performed an on-screen Virtual Reality (VR) orientation task searching for an animated target in the presence of visual self-movement cues and landmark information. Results show that, in contrast to 30-month-old children, 35-month-olds were successful in using visual spatial cues for maintaining orientation. Neither age group benefited from landmarks present in the environment, suggesting that successful task performance relied on the use of optic flow cues, rather than object-to-object relations. Analysis of individual differences revealed that 2-year-olds who were relatively more independent in comparison to their peers, as measured by the daily living skills scale of the parental questionnaire Vineland-Screener were most successful at the orientation task. These results support previous findings indicating that the use of various spatial cues gradually improves during early childhood. Our data show that a developmental transition in spatial cue use can be witnessed within a relatively short period of 5 months only. Furthermore, this study indicates that rather than chronological age, individual differences may play a role in successful use of visual cues for spatial updating in an orientation task. Future studies are necessary to assess the exact nature of these individual differences.

Life-Span Development of Visual Working Memory: When Is Feature Binding Difficult?

ERIC Educational Resources Information Center

Cowan, Nelson; Naveh-Benjamin, Moshe; Kilb, Angela; Saults, J. Scott

2006-01-01

We asked whether the ability to keep in working memory the binding between a visual object and its spatial location changes with development across the life span more than memory for item information. Paired arrays of colored squares were identical or differed in the color of one square, and in the latter case, the changed color was unique on…

The Effect of Using Dynamic Mathematics Software: Cross Section and Visualization

ERIC Educational Resources Information Center

Kösa, Temel

2016-01-01

The main purpose of this study is to determine the effects of using dynamic mathematics software on pre-service mathematics teachers' ability to infer the shape of a cross section of a three-dimensional solid, as well as on their spatial visualization skills. The study employed a quasi-experimental design with a control group; the Purdue Spatial…

Resolving ability and image discretization in the visual system.

PubMed

Shelepin, Yu E; Bondarko, V M

2004-02-01

Psychophysiological studies were performed to measure the spatial threshold for resolution of two "points" and the thresholds for discriminating their orientations depending on the distance between the two points. Data were compared with the scattering of the "point" by the eye's optics, the packing density of cones in the fovea, and the characteristics of the receptive fields of ganglion cells in the foveal area of the retina and neurons in the corresponding projection zones of the primary visual cortex. The effective zone was shown to have to contain a scattering function for several receptors, as this allowed preliminary blurring of the image by the eye's optics to decrease the subsequent (at the level of receptors) discretization noise created by a matrix of receptors. The concordance of these parameters supports the optical operation of the spatial elements of the neural network determining the resolving ability of the visual system at different levels of visual information processing. It is suggested that the special geometry of the receptive fields of neurons in the striate cortex, which are concordant with the statistics of natural scenes, results in a further increase in the signal:noise ratio.

Improved detection following Neuro-Eye Therapy in patients with post-geniculate brain damage.

PubMed

Sahraie, Arash; Macleod, Mary-Joan; Trevethan, Ceri T; Robson, Siân E; Olson, John A; Callaghan, Paula; Yip, Brigitte

2010-09-01

Damage to the optic radiation or the occipital cortex results in loss of vision in the contralateral visual field, termed partial cortical blindness or hemianopia. Previously, we have demonstrated that stimulation in the field defect using visual stimuli with optimal properties for blindsight detection can lead to increases in visual sensitivity within the blind field of a group of patients. The present study was aimed to extend the previous work by investigating the effect of positive feedback on recovery of visual sensitivity. Patients' abilities for detection of a range of spatial frequencies within their field defect were determined using a temporal two-alternative forced-choice technique, before and after a period of visual training (n = 4). Patients underwent Neuro-Eye Therapy which involved detection of temporally modulated spatial grating patches at specific retinal locations within their field defect. Three patients showed improved detection ability following visual training. Based on our previous studies, we had hypothesised that should the occipital brain lesion extend anteriorly to the thalamus, little recovery would be expected. Here, we describe one such case who showed no improvements after extensive training. The present study provides further evidence that recovery (a) can be gradual and may require a large number of training sessions (b) can be accelerated using positive feedback and (c) may be less likely to take place if the occipital damage extends anteriorly to the thalamus.

Early, but not late visual distractors affect movement synchronization to a temporal-spatial visual cue.

PubMed

Booth, Ashley J; Elliott, Mark T

2015-01-01

The ease of synchronizing movements to a rhythmic cue is dependent on the modality of the cue presentation: timing accuracy is much higher when synchronizing with discrete auditory rhythms than an equivalent visual stimulus presented through flashes. However, timing accuracy is improved if the visual cue presents spatial as well as temporal information (e.g., a dot following an oscillatory trajectory). Similarly, when synchronizing with an auditory target metronome in the presence of a second visual distracting metronome, the distraction is stronger when the visual cue contains spatial-temporal information rather than temporal only. The present study investigates individuals' ability to synchronize movements to a temporal-spatial visual cue in the presence of same-modality temporal-spatial distractors. Moreover, we investigated how increasing the number of distractor stimuli impacted on maintaining synchrony with the target cue. Participants made oscillatory vertical arm movements in time with a vertically oscillating white target dot centered on a large projection screen. The target dot was surrounded by 2, 8, or 14 distractor dots, which had an identical trajectory to the target but at a phase lead or lag of 0, 100, or 200 ms. We found participants' timing performance was only affected in the phase-lead conditions and when there were large numbers of distractors present (8 and 14). This asymmetry suggests participants still rely on salient events in the stimulus trajectory to synchronize movements. Subsequently, distractions occurring in the window of attention surrounding those events have the maximum impact on timing performance.

A Virtual Map to Support People Who Are Blind in Navigation through Real Spaces

ERIC Educational Resources Information Center

Lahav, Orly; Schloerb, David W.; Kumar, Siddarth; Srinivasan, Mandayam A.

2011-01-01

Most of the spatial information needed by sighted people to construct cognitive maps of spaces is gathered through the visual channel. Unfortunately, people who are blind lack the ability to collect the required spatial information in advance. The use of virtual reality as a learning and rehabilitation tool for people with disabilities has been on…

Differences in Spatial Knowledge of Individuals with Blindness When Using Audiotactile Maps, Using Tactile Maps, and Walking

ERIC Educational Resources Information Center

Papadopoulos, Konstantinos; Barouti, Marialena; Koustriava, Eleni

2018-01-01

To examine how individuals with visual impairments understand space and the way they develop cognitive maps, we studied the differences in cognitive maps resulting from different methods and tools for spatial coding in large geographical spaces. We examined the ability of 21 blind individuals to create cognitive maps of routes in unfamiliar areas…

Suppressive mechanisms in visual motion processing: from perception to intelligence

PubMed Central

Tadin, Duje

2015-01-01

Perception operates on an immense amount of incoming information that greatly exceeds the brain's processing capacity. Because of this fundamental limitation, the ability to suppress irrelevant information is a key determinant of perceptual efficiency. Here, I will review a series of studies investigating suppressive mechanisms in visual motion processing, namely perceptual suppression of large, background-like motions. These spatial suppression mechanisms are adaptive, operating only when sensory inputs are sufficiently robust to guarantee visibility. Converging correlational and causal evidence links these behavioral results with inhibitory center-surround mechanisms, namely those in cortical area MT. Spatial suppression is abnormally weak in several special populations, including the elderly and those with schizophrenia—a deficit that is evidenced by better-than-normal direction discriminations of large moving stimuli. Theoretical work shows that this abnormal weakening of spatial suppression should result in motion segregation deficits, but direct behavioral support of this hypothesis is lacking. Finally, I will argue that the ability to suppress information is a fundamental neural process that applies not only to perception but also to cognition in general. Supporting this argument, I will discuss recent research that shows individual differences in spatial suppression of motion signals strongly predict individual variations in IQ scores. PMID:26299386

Image jitter enhances visual performance when spatial resolution is impaired.

PubMed

Watson, Lynne M; Strang, Niall C; Scobie, Fraser; Love, Gordon D; Seidel, Dirk; Manahilov, Velitchko

2012-09-06

Visibility of low-spatial frequency stimuli improves when their contrast is modulated at 5 to 10 Hz compared with stationary stimuli. Therefore, temporal modulations of visual objects could enhance the performance of low vision patients who primarily perceive images of low-spatial frequency content. We investigated the effect of retinal-image jitter on word recognition speed and facial emotion recognition in subjects with central visual impairment. Word recognition speed and accuracy of facial emotion discrimination were measured in volunteers with AMD under stationary and jittering conditions. Computer-driven and optoelectronic approaches were used to induce retinal-image jitter with duration of 100 or 166 ms and amplitude within the range of 0.5 to 2.6° visual angle. Word recognition speed was also measured for participants with simulated (Bangerter filters) visual impairment. Text jittering markedly enhanced word recognition speed for people with severe visual loss (101 ± 25%), while for those with moderate visual impairment, this effect was weaker (19 ± 9%). The ability of low vision patients to discriminate the facial emotions of jittering images improved by a factor of 2. A prototype of optoelectronic jitter goggles produced similar improvement in facial emotion discrimination. Word recognition speed in participants with simulated visual impairment was enhanced for interjitter intervals over 100 ms and reduced for shorter intervals. Results suggest that retinal-image jitter with optimal frequency and amplitude is an effective strategy for enhancing visual information processing in the absence of spatial detail. These findings will enable the development of novel tools to improve the quality of life of low vision patients.

The spatial mismatch effect is based on global configuration and not on perceptual records within the visual cache.

PubMed

Zimmer, Hubert D; Lehnert, Günther

2006-01-01

If configurations of objects are presented in a S1-S2 matching task for the identity of objects a spatial mismatch effect occurs. Changing the (irrelevant) spatial layout lengthens response times. We investigated what causes this effect. We observed a reliable mismatch effect that was not influenced by a secondary task during maintenance. Neither articulatory suppression (Experiment 1), nor unattended (Experiments 2 and 6) or attended visual material (Experiment 3) reduced the effect, and this was independent of the length of the retention interval (Experiment 6). The effect was also rather independent of the visual appearance of the local elements. It was of similar size with color patches (Experiment 4) and with completely different surface information when testing was cross modal (Experiment 5), and the name-ability of the global configuration was not relevant (Experiments 6 and 7). In contrast, the figurative similarity of the configurations of S1 and S2 systematically influenced the size of the spatial mismatch effect (Experiment 7). We conclude that the spatial mismatch effect is caused by a mismatch of the global shape of the configuration stored together with the objects of S1 and not by a mismatch of templates of perceptual records maintained in a visual cache.

What is the context of contextual cueing?

PubMed

Makovski, Tal

2016-12-01

People have a powerful ability to extract regularities from noisy environments and to utilize this knowledge to assist in visual search. Extensive research has shown that this ability, termed contextual cueing (CC), is robust and ubiquitous, but it is still unclear what exactly is the context that is being leaned. Researchers have typically focused on how people learn spatial configuration regularities and have hence used simplified, meaningless search stimuli. Here, observers performed visual search tasks using images of real-world objects. The results revealed that, contrary to past findings, the repetition of either arbitrary spatial information or identity information was not sufficient to produce context learning. Instead, learning was found only when both types of information were repeated together. These results were further replicated in hybrid search tasks, in which subjects looked for multiple target templates. Together, these data suggest that CC is more limited than typically assumed, yet this learning is highly robust.

Component processes underlying future thinking.

PubMed

D'Argembeau, Arnaud; Ortoleva, Claudia; Jumentier, Sabrina; Van der Linden, Martial

2010-09-01

This study sought to investigate the component processes underlying the ability to imagine future events, using an individual-differences approach. Participants completed several tasks assessing different aspects of future thinking (i.e., fluency, specificity, amount of episodic details, phenomenology) and were also assessed with tasks and questionnaires measuring various component processes that have been hypothesized to support future thinking (i.e., executive processes, visual-spatial processing, relational memory processing, self-consciousness, and time perspective). The main results showed that executive processes were correlated with various measures of future thinking, whereas visual-spatial processing abilities and time perspective were specifically related to the number of sensory descriptions reported when specific future events were imagined. Furthermore, individual differences in self-consciousness predicted the subjective feeling of experiencing the imagined future events. These results suggest that future thinking involves a collection of processes that are related to different facets of future-event representation.

The Relations between Early Working Memory Abilities and Later Developing Reading Skills: A Longitudinal Study from Kindergarten to Fifth Grade

ERIC Educational Resources Information Center

Nevo, Einat; Bar-Kochva, Irit

2015-01-01

This study investigated the relations of early working-memory abilities (phonological and visual-spatial short-term memory [STM] and complex memory and episodic buffer memory) and later developing reading skills. Sixty Hebrew-speaking children were followed from kindergarten through Grade 5. Working memory was tested in kindergarten and reading in…

Automated Airdrop Information Retrieval System-Human Fact ors Database (AAIRS-HFD) (Users Manual)

DTIC Science & Technology

1994-09-01

creeps, or chokes) Pressure Change Disorders Loss of Sensorimotor Abilities Loss of Cognitive/Perceptual Abilities Treatment drug therapy ...physical therapy cognitive therapy biofeedback therapy 73 9. Psychological Factors Situational Awareness altitude awareness Visual/Spatial...on/off valve prebreather Floatation Devices life preserver Scuba Gear Ankle Braces Knee Braces/Pads 82 7. Cargo/Resupply Parachute Assembly

Visual navigation in adolescents with early periventricular lesions: knowing where, but not getting there.

PubMed

Pavlova, Marina; Sokolov, Alexander; Krägeloh-Mann, Ingeborg

2007-02-01

Visual navigation in familiar and unfamiliar surroundings is an essential ingredient of adaptive daily life behavior. Recent brain imaging work helps to recognize that establishing connectivity between brain regions is of importance for successful navigation. Here, we ask whether the ability to navigate is impaired in adolescents who were born premature and suffer congenital bilateral periventricular brain damage that might affect the pathways interconnecting subcortical structures with cortex. Performance on a set of visual labyrinth tasks was significantly worse in patients with periventricular leukomalacia (PVL) as compared with premature-born controls without lesions and term-born adolescents. The ability for visual navigation inversely relates to the severity of motor disability, leg-dominated bilateral spastic cerebral palsy. This agrees with the view that navigation ability substantially improves with practice and might be compromised in individuals with restrictions in active spatial exploration. Visual navigation is negatively linked to the volumetric extent of lesions over the right parietal and frontal periventricular regions. Whereas impairments of visual processing of point-light biological motion are associated in patients with PVL with bilateral parietal periventricular lesions, navigation ability is specifically linked to the frontal lesions in the right hemisphere. We suggest that more anterior periventricular lesions impair the interrelations between the right hippocampus and cortical areas leading to disintegration of neural networks engaged in visual navigation. For the first time, we show that the severity of right frontal periventricular damage and leg-dominated motor disorders can serve as independent predictors of the visual navigation disability.

Eye of the Forehead and Eye of the Mind: How Engineers and Scientists See

ScienceCinema

Lienhard, John [NPR, United States

2017-12-09

Public radio host Dr. John Lienhard gives a talk titled "Eye of the Forehead and Eye of the Mind: How Engineers and Scientists See". Lienhard contends that spatial visualization is the subtlest of abilities. In his talk, he traces its evolution through the past five centuries and explains how remarkable aids to seeing may have been placing mental visualization under threat.

Visualizing 3D Objects from 2D Cross Sectional Images Displayed "In-Situ" versus "Ex-Situ"

ERIC Educational Resources Information Center

Wu, Bing; Klatzky, Roberta L.; Stetten, George

2010-01-01

The present research investigates how mental visualization of a 3D object from 2D cross sectional images is influenced by displacing the images from the source object, as is customary in medical imaging. Three experiments were conducted to assess people's ability to integrate spatial information over a series of cross sectional images in order to…

Long-term memory for verbal and visual information in Down syndrome and Williams syndrome: performance on the Doors and People test.

PubMed

Jarrold, Christopher; Baddeley, Alan D; Phillips, Caroline

2007-02-01

Previous studies have suggested that Williams syndrome and Down syndrome may be associated with specific short-term memory deficits. Individuals with Williams syndrome perform relatively poorly on tests of visuo-spatial short-term memory and individuals with Down syndrome show a relative deficit on verbal short-term memory tasks. However, these patterns of impairments may reflect the impact of generally impaired visuo-spatial processing skills in Williams syndrome, and verbal abilities in Down syndrome. The current study explored this possibility by assessing long-term memory among 15 individuals with Williams syndrome and 20 individuals with Down syndrome using the Doors and People test, a battery which assesses recall and recognition of verbal and visual information. Individuals' performance was standardised for age and level of intellectual ability with reference to that shown by a sample of 110 typically developing children. The results showed that individuals with Down syndrome have no differential deficits in long-term memory for verbal information, implying that verbal short-term memory deficits in this population are relatively selective. Instead both individuals with Down syndrome and with Williams syndrome showed some evidence of relatively poor performance on tests of long-term memory for visual information. It is therefore possible that visuo-spatial short-term memory deficits that have previously been demonstrated in Williams syndrome may be secondary to more general problems in visuo-spatial processing in this population.

Spatial problem-solving strategies of middle school students: Wayfinding with geographic information systems

NASA Astrophysics Data System (ADS)

Wigglesworth, John C.

2000-06-01

Geographic Information Systems (GIS) is a powerful computer software package that emphasizes the use of maps and the management of spatially referenced environmental data archived in a systems data base. Professional applications of GIS have been in place since the 1980's, but only recently has GIS gained significant attention in the K--12 classroom. Students using GIS are able to manipulate and query data in order to solve all manners of spatial problems. Very few studies have examined how this technological innovation can support classroom learning. In particular, there has been little research on how experience in using the software correlates with a child's spatial cognition and his/her ability to understand spatial relationships. This study investigates the strategies used by middle school students to solve a wayfinding (route-finding) problem using the ArcView GIS software. The research design combined an individual background questionnaire, results from the Group Assessment of Logical Thinking (GALT) test, and analysis of reflective think-aloud sessions to define the characteristics of the strategies students' used to solve this particular class of spatial problem. Three uniquely different spatial problem solving strategies were identified. Visual/Concrete Wayfinders used a highly visual strategy; Logical/Abstract Wayfinders used GIS software tools to apply a more analytical and systematic approach; Transitional Wayfinders used an approach that showed evidence of one that was shifting from a visual strategy to one that was more analytical. The triangulation of data sources indicates that this progression of wayfinding strategy can be correlated both to Piagetian stages of logical thought and to experience with the use of maps. These findings suggest that GIS teachers must be aware that their students' performance will lie on a continuum that is based on cognitive development, spatial ability, and prior experience with maps. To be most effective, GIS teaching strategies and curriculum development should also represent a progression that correlates to the learners' current skills and experience.

Age-related macular degeneration changes the processing of visual scenes in the brain.

PubMed

Ramanoël, Stephen; Chokron, Sylvie; Hera, Ruxandra; Kauffmann, Louise; Chiquet, Christophe; Krainik, Alexandre; Peyrin, Carole

2018-01-01

In age-related macular degeneration (AMD), the processing of fine details in a visual scene, based on a high spatial frequency processing, is impaired, while the processing of global shapes, based on a low spatial frequency processing, is relatively well preserved. The present fMRI study aimed to investigate the residual abilities and functional brain changes of spatial frequency processing in visual scenes in AMD patients. AMD patients and normally sighted elderly participants performed a categorization task using large black and white photographs of scenes (indoors vs. outdoors) filtered in low and high spatial frequencies, and nonfiltered. The study also explored the effect of luminance contrast on the processing of high spatial frequencies. The contrast across scenes was either unmodified or equalized using a root-mean-square contrast normalization in order to increase contrast in high-pass filtered scenes. Performance was lower for high-pass filtered scenes than for low-pass and nonfiltered scenes, for both AMD patients and controls. The deficit for processing high spatial frequencies was more pronounced in AMD patients than in controls and was associated with lower activity for patients than controls not only in the occipital areas dedicated to central and peripheral visual fields but also in a distant cerebral region specialized for scene perception, the parahippocampal place area. Increasing the contrast improved the processing of high spatial frequency content and spurred activation of the occipital cortex for AMD patients. These findings may lead to new perspectives for rehabilitation procedures for AMD patients.

Association of visual sensory function and higher order visual processing skills with incident driving cessation

PubMed Central

Huisingh, Carrie; McGwin, Gerald; Owsley, Cynthia

2017-01-01

Background Many studies on vision and driving cessation have relied on measures of sensory function, which are insensitive to the higher order cognitive aspects of visual processing. The purpose of this study was to examine the association between traditional measures of visual sensory function and higher order visual processing skills with incident driving cessation in a population-based sample of older drivers. Methods Two thousand licensed drivers aged ≥70 were enrolled and followed-up for three years. Tests for central vision and visual processing were administered at baseline and included visual acuity, contrast sensitivity, sensitivity in the driving visual field, visual processing speed (Useful Field of View (UFOV) Subtest 2 and Trails B), and spatial ability measured by the Visual Closure Subtest of the Motor-free Visual Perception Test. Participants self-reported the month and year of driving cessation and provided a reason for cessation. Cox proportional hazards models were used to generate crude and adjusted hazard ratios with 95% confidence intervals between visual functioning characteristics and risk of driving cessation over a three-year period. Results During the study period, 164 participants stopped driving which corresponds to a cumulative incidence of 8.5%. Impaired contrast sensitivity, visual fields, visual processing speed (UFOVand Trails B), and spatial ability were significant risk factors for subsequent driving cessation after adjusting for age, gender, marital status, number of medical conditions, and miles driven. Visual acuity impairment was not associated with driving cessation. Medical problems (63%), specifically musculoskeletal and neurological problems, as well as vision problems (17%) were cited most frequently as the reason for driving cessation. Conclusion Assessment of cognitive and visual functioning can provide useful information about subsequent risk of driving cessation among older drivers. In addition, a variety of factors, not just vision, influenced the decision to stop driving and may be amenable to intervention. PMID:27353969

Effects of peptides from Phascolosoma esculenta on spatial learning and memory via anti-oxidative character in mice.

PubMed

Liu, Lianliang; Cao, Jinxuan; Chen, Jiong; Zhang, Xin; Wu, Zufang; Xiang, Huan

2016-09-19

This study was aimed to evaluate effects of peptides from Phascolosoma esculenta and its ferrous-chelating peptides on spatial learning and memory in mice by Morris water maze test. 100mg/kg peptide on spatial learning and memory function about quadrant time and passing times through the platform better than 50 and 150mg/kg group during exploration period (P<0.05), without body weight between the weight and visual ability. 100mg/kg ferrous-chelating peptide group performed better ability of spatial learning and memory than 100mg/kg peptide group (P<0.05). qRT-PCR results showed that 50 and 100mg/kg administration peptide and 100mg/kg ferrous-chelating peptide can significantly improve mRNA expression of NR2A, NR2B and BDNF with oxidative stress status (GSH-Px, SOD, TAC and MDA), which explained mechanism for improving learning and memory ability in mice via anti-oxidative character. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Visual selective attention in amnestic mild cognitive impairment.

PubMed

McLaughlin, Paula M; Anderson, Nicole D; Rich, Jill B; Chertkow, Howard; Murtha, Susan J E

2014-11-01

Subtle deficits in visual selective attention have been found in amnestic mild cognitive impairment (aMCI). However, few studies have explored performance on visual search paradigms or the Simon task, which are known to be sensitive to disease severity in Alzheimer's patients. Furthermore, there is limited research investigating how deficiencies can be ameliorated with exogenous support (auditory cues). Sixteen individuals with aMCI and 14 control participants completed 3 experimental tasks that varied in demand and cue availability: visual search-alerting, visual search-orienting, and Simon task. Visual selective attention was influenced by aMCI, auditory cues, and task characteristics. Visual search abilities were relatively consistent across groups. The aMCI participants were impaired on the Simon task when working memory was required, but conflict resolution was similar to controls. Spatially informative orienting cues improved response times, whereas spatially neutral alerting cues did not influence performance. Finally, spatially informative auditory cues benefited the aMCI group more than controls in the visual search task, specifically at the largest array size where orienting demands were greatest. These findings suggest that individuals with aMCI have working memory deficits and subtle deficiencies in orienting attention and rely on exogenous information to guide attention. © The Author 2013. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Auditory perception and the control of spatially coordinated action of deaf and hearing children.

PubMed

Savelsbergh, G J; Netelenbos, J B; Whiting, H T

1991-03-01

From birth onwards, auditory stimulation directs and intensifies visual orientation behaviour. In deaf children, by definition, auditory perception cannot take place and cannot, therefore, make a contribution to visual orientation to objects approaching from outside the initial field of view. In experiment 1, a difference in catching ability is demonstrated between deaf and hearing children (10-13 years of age) when the ball approached from the periphery or from outside the field of view. No differences in catching ability between the two groups occurred when the ball approached from within the field of view. A second experiment was conducted in order to determine if differences in catching ability between deaf and hearing children could be attributed to execution of slow orientating movements and/or slow reaction time as a result of the auditory loss. The deaf children showed slower reaction times. No differences were found in movement times between deaf and hearing children. Overall, the findings suggest that a lack of auditory stimulation during development can lead to deficiencies in the coordination of actions such as catching which are both spatially and temporally constrained.

Robust Models for Operator Workload Estimation

DTIC Science & Technology

2015-03-01

piloted aircraft (RPA) simultaneously, a vast improvement in resource utilization compared to existing operations that require several operators per...into distinct cognitive channels (visual, auditory, spatial, etc.) based on our ability to multitask effectively as long as no one channel is

Prenatal Phthalate, Triclosan, and Bisphenol A Exposures and Child Visual-Spatial Abilities

PubMed Central

Braun, Joseph M.; Bellinger, David C.; Hauser, Russ; Wright, Robert O.; Chen, Aimin; Calafat, Antonia M.; Yolton, Kimberly; Lanphear, Bruce P.

2016-01-01

Introduction During fetal development, sex steroids influence sexually dimorphic behaviors, such as visual-spatial abilities. Thus, endocrine disrupting chemicals that impact sex steroids during gestation may affect these behaviors. Objective We investigated the relationship between prenatal urinary phthalate metabolite, triclosan, and BPA concentrations and visual-spatial abilities in a prospective cohort of 198 mother-child dyads. Methods Data are from a prospective cohort in Cincinnati, OH (HOME Study). We measured nine phthalate metabolites, triclosan, and BPA in maternal urine samples collected at 16 and 26 weeks of gestation. We assessed children’s visual-spatial abilities at 8 years of age using the Virtual Morris Water Maze (VMWM), a computerized version of the rodent Morris Water Maze. We quantified the covariate-adjusted change in the time or distance to complete the VMWM and time spent in the correct quadrant during a probe trial with an interquartile range increase in chemical concentrations using linear mixed models and linear regression, respectively. Results Boys completed the VMWM faster (4.1 seconds; 95% CI:−7.1, −1.2) and in less distance (1.4 units; 95% CI:−2.8, 0) than girls. Overall, children with higher mono-n-butyl (MnBP), mono- benzyl (MBzP), and mono-carboxypropyl phthalate concentrations completed the VMWM in less time and distance than children with lower concentrations. For example, children with higher MnBP concentrations completed the VMWM in 0.9 less distance units (95% CI:−1.8, −0.0). Child sex modified the association between MnBP and VMWM performance. In girls, higher MnBP concentrations were associated with longer time (1.7 seconds; 95% CI: −0.7, 4.1) and shorter distance (−1.7 units; 95% CI: −2.8, −0.5), whereas in boys, it was associated with shorter time (−3.0 seconds; 95% CI:−5.6, −0.4), but not distance (−0.1 units; 95% CI:1.4, 1.0). Other phthalate metabolites, triclosan, and BPA were not associated with VMWM performance, and sex did not consistently modify these associations. Conclusions In this cohort, greater prenatal urinary concentrations of some phthalate metabolites were associated with improved VMWM performance, particularly among boys. Future studies should confirm these findings and determine if phthalates affect other hormonally sensitive aspects of child neurobehavior. PMID:27888119

The Importance of Visual Experience, Gender, and Emotion in the Assessment of an Assistive Tactile Mouse.

PubMed

Brayda, Luca; Campus, Claudio; Memeo, Mariacarla; Lucagrossi, Laura

2015-01-01

Tactile maps are efficient tools to improve spatial understanding and mobility skills of visually impaired people. Their limited adaptability can be compensated with haptic devices which display graphical information, but their assessment is frequently limited to performance-based metrics only which can hide potential spatial abilities in O&M protocols. We assess a low-tech tactile mouse able to deliver three-dimensional content considering how performance, mental workload, behavior, and anxiety status vary with task difficulty and gender in congenitally blind, late blind, and sighted subjects. Results show that task difficulty coherently modulates the efficiency and difficulty to build mental maps, regardless of visual experience. Although exhibiting attitudes that were similar and gender-independent, the females had lower performance and higher cognitive load, especially when congenitally blind. All groups showed a significant decrease in anxiety after using the device. Tactile graphics with our device seems therefore to be applicable with different visual experiences, with no negative emotional consequences of mentally demanding spatial tasks. Going beyond performance-based assessment, our methodology can help with better targeting technological solutions in orientation and mobility protocols.

Study of target and non-target interplay in spatial attention task.

PubMed

Sweeti; Joshi, Deepak; Panigrahi, B K; Anand, Sneh; Santhosh, Jayasree

2018-02-01

Selective visual attention is the ability to selectively pay attention to the targets while inhibiting the distractors. This paper aims to study the targets and non-targets interplay in spatial attention task while subject attends to the target object present in one visual hemifield and ignores the distractor present in another visual hemifield. This paper performs the averaged evoked response potential (ERP) analysis and time-frequency analysis. ERP analysis agrees to the left hemisphere superiority over late potentials for the targets present in right visual hemifield. Time-frequency analysis performed suggests two parameters i.e. event-related spectral perturbation (ERSP) and inter-trial coherence (ITC). These parameters show the same properties for the target present in either of the visual hemifields but show the difference while comparing the activity corresponding to the targets and non-targets. In this way, this study helps to visualise the difference between targets present in the left and right visual hemifields and, also the targets and non-targets present in the left and right visual hemifields. These results could be utilised to monitor subjects' performance in brain-computer interface (BCI) and neurorehabilitation.

The role of cognitive and visual abilities as predictors in the Multifactorial Model of Driving Safety.

PubMed

Anstey, Kaarin J; Horswill, Mark S; Wood, Joanne M; Hatherly, Christopher

2012-03-01

The current study evaluated part of the Multifactorial Model of Driving Safety to elucidate the relative importance of cognitive function and a limited range of standard measures of visual function in relation to the Capacity to Drive Safely. Capacity to Drive Safely was operationalized using three validated screening measures for older drivers. These included an adaptation of the well validated Useful Field of View (UFOV) and two newer measures, namely a Hazard Perception Test (HPT), and a Hazard Change Detection Task (HCDT). Community dwelling drivers (n=297) aged 65-96 were assessed using a battery of measures of cognitive and visual function. Factor analysis of these predictor variables yielded factors including Executive/Speed, Vision (measured by visual acuity and contrast sensitivity), Spatial, Visual Closure, and Working Memory. Cognitive and Vision factors explained 83-95% of age-related variance in the Capacity to Drive Safely. Spatial and Working Memory were associated with UFOV, HPT and HCDT, Executive/Speed was associated with UFOV and HCDT and Vision was associated with HPT. The Capacity to Drive Safely declines with chronological age, and this decline is associated with age-related declines in several higher order cognitive abilities involving manipulation and storage of visuospatial information under speeded conditions. There are also age-independent effects of cognitive function and vision that determine driving safety. Copyright © 2011 Elsevier Ltd. All rights reserved.

The Profile of Memory Function in Children With Autism

PubMed Central

Williams, Diane L.; Goldstein, Gerald; Minshew, Nancy J.

2007-01-01

A clinical memory test was administered to 38 high-functioning children with autism and 38 individually matched normal controls, 8–16 years of age. The resulting profile of memory abilities in the children with autism was characterized by relatively poor memory for complex visual and verbal information and spatial working memory with relatively intact associative learning ability, verbal working memory, and recognition memory. A stepwise discriminant function analysis of the subtests found that the Finger Windows subtest, a measure of spatial working memory, discriminated most accurately between the autism and normal control groups. A principal components analysis indicated that the factor structure of the subtests differed substantially between the children with autism and controls, suggesting differing organizations of memory ability. PMID:16460219

The Effectiveness of Interacting with Scientific Animations in Chemistry Using Mobile Devices on Grade 12 Students' Spatial Ability and Scientific Reasoning Skills

NASA Astrophysics Data System (ADS)

Al-Balushi, Sulaiman M.; Al-Musawi, Ali S.; Ambusaidi, Abdullah K.; Al-Hajri, Fatemah H.

2017-02-01

The purpose of the current study was to investigate the effectiveness of interacting with animations using mobile devices on grade 12 students' spatial and reasoning abilities. The study took place in a grade 12 context in Oman. A quasi-experimental design was used with an experimental group of 32 students and a control group of 28 students. The experimental group studied chemistry using mobile tablets that had a digital instructional package with different animation and simulations. There was one tablet per student. A spatial ability test and a scientific reasoning test were administered to both groups prior and after the study, which lasted for 9 weeks. The findings showed that there were significant statistical differences between the two groups in terms of spatial ability in favour of the experimental group. However, there were no differences between the two groups in terms of reasoning ability. The authors reasoned that the types of animations and simulations used in the current study featured a wide range of three-dimensional animated illustrations at the particulate level of matter. Most probably, this decreased the level of abstractness that usually accompanies chemical entities and phenomena and helped the students to visualize the interactions between submicroscopic entities spatially. Further research is needed to decide on types of scientific animations that could help students improve their scientific reasoning.

A State Space Model for Spatial Updating of Remembered Visual Targets during Eye Movements

PubMed Central

Mohsenzadeh, Yalda; Dash, Suryadeep; Crawford, J. Douglas

2016-01-01

In the oculomotor system, spatial updating is the ability to aim a saccade toward a remembered visual target position despite intervening eye movements. Although this has been the subject of extensive experimental investigation, there is still no unifying theoretical framework to explain the neural mechanism for this phenomenon, and how it influences visual signals in the brain. Here, we propose a unified state-space model (SSM) to account for the dynamics of spatial updating during two types of eye movement; saccades and smooth pursuit. Our proposed model is a non-linear SSM and implemented through a recurrent radial-basis-function neural network in a dual Extended Kalman filter (EKF) structure. The model parameters and internal states (remembered target position) are estimated sequentially using the EKF method. The proposed model replicates two fundamental experimental observations: continuous gaze-centered updating of visual memory-related activity during smooth pursuit, and predictive remapping of visual memory activity before and during saccades. Moreover, our model makes the new prediction that, when uncertainty of input signals is incorporated in the model, neural population activity and receptive fields expand just before and during saccades. These results suggest that visual remapping and motor updating are part of a common visuomotor mechanism, and that subjective perceptual constancy arises in part from training the visual system on motor tasks. PMID:27242452

Neural Summation in the Hawkmoth Visual System Extends the Limits of Vision in Dim Light.

PubMed

Stöckl, Anna Lisa; O'Carroll, David Charles; Warrant, Eric James

2016-03-21

Most of the world's animals are active in dim light and depend on good vision for the tasks of daily life. Many have evolved visual adaptations that permit a performance superior to that of manmade imaging devices [1]. In insects, a major model visual system, nocturnal species show impressive visual abilities ranging from flight control [2, 3], to color discrimination [4, 5], to navigation using visual landmarks [6-8] or dim celestial compass cues [9, 10]. In addition to optical adaptations that improve their sensitivity in dim light [11], neural summation of light in space and time-which enhances the coarser and slower features of the scene at the expense of noisier finer and faster features-has been suggested to improve sensitivity in theoretical [12-14], anatomical [15-17], and behavioral [18-20] studies. How these summation strategies function neurally is, however, presently unknown. Here, we quantified spatial and temporal summation in the motion vision pathway of a nocturnal hawkmoth. We show that spatial and temporal summation combine supralinearly to substantially increase contrast sensitivity and visual information rate over four decades of light intensity, enabling hawkmoths to see at light levels 100 times dimmer than without summation. Our results reveal how visual motion is calculated neurally in dim light and how spatial and temporal summation improve sensitivity while simultaneously maximizing spatial and temporal resolution, thus extending models of insect motion vision derived predominantly from diurnal flies. Moreover, the summation strategies we have revealed may benefit manmade vision systems optimized for variable light levels [21]. Copyright © 2016 Elsevier Ltd. All rights reserved.

Laser-induced fluorescence imaging of subsurface tissue structures with a volume holographic spatial-spectral imaging system.

PubMed

Luo, Yuan; Gelsinger-Austin, Paul J; Watson, Jonathan M; Barbastathis, George; Barton, Jennifer K; Kostuk, Raymond K

2008-09-15

A three-dimensional imaging system incorporating multiplexed holographic gratings to visualize fluorescence tissue structures is presented. Holographic gratings formed in volume recording materials such as a phenanthrenquinone poly(methyl methacrylate) photopolymer have narrowband angular and spectral transmittance filtering properties that enable obtaining spatial-spectral information within an object. We demonstrate this imaging system's ability to obtain multiple depth-resolved fluorescence images simultaneously.

Suppressive mechanisms in visual motion processing: From perception to intelligence.

PubMed

Tadin, Duje

2015-10-01

Perception operates on an immense amount of incoming information that greatly exceeds the brain's processing capacity. Because of this fundamental limitation, the ability to suppress irrelevant information is a key determinant of perceptual efficiency. Here, I will review a series of studies investigating suppressive mechanisms in visual motion processing, namely perceptual suppression of large, background-like motions. These spatial suppression mechanisms are adaptive, operating only when sensory inputs are sufficiently robust to guarantee visibility. Converging correlational and causal evidence links these behavioral results with inhibitory center-surround mechanisms, namely those in cortical area MT. Spatial suppression is abnormally weak in several special populations, including the elderly and individuals with schizophrenia-a deficit that is evidenced by better-than-normal direction discriminations of large moving stimuli. Theoretical work shows that this abnormal weakening of spatial suppression should result in motion segregation deficits, but direct behavioral support of this hypothesis is lacking. Finally, I will argue that the ability to suppress information is a fundamental neural process that applies not only to perception but also to cognition in general. Supporting this argument, I will discuss recent research that shows individual differences in spatial suppression of motion signals strongly predict individual variations in IQ scores. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

The association between reading abilities and visual-spatial attention in Hong Kong Chinese children.

PubMed

Liu, Sisi; Liu, Duo; Pan, Zhihui; Xu, Zhengye

2018-03-25

A growing body of research suggests that visual-spatial attention is important for reading achievement. However, few studies have been conducted in non-alphabetic orthographies. This study extended the current research to reading development in Chinese, a logographic writing system known for its visual complexity. Eighty Hong Kong Chinese children were selected and divided into poor reader and typical reader groups, based on their performance on the measures of reading fluency, Chinese character reading, and reading comprehension. The poor and typical readers were matched on age and nonverbal intelligence. A Posner's spatial cueing task was adopted to measure the exogenous and endogenous orienting of visual-spatial attention. Although the typical readers showed the cueing effect in the central cue condition (i.e., responses to targets following valid cues were faster than those to targets following invalid cues), the poor readers did not respond differently in valid and invalid conditions, suggesting an impairment of the endogenous orienting of attention. The two groups, however, showed a similar cueing effect in the peripheral cue condition, indicating intact exogenous orienting in the poor readers. These findings generally supported a link between the orienting of covert attention and Chinese reading, providing evidence for the attentional-deficit theory of dyslexia. Copyright © 2018 John Wiley & Sons, Ltd.

Functional Magnetic Resonance Imaging

ERIC Educational Resources Information Center

Voos, Avery; Pelphrey, Kevin

2013-01-01

Functional magnetic resonance imaging (fMRI), with its excellent spatial resolution and ability to visualize networks of neuroanatomical structures involved in complex information processing, has become the dominant technique for the study of brain function and its development. The accessibility of in-vivo pediatric brain-imaging techniques…

ThinkSpace: Spatial Thinking in Middle School Astronomy Labs

NASA Astrophysics Data System (ADS)

Udomprasert, Patricia S.; Goodman, Alyssa A.; Plummer, Julia; Sadler, Philip M.; Johnson, Erin; Sunbury, Susan; Zhang, Helen; Dussault, Mary E.

2016-01-01

Critical breakthroughs in science (e.g., Einstein's Theory of General Relativity, and Watson & Crick's discovery of the structure of DNA), originated with those scientists' ability to think spatially, and research has shown that spatial ability correlates strongly with likelihood of entering a career in STEM. Mounting evidence also shows that spatial skills are malleable, i.e., they can be improved through training. We report early work from a new project that will build on this research to create a series of middle schools science labs called "Thinking Spatially about the Universe" (ThinkSpace), in which students will use a blend of physical and virtual models (in WorldWide Telescope) to explore complex 3-dimensional phenomena in space science. In the three-year ThinkSpace labs project, astronomers, technologists, and education researchers are collaborating to create and test a suite of three labs designed to improve learners' spatial abilities through studies of: 1) Moon phases and eclipses; 2) planetary systems around stars other than the Sun; and 3.) celestial motions within the broader universe. The research program will determine which elements in the labs will best promote improvement of spatial skills within activities that emphasize disciplinary core ideas; and how best to optimize interactive dynamic visualizations to maximize student understanding.

Perceptual and academic patterns of learning-disabled/gifted students.

PubMed

Waldron, K A; Saphire, D G

1992-04-01

This research explored ways gifted children with learning disabilities perceive and recall auditory and visual input and apply this information to reading, mathematics, and spelling. 24 learning-disabled/gifted children and a matched control group of normally achieving gifted students were tested for oral reading, word recognition and analysis, listening comprehension, and spelling. In mathematics, they were tested for numeration, mental and written computation, word problems, and numerical reasoning. To explore perception and memory skills, students were administered formal tests of visual and auditory memory as well as auditory discrimination of sounds. Their responses to reading and to mathematical computations were further considered for evidence of problems in visual discrimination, visual sequencing, and visual spatial areas. Analyses indicated that these learning-disabled/gifted students were significantly weaker than controls in their decoding skills, in spelling, and in most areas of mathematics. They were also significantly weaker in auditory discrimination and memory, and in visual discrimination, sequencing, and spatial abilities. Conclusions are that these underlying perceptual and memory deficits may be related to students' academic problems.

Analysis of students geometry skills viewed from spatial intelligence

NASA Astrophysics Data System (ADS)

Riastuti, Nova; Mardiyana, Pramudya, Ikrar

2017-12-01

Geometry is one of the difficult materials for students because students must have the ability to visualize, describe the picture, draw a figure, and know the kinds of figures. This study aimisto describe the students geometry skills in resolving geometry problems viewed from spatial intelligence. This research uses a descriptive qualitative method has aim to identify students geometry skills by 6 students in eight grade of Ngawi regency, Indonesia. The subjects were 2 students with high spatial intelligence, 2 students with medium spatial intelligence, and 2 students with low spatial intelligence. Datas were collected based on written test and interview. The result of this research showed that the students geometry skills viewed from spatial intelligence includes. The results of this study indicate that there was a correlation between students' spatial intelligence with geometric skills. Students had different geometric skills in each category of spatial intelligence, although there were similarities in some geometry skill indicators. Students with low spatial intelligence had less geometry skills, thus requiring special attention from teachers. Mathematics teachers are expected to provide more practice questions that reinforce students' geometry skills including visual skills, descriptive skills, drawing skills, logical skills, applied skills.

Oxidative Stress, Motor Abilities, and Behavioral Adjustment in Children Treated for Acute Lymphoblastic Leukemia.

PubMed

Hockenberry, Marilyn J; Krull, Kevin R; Insel, Kathleen C; Harris, Lynnette L; Gundy, Patricia M; Adkins, Kristin B; Pasvogel, Alice E; Taylor, Olga A; Koerner, Kari M; Montgomery, David W; Ross, Adam K; Hill, Adam; Moore, Ida M

2015-09-01

To examine associations among oxidative stress, fine and visual-motor abilities, and behavioral adjustment in children receiving chemotherapy for acute lymphoblastic leukemia (ALL)
. A prospective, repeated-measures design
. Two pediatric oncology settings in the southwestern United States. 89 children with ALL were followed from diagnosis to the end of chemotherapy. Serial cerebrospinal fluid samples were collected during scheduled lumbar punctures and analyzed for oxidative stress biomarkers. Children completed fine motor dexterity, visual processing speed, and visual-motor integration measures at three time points. Parents completed child behavior ratings at the same times. Oxidative stress, fine motor dexterity, visual processing, visual-motor integration, and behavioral adjustment
. Children with ALL had below-average fine motor dexterity, visual processing speed, and visual-motor integration following the induction phase of ALL therapy. By end of therapy, visual processing speed normalized, and fine motor dexterity and visual-motor integration remained below average. Oxidative stress measures correlated with fine motor dexterity and visual-motor integration. Decreased motor functioning was associated with increased hyperactivity and anxiety
. Oxidative stress occurs following chemo-therapy for childhood ALL and is related to impaired fine motor skills and visual symptoms
. Early intervention should be considered to prevent fine motor and visual-spatial deficits, as well as behavioral problems.

Individual differences in spatial relation processing: effects of strategy, ability, and gender

PubMed Central

van der Ham, Ineke J. M.; Borst, Gregoire

2011-01-01

Numerous studies have focused on the distinction between categorical and coordinate spatial relations. Categorical relations are propositional and abstract, and often related to a left hemisphere advantage. Coordinate relations specify the metric information of the relative locations of objects, and can be linked to right hemisphere processing. Yet, not all studies have reported such a clear double dissociation; in particular the categorical left hemisphere advantage is not always reported. In the current study we investigated whether verbal and spatial strategies, verbal and spatial cognitive abilities, and gender could account for the discrepancies observed in hemispheric lateralization of spatial relations. Seventy-five participants performed two visual half field, match-to-sample tasks (Van der Ham et al., 2007; 2009) to study the lateralization of categorical and coordinate relation processing. For each participant we determined the strategy they used in each of the two tasks. Consistent with previous findings, we found an overall categorical left hemisphere advantage and coordinate right hemisphere advantage. The lateralization pattern was affected selectively by the degree to which participants used a spatial strategy and by none of the other variables (i.e., verbal strategy, cognitive abilities, and gender). Critically, the categorical left hemisphere advantage was observed only for participants that relied strongly on a spatial strategy. This result is another piece of evidence that categorical spatial relation processing relies on spatial and not verbal processes. PMID:21353361

The role of general dynamic coordination in the handwriting skills of children

PubMed Central

Scordella, Andrea; Di Sano, Sergio; Aureli, Tiziana; Cerratti, Paola; Verratti, Vittore; Fanò-Illic, Giorgio; Pietrangelo, Tiziana

2015-01-01

Difficulties in handwriting are often reported in children with developmental coordination disorder, and they represent an important element in the diagnosis. The present study was aimed at investigating the relation between motor coordination and handwriting skills, and to identify differences in handwriting between children without and with coordination difficulties. In particular, we asked whether visual–spatial skills have a role as mediating variables between motor coordination and handwriting. We assessed motor coordination as well as graphic abilities in children aged 7–10 years. Moreover, we evaluated their visual–motor integration, visual–spatial skills, and other cognitive abilities (memory and planning). We found no relation between motor coordination and handwriting skills, while visual–spatial skills (measured by a visual-constructive task) were related with both. Our conclusion is that visual–spatial skills are involved both in general motor coordination and in handwriting, but the relationship involves different aspects in the two cases. PMID:25999893

Processing speed and visuospatial executive function predict visual working memory ability in older adults.

PubMed

Brown, Louise A; Brockmole, James R; Gow, Alan J; Deary, Ian J

2012-01-01

BACKGROUND/STUDY CONTEXT: Visual working memory (VWM) has been shown to be particularly age sensitive. Determining which measures share variance with this cognitive ability in older adults may help to elucidate the key factors underlying the effects of aging. Predictors of VWM (measured by a modified Visual Patterns Test) were investigated in a subsample (N = 44, mean age = 73) of older adults from the Lothian Birth Cohort 1936 (LBC1936; Deary et al., 2007 , BMC Geriatrics, 7, 28). Childhood intelligence (Moray House Test) and contemporaneous measures of processing speed (four-choice reaction time), executive function (verbal fluency; block design), and spatial working memory (backward spatial span), were assessed as potential predictors. All contemporaneous measures except verbal fluency were significantly associated with VWM, and processing speed had the largest effect size (r = -.53, p < .001). In linear regression analysis, even after adjusting for childhood intelligence, processing speed and the executive measure associated with visuospatial organization accounted for 35% of the variance in VWM. Processing speed may affect VWM performance in older adults via speed of encoding and/or rate of rehearsal, while executive resources specifically associated with visuospatial material are also important.

Multisensory Rehabilitation Training Improves Spatial Perception in Totally but Not Partially Visually Deprived Children

PubMed Central

Cappagli, Giulia; Finocchietti, Sara; Baud-Bovy, Gabriel; Cocchi, Elena; Gori, Monica

2017-01-01

Since it has been shown that spatial development can be delayed in blind children, focused sensorimotor trainings that associate auditory and motor information might be used to prevent the risk of spatial-related developmental delays or impairments from an early age. With this aim, we proposed a new technological device based on the implicit link between action and perception: ABBI (Audio Bracelet for Blind Interaction) is an audio bracelet that produces a sound when a movement occurs by allowing the substitution of the visuo-motor association with a new audio-motor association. In this study, we assessed the effects of an extensive but entertaining sensorimotor training with ABBI on the development of spatial hearing in a group of seven 3–5 years old children with congenital blindness (n = 2; light perception or no perception of light) or low vision (n = 5; visual acuity range 1.1–1.7 LogMAR). The training required the participants to play several spatial games individually and/or together with the psychomotor therapist 1 h per week for 3 months: the spatial games consisted of exercises meant to train their ability to associate visual and motor-related signals from their body, in order to foster the development of multisensory processes. We measured spatial performance by asking participants to indicate the position of one single fixed (static condition) or moving (dynamic condition) sound source on a vertical sensorized surface. We found that spatial performance of congenitally blind but not low vision children is improved after the training, indicating that early interventions with the use of science-driven devices based on multisensory capabilities can provide consistent advancements in therapeutic interventions, improving the quality of life of children with visual disability. PMID:29097987

[Analyzing the Wechsler Intelligence Scale for Children-Revised (WISC-R) in Children With Attention Deficit and Hyperactivity Disorder: Predictive Value of Subtests, Kaufman, and Bannatyne Categories].

PubMed

Tural Hesapçıoğlu, Selma; Çelik, Cihat; Özmen, Sevim; Yiğit, İbrahim

2016-01-01

The aim of this study is to evaluate the predictive value of intelligence quotients scores (IQs), subtests of Wechsler Intelligence Scale for Children-Revised (WISC-R) and Kaufman's and Bannatyne's categories scores which are the sums of subtests of WISC-R in attention deficit hyperactivity disorder (ADHD). Another aim is to examine the difference of some neurocognitive skills between the children with ADHD and their unaffected peers by WISC-R subtests. WISC-R's subtest and IQ scores, and scores of Kaufman's and Bannatyne's categories of the children who were diagnosed with only ADHD were compared with the same scores of the children who were in healthy control group (N= 111) and were in ADHD with co morbidity group (N= 82). It was found that the subtest scores (vocabulary, comprehension, digit span, picture completion and block design) of the children with only ADHD and ADHD with comorbidity were significantly lower than healthy group. It was observed that subtests of comprehension (Wald= 5.47, df= 1, p=0.05), digit span (Wald= 16.79, df= 1, p=0.001) and picture completion (Wald= 5.25, df= 1, p=0.05) predicted significantly ADHD. In addition, the categories of freedom from distractibility (Wald= 8.22, df= 1, p=0.01) and spatial abilities (Wald= 12.22, df= 1, p<0.0001) were predictive for ADHD in this study. Problem solving abilities in social processes, auditory short-term memories, visual-spatial abilities and visual configuration abilities of the children with ADHD was observed to be lower than their healthy peers. It was thought that in WISC-R's profile analysis, the categories of freedom from distractibility and spatial abilities can be distinctive in ADHD diagnose.

Differential approach to strategies of segmental stabilisation in postural control.

PubMed

Isableu, Brice; Ohlmann, Théophile; Crémieux, Jacques; Amblard, Bernard

2003-05-01

The present paper attempts to clarify the between-subjects variability exhibited in both segmental stabilisation strategies and their subordinated or associated sensory contribution. Previous data have emphasised close relationships between the interindividual variability in both the visual control of posture and the spatial visual perception. In this study, we focused on the possible relationships that might link perceptual visual field dependence-independence and the visual contribution to segmental stabilisation strategies. Visual field dependent (FD) and field independent (FI) subjects were selected on the basis of their extreme score in a static rod and frame test where an estimation of the subjective vertical was required. In the postural test, the subjects stood in the sharpened Romberg position in darkness or under normal or stroboscopic illumination, in front of either a vertical or a tilted frame. Strategies of segmental stabilisation of the head, shoulders and hip in the roll plane were analysed by means of their anchoring index (AI). Our hypothesis was that FD subjects might use mainly visual cues for calibrating not only their spatial perception but also their strategies of segmental stabilisation. In the case of visual cue disturbances, a greater visual dependency to the strategies of segmental stabilisation in FD subjects should be validated by observing more systematic "en bloc" functioning (i.e. negative AI) between two adjacent segments. The main results are the following: 1. Strategies of segmental stabilisation differed between both groups and differences were amplified with the deprivation of either total vision and/or static visual cues. 2. In the absence of total vision and/or static visual cues, FD subjects have shown an increased efficiency of the hip stabilisation in space strategy and an "en bloc" operation of the shoulder-hip unit (whole trunk). The last "en bloc" operation was extended to the whole head-trunk unit in darkness, associated with a hip stabilisation in space. 3. The FI subjects have adopted neither a strategy of segmental stabilisation in space nor on the underlying segment, whatever the body segment considered and the visual condition. Thus, in this group, head, shoulder and hip moved independently from each other during stance control, roughly without taking into account the visual condition. The results, emphasising a differential weighting of sensory input involved in both perceptual and postural control, are discussed in terms of the differential choice and/or ability to select the adequate frame of reference common to both cognitive and motor spatial activities. We assumed that a motor-somesthetics "neglect" or a lack of mastering of these inputs/outputs rather than a mere visual dependence in FD subjects would generate these interindividual differences in both spatial perception and postural balance. This proprioceptive "neglect" is assumed to lead FD subjects to sensory reweighting, whereas proprioceptive dominance would lead FI subjects to a greater ability in selecting the adequate frame of reference in the case of intersensory disturbances. Finally, this study also provides evidence for a new interpretation of the visual field dependence-independence dimension in both spatial perception and postural control.

Cognitive predictors of copying and drawing from memory of the Rey-Osterrieth complex figure in 7- to 10-year-old children.

PubMed

Senese, Vincenzo Paolo; De Lucia, Natascia; Conson, Massimiliano

2015-01-01

Cognitive models of drawing are mainly based on assessment of copying performance of adults, whereas only a few studies have verified these models in young children. Moreover, developmental investigations have only rarely performed a systematic examination of the contribution of perceptual and representational visuo-spatial processes to copying and drawing from memory. In this study we investigated the role of visual perception and mental representation in both copying and drawing from memory skills in a sample of 227 typically developing children (53% females) aged 7-10 years. Participants underwent a neuropsychological assessment and the Rey-Osterrieth Complex Figure (ROCF). The fit and invariance of the predictive model considering visuo-spatial abilities, working memory, and executive functions were tested by means of hierarchical regressions and path analysis. Results showed that, in a gender invariant way, visual perception abilities and spatial mental representation had a direct effect on copying performance, whereas copying performance was the only specific predictor for drawing from memory. These effects were independent from age and socioeconomic status, and showed that cognitive models of drawing built up for adults could be considered for predicting copying and drawing from memory in children.

Predicting successful tactile mapping of virtual objects.

PubMed

Brayda, Luca; Campus, Claudio; Gori, Monica

2013-01-01

Improving spatial ability of blind and visually impaired people is the main target of orientation and mobility (O&M) programs. In this study, we use a minimalistic mouse-shaped haptic device to show a new approach aimed at evaluating devices providing tactile representations of virtual objects. We consider psychophysical, behavioral, and subjective parameters to clarify under which circumstances mental representations of spaces (cognitive maps) can be efficiently constructed with touch by blindfolded sighted subjects. We study two complementary processes that determine map construction: low-level perception (in a passive stimulation task) and high-level information integration (in an active exploration task). We show that jointly considering a behavioral measure of information acquisition and a subjective measure of cognitive load can give an accurate prediction and a practical interpretation of mapping performance. Our simple TActile MOuse (TAMO) uses haptics to assess spatial ability: this may help individuals who are blind or visually impaired to be better evaluated by O&M practitioners or to evaluate their own performance.

Horizontal visual search in a large field by patients with unilateral spatial neglect.

PubMed

Nakatani, Ken; Notoya, Masako; Sunahara, Nobuyuki; Takahashi, Shusuke; Inoue, Katsumi

2013-06-01

In this study, we investigated the horizontal visual search ability and pattern of horizontal visual search in a large space performed by patients with unilateral spatial neglect (USN). Subjects included nine patients with right hemisphere damage caused by cerebrovascular disease showing left USN, nine patients with right hemisphere damage but no USN, and six healthy individuals with no history of brain damage who were age-matched to the groups with brain right hemisphere damage. The number of visual search tasks accomplished was recorded in the first experiment. Neck rotation angle was continuously measured during the task and quantitative data of the measurements were collected. There was a strong correlation between the number of visual search tasks accomplished and the total Behavioral Inattention Test Conventional Subtest (BITC) score in subjects with right hemisphere damage. In both USN and control groups, the head position during the visual search task showed a balanced bell-shaped distribution from the central point on the field to the left and right sides. Our results indicate that compensatory strategies, including cervical rotation, may improve visual search capability and achieve balance on the neglected side. Copyright © 2012 Elsevier Ltd. All rights reserved.

Action video games improve reading abilities and visual-to-auditory attentional shifting in English-speaking children with dyslexia.

PubMed

Franceschini, Sandro; Trevisan, Piergiorgio; Ronconi, Luca; Bertoni, Sara; Colmar, Susan; Double, Kit; Facoetti, Andrea; Gori, Simone

2017-07-19

Dyslexia is characterized by difficulties in learning to read and there is some evidence that action video games (AVG), without any direct phonological or orthographic stimulation, improve reading efficiency in Italian children with dyslexia. However, the cognitive mechanism underlying this improvement and the extent to which the benefits of AVG training would generalize to deep English orthography, remain two critical questions. During reading acquisition, children have to integrate written letters with speech sounds, rapidly shifting their attention from visual to auditory modality. In our study, we tested reading skills and phonological working memory, visuo-spatial attention, auditory, visual and audio-visual stimuli localization, and cross-sensory attentional shifting in two matched groups of English-speaking children with dyslexia before and after they played AVG or non-action video games. The speed of words recognition and phonological decoding increased after playing AVG, but not non-action video games. Furthermore, focused visuo-spatial attention and visual-to-auditory attentional shifting also improved only after AVG training. This unconventional reading remediation program also increased phonological short-term memory and phoneme blending skills. Our report shows that an enhancement of visuo-spatial attention and phonological working memory, and an acceleration of visual-to-auditory attentional shifting can directly translate into better reading in English-speaking children with dyslexia.

Genome U-Plot: a whole genome visualization.

PubMed

Gaitatzes, Athanasios; Johnson, Sarah H; Smadbeck, James B; Vasmatzis, George

2018-05-15

The ability to produce and analyze whole genome sequencing (WGS) data from samples with structural variations (SV) generated the need to visualize such abnormalities in simplified plots. Conventional two-dimensional representations of WGS data frequently use either circular or linear layouts. There are several diverse advantages regarding both these representations, but their major disadvantage is that they do not use the two-dimensional space very efficiently. We propose a layout, termed the Genome U-Plot, which spreads the chromosomes on a two-dimensional surface and essentially quadruples the spatial resolution. We present the Genome U-Plot for producing clear and intuitive graphs that allows researchers to generate novel insights and hypotheses by visualizing SVs such as deletions, amplifications, and chromoanagenesis events. The main features of the Genome U-Plot are its layered layout, its high spatial resolution and its improved aesthetic qualities. We compare conventional visualization schemas with the Genome U-Plot using visualization metrics such as number of line crossings and crossing angle resolution measures. Based on our metrics, we improve the readability of the resulting graph by at least 2-fold, making apparent important features and making it easy to identify important genomic changes. A whole genome visualization tool with high spatial resolution and improved aesthetic qualities. An implementation and documentation of the Genome U-Plot is publicly available at https://github.com/gaitat/GenomeUPlot. vasmatzis.george@mayo.edu. Supplementary data are available at Bioinformatics online.

Aging and the visual perception of exocentric distance.

PubMed

Norman, J Farley; Adkins, Olivia C; Norman, Hideko F; Cox, Andrea G; Rogers, Connor E

2015-04-01

The ability of 18 younger and older adults to visually perceive exocentric distances was evaluated. The observers judged the extent of fronto-parallel and in-depth spatial intervals at a variety of viewing distances from 50cm to 164.3cm. Most of the observers perceived in-depth intervals to be significantly smaller than fronto-parallel intervals, a finding that is consistent with previous studies. While none of the individual observers' judgments of exocentric distance were accurate, the judgments of the older observers were significantly more accurate than those of the younger observers. The precision of the observers' judgments across repeated trials, however, was not affected by age. The results demonstrate that increases in age can produce significant improvements in the visual ability to perceive the magnitude of exocentric distances. Copyright © 2015 Elsevier Ltd. All rights reserved.

Superior visual performance in nocturnal insects: neural principles and bio-inspired technologies

NASA Astrophysics Data System (ADS)

Warrant, Eric J.

2016-04-01

At night, our visual capacities are severely reduced, with a complete loss in our ability to see colour and a dramatic loss in our ability to see fine spatial and temporal details. This is not the case for many nocturnal animals, notably insects. Our recent work, particularly on fast-flying moths and bees and on ball-rolling dung beetles, has shown that nocturnal animals are able to distinguish colours, to detect faint movements, to learn visual landmarks, to orient to the faint pattern of polarised light produced by the moon and to navigate using the stars. These impressive visual abilities are the result of exquisitely adapted eyes and visual systems, the product of millions of years of evolution. Nocturnal animals typically have highly sensitive eye designs and visual neural circuitry that is optimised for extracting reliable information from dim and noisy visual images. Even though we are only at the threshold of understanding the neural mechanisms responsible for reliable nocturnal vision, growing evidence suggests that the neural summation of photons in space and time is critically important: even though vision in dim light becomes necessarily coarser and slower, it also becomes significantly more reliable. We explored the benefits of spatiotemporal summation by creating a computer algorithm that mimicked nocturnal visual processing strategies. This algorithm dramatically increased the reliability of video collected in dim light, including the preservation of colour, strengthening evidence that summation strategies are essential for nocturnal vision.

Psychological Resources of Adults with Developmental Dyslexia

ERIC Educational Resources Information Center

Lockiewicz, Marta; Bogdanowicz, Katarzyna M.; Bogdanowicz, Marta

2014-01-01

The aim of our study was to describe specific psychological resources of adults with developmental dyslexia and compare them with psychological resources of adults without developmental dyslexia. Potential differences were analyzed in visual-spatial, creative, and motivational abilities. No evidence was found for either creative, or visuospatial…

A Process Model for the Comprehension of Organic Chemistry Notation

ERIC Educational Resources Information Center

Havanki, Katherine L.

2012-01-01

This dissertation examines the cognitive processes individuals use when reading organic chemistry equations and factors that affect these processes, namely, visual complexity of chemical equations and participant characteristics (expertise, spatial ability, and working memory capacity). A six stage process model for the comprehension of organic…

Seeing is being

Treesearch

Philip Merrifield

1977-01-01

Aspects of perceptual development in children are reviewed, and implications drawn for nurturing spatial abilities in urban environments. Emphasis is placed on the visual complexities of man-made urban surroundings, and their utilization in training. Further, attention is drawn to the individual child's imagination as a resource in developing his perceptual...

Cognitive Profile of Turner Syndrome

ERIC Educational Resources Information Center

Hong, David; Kent, Jamie Scaletta; Kesler, Shelli

2009-01-01

Turner syndrome (TS) is a relatively common neurogenetic disorder characterized by complete or partial monosomy-X in a phenotypic female. TS is associated with a cognitive profile that typically includes intact intellectual function and verbal abilities with relative weaknesses in visual-spatial, executive, and social cognitive domains. In this…

Visualizing petroleum systems with a combination of GIS and multimedia technologies: An example from the West Siberia Basin

DOE Office of Scientific and Technical Information (OSTI.GOV)

Walsh, D.B.; Grace, J.D.

1996-12-31

Petroleum system studies provide an ideal application for the combination of Geographic Information System (GIS) and multimedia technologies. GIS technology is used to build and maintain the spatial and tabular data within the study region. Spatial data may comprise the zones of active source rocks and potential reservoir facies. Similarly, tabular data include the attendant source rock parameters (e.g. pyroloysis results, organic carbon content) and field-level exploration and production histories for the basin. Once the spatial and tabular data base has been constructed, GIS technology is useful in finding favorable exploration trends, such as zones of high organic content, maturemore » source rocks in positions adjacent to sealed, high porosity reservoir facies. Multimedia technology provides powerful visualization tools for petroleum system studies. The components of petroleum system development, most importantly generation, migration and trap development typically span periods of tens to hundreds of millions of years. The ability to animate spatial data over time provides an insightful alternative for studying the development of processes which are only captured in {open_quotes}snapshots{close_quotes} by static maps. New multimedia-authoring software provides this temporal dimension. The ability to record this data on CD-ROMs and allow user- interactivity further leverages the combination of spatial data bases, tabular data bases and time-based animations. The example used for this study was the Bazhenov-Neocomian petroleum system of West Siberia.« less

Visualizing petroleum systems with a combination of GIS and multimedia technologies: An example from the West Siberia Basin

DOE Office of Scientific and Technical Information (OSTI.GOV)

Walsh, D.B.; Grace, J.D.

1996-01-01

Petroleum system studies provide an ideal application for the combination of Geographic Information System (GIS) and multimedia technologies. GIS technology is used to build and maintain the spatial and tabular data within the study region. Spatial data may comprise the zones of active source rocks and potential reservoir facies. Similarly, tabular data include the attendant source rock parameters (e.g. pyroloysis results, organic carbon content) and field-level exploration and production histories for the basin. Once the spatial and tabular data base has been constructed, GIS technology is useful in finding favorable exploration trends, such as zones of high organic content, maturemore » source rocks in positions adjacent to sealed, high porosity reservoir facies. Multimedia technology provides powerful visualization tools for petroleum system studies. The components of petroleum system development, most importantly generation, migration and trap development typically span periods of tens to hundreds of millions of years. The ability to animate spatial data over time provides an insightful alternative for studying the development of processes which are only captured in [open quotes]snapshots[close quotes] by static maps. New multimedia-authoring software provides this temporal dimension. The ability to record this data on CD-ROMs and allow user- interactivity further leverages the combination of spatial data bases, tabular data bases and time-based animations. The example used for this study was the Bazhenov-Neocomian petroleum system of West Siberia.« less

Parahippocampal and retrosplenial contributions to human spatial navigation

PubMed Central

Epstein, Russell A.

2010-01-01

Spatial navigation is a core cognitive ability in humans and animals. Neuroimaging studies have identified two functionally-defined brain regions that activate during navigational tasks and also during passive viewing of navigationally-relevant stimuli such as environmental scenes: the parahippocampal place area (PPA) and the retrosplenial complex (RSC). Recent findings indicate that the PPA and RSC play distinct and complementary roles in spatial navigation, with the PPA more concerned with representation of the local visual scene and RSC more concerned with situating the scene within the broader spatial environment. These findings are a first step towards understanding the separate components of the cortical network that mediates spatial navigation in humans. PMID:18760955

Are there pre-existing neural, cognitive, or motoric markers for musical ability?

PubMed

Norton, Andrea; Winner, Ellen; Cronin, Karl; Overy, Katie; Lee, Dennis J; Schlaug, Gottfried

2005-11-01

Adult musician's brains show structural enlargements, but it is not known whether these are inborn or a consequence of long-term training. In addition, music training in childhood has been shown to have positive effects on visual-spatial and verbal outcomes. However, it is not known whether pre-existing advantages in these skills are found in children who choose to study a musical instrument nor is it known whether there are pre-existing associations between music and any of these outcome measures that could help explain the training effects. To answer these questions, we compared 5- to 7-year-olds beginning piano or string lessons (n=39) with 5- to 7-year-olds not beginning instrumental training (n=31). All children received a series of tests (visual-spatial, non-verbal reasoning, verbal, motor, and musical) and underwent magnetic resonance imaging. We found no pre-existing neural, cognitive, motor, or musical differences between groups and no correlations (after correction for multiple analyses) between music perceptual skills and any brain or visual-spatial measures. However, correlations were found between music perceptual skills and both non-verbal reasoning and phonemic awareness. Such pre-existing correlations suggest similarities in auditory and visual pattern recognition as well a sharing of the neural substrates for language and music processing, most likely due to innate abilities or implicit learning during early development. This baseline study lays the groundwork for an ongoing longitudinal study addressing the effects of intensive musical training on brain and cognitive development, and making it possible to look retroactively at the brain and cognitive development of those children who emerge showing exceptional musical talent.

A review of visual perception mechanisms that regulate rapid adaptive camouflage in cuttlefish.

PubMed

Chiao, Chuan-Chin; Chubb, Charles; Hanlon, Roger T

2015-09-01

We review recent research on the visual mechanisms of rapid adaptive camouflage in cuttlefish. These neurophysiologically complex marine invertebrates can camouflage themselves against almost any background, yet their ability to quickly (0.5-2 s) alter their body patterns on different visual backgrounds poses a vexing challenge: how to pick the correct body pattern amongst their repertoire. The ability of cuttlefish to change appropriately requires a visual system that can rapidly assess complex visual scenes and produce the motor responses-the neurally controlled body patterns-that achieve camouflage. Using specifically designed visual backgrounds and assessing the corresponding body patterns quantitatively, we and others have uncovered several aspects of scene variation that are important in regulating cuttlefish patterning responses. These include spatial scale of background pattern, background intensity, background contrast, object edge properties, object contrast polarity, object depth, and the presence of 3D objects. Moreover, arm postures and skin papillae are also regulated visually for additional aspects of concealment. By integrating these visual cues, cuttlefish are able to rapidly select appropriate body patterns for concealment throughout diverse natural environments. This sensorimotor approach of studying cuttlefish camouflage thus provides unique insights into the mechanisms of visual perception in an invertebrate image-forming eye.

Landmark and route knowledge in children's spatial representation of a virtual environment.

PubMed

Nys, Marion; Gyselinck, Valérie; Orriols, Eric; Hickmann, Maya

2014-01-01

This study investigates the development of landmark and route knowledge in complex wayfinding situations. It focuses on how children (aged 6, 8, and 10 years) and young adults (n = 79) indicate, recognize, and bind landmarks and directions in both verbal and visuo-spatial tasks after learning a virtual route. Performance in these tasks is also related to general verbal and visuo-spatial abilities as assessed by independent standardized tests (attention, working memory, perception of direction, production and comprehension of spatial terms, sentences and stories). The results first show that the quantity and quality of landmarks and directions produced and recognized by participants in both verbal and visuo-spatial tasks increased with age. In addition, an increase with age was observed in participants' selection of decisional landmarks (i.e., landmarks associated with a change of direction), as well as in their capacity to bind landmarks and directions. Our results support the view that children first acquire landmark knowledge, then route knowledge, as shown by their late developing ability to bind knowledge of directions and landmarks. Overall, the quality of verbal and visuo-spatial information in participants' spatial representations was found to vary mostly with their visuo-spatial abilities (attention and perception of directions) and not with their verbal abilities. Interestingly, however, when asked to recognize landmarks encountered during the route, participants show an increasing bias with age toward choosing a related landmark of the same category, regardless of its visual characteristics, i.e., they incorrectly choose the picture of another fountain. The discussion highlights the need for further studies to determine more precisely the role of verbal and visuo-spatial knowledge and the nature of how children learn to represent and memorize routes.

Individual differences in the ability to identify, select and use appropriate frames of reference for perceptuo-motor control.

PubMed

Isableu, B; Ohlmann, T; Cremieux, J; Vuillerme, N; Amblard, B; Gresty, M A

2010-09-01

The causes of the interindividual differences (IDs) in how we perceive and control spatial orientation are poorly understood. Here, we propose that IDs partly reflect preferred modes of spatial referencing and that these preferences or "styles" are maintained from the level of spatial perception to that of motor control. Two groups of experimental subjects, one with high visual field dependency (FD) and one with marked visual field independency (FI) were identified by the Rod and Frame Test, which identifies relative dependency on a visual frame of reference (VFoR). FD and FI subjects were tasked with standing still in conditions of increasing postural difficulty while visual cues of self-orientation (a visual frame tilted in roll) and self-motion (in stroboscopic illumination) were varied and in darkness to assess visual dependency. Postural stability, overall body orientation and modes of segmental stabilization relative to either external (space) or egocentric (adjacent segments) frames of reference in the roll plane were analysed. We hypothesized that a moderate challenge to balance should enhance subjects' reliance on VFoR, particularly in FD subjects, whereas a substantial challenge should constrain subjects to use a somatic-vestibular based FoR to prevent falling in which case IDs would vanish. The results showed that with increasing difficulty, FD subjects became more unstable and more disoriented shown by larger effects of the tilted visual frame on posture. Furthermore, their preference to coalign body/VFoR coordinate systems lead to greater fixation of the head-trunk articulation and stabilization of the hip in space, whereas the head and trunk remained more stabilized in space with the hip fixed on the leg in FI subjects. These results show that FD subjects have difficulties at identifying and/or adopting a more appropriate FoR based on proprioceptive and vestibular cues to regulate the coalignment of posturo/exocentric FoRs. The FI subjects' resistance in the face of altered VFoR and balance challenge resides in their greater ability to coordinate movement by coaligning body axes with more appropriate FoRs (provided by proprioceptive and vestibular co-variance). Copyright (c) 2010 IBRO. Published by Elsevier Ltd. All rights reserved.

Audio-visual speech intelligibility benefits with bilateral cochlear implants when talker location varies.

PubMed

van Hoesel, Richard J M

2015-04-01

One of the key benefits of using cochlear implants (CIs) in both ears rather than just one is improved localization. It is likely that in complex listening scenes, improved localization allows bilateral CI users to orient toward talkers to improve signal-to-noise ratios and gain access to visual cues, but to date, that conjecture has not been tested. To obtain an objective measure of that benefit, seven bilateral CI users were assessed for both auditory-only and audio-visual speech intelligibility in noise using a novel dynamic spatial audio-visual test paradigm. For each trial conducted in spatially distributed noise, first, an auditory-only cueing phrase that was spoken by one of four talkers was selected and presented from one of four locations. Shortly afterward, a target sentence was presented that was either audio-visual or, in another test configuration, audio-only and was spoken by the same talker and from the same location as the cueing phrase. During the target presentation, visual distractors were added at other spatial locations. Results showed that in terms of speech reception thresholds (SRTs), the average improvement for bilateral listening over the better performing ear alone was 9 dB for the audio-visual mode, and 3 dB for audition-alone. Comparison of bilateral performance for audio-visual and audition-alone showed that inclusion of visual cues led to an average SRT improvement of 5 dB. For unilateral device use, no such benefit arose, presumably due to the greatly reduced ability to localize the target talker to acquire visual information. The bilateral CI speech intelligibility advantage over the better ear in the present study is much larger than that previously reported for static talker locations and indicates greater everyday speech benefits and improved cost-benefit than estimated to date.

Dissociation of spatial navigation and visual guidance performance in Purkinje cell degeneration (pcd) mutant mice.

PubMed

Goodlett, C R; Hamre, K M; West, J R

1992-04-10

Spatial learning in rodents requires normal functioning of hippocampal and cortical structures. Recent data suggest that the cerebellum may also be essential. Neurological mutant mice with dysgenesis of the cerebellum provide useful models to examine the effects of abnormal cerebellar function. Mice with one such mutation, Purkinje cell degeneration (pcd), in which Purkinje cells degenerate between the third and fourth postnatal weeks, were evaluated for performance of spatial navigation learning and visual guidance learning in the Morris maze swim-escape task. Unaffected littermates and C57BL/6J mice served as controls. Separate groups of pcd and control mice were tested at 30, 50 and 110 days of age. At all ages, pcd mice had severe deficits in distal-cue (spatial) navigation, failing to decrease path lengths over training and failing to express appropriate spatial biases on probe trials. On the proximal-cue (visual guidance) task, whenever performance differences between groups did occur, they were limited to the initial trials. The ability of the pcd mice to perform the proximal-cue but not the distal-cue task indicates that the massive spatial navigation deficit was not due simply to motor dysfunction. Histological evaluations confirmed that the pcd mutation resulted in Purkinje cell loss without significant depletion of cells in the hippocampal formation. These data provide further evidence that the cerebellum is vital for the expression of behavior directed by spatial cognitive processes.

Neural Encoding of Relative Position

ERIC Educational Resources Information Center

Hayworth, Kenneth J.; Lescroart, Mark D.; Biederman, Irving

2011-01-01

Late ventral visual areas generally consist of cells having a significant degree of translation invariance. Such a "bag of features" representation is useful for the recognition of individual objects; however, it seems unable to explain our ability to parse a scene into multiple objects and to understand their spatial relationships. We…

Human Intelligence: An Introduction to Advances in Theory and Research.

ERIC Educational Resources Information Center

Lohman, David F.

1989-01-01

Recent advances in three research traditions are summarized: trait theories of intelligence, information-processing theories of intelligence, and general theories of thinking. Work on fluid and crystallized abilities by J. Horn and R. Snow, mental speed, spatial visualization, cognitive psychology, artificial intelligence, and the construct of…

Multiple Intelligences and Career Development. Trends and Issues Alert No. 8.

ERIC Educational Resources Information Center

Kerka, Sandra

According to the theory of multiple intelligences (MI), intelligence is a set of abilities, talents, and skills in eight areas: mathematical-logical, spatial-visual, bodily-kinesthetic, musical-rhythmic, verbal-linguistic, interpersonal, intrapersonal, and naturalistic. All humans possess these intelligences in varying degrees, and most people can…

Electrophysiological Correlates of Semantic Processing in Williams Syndrome

ERIC Educational Resources Information Center

Pinheiro, Ana P.; Galdo-Alvarez, Santaigo; Sampaio, Adriana; Niznikiewicz, Margaret; Goncalves, Oscar F.

2010-01-01

Williams syndrome (WS), a genetic neurodevelopmental disorder due to microdeletion in chromosome 7, has been described as a syndrome with an intriguing socio-cognitive phenotype. Cognitively, the relative preservation of language and face processing abilities coexists with severe deficits in visual-spatial tasks, as well as in tasks involving…

Torque, Cognitive Ability, and Schooling.

ERIC Educational Resources Information Center

Csapo, Marg

1985-01-01

West African Hausan Children (N=110) aged 5-6 were administered a torque test and relationshps between the torque task and visual spatial tasks were analyzed. Findings supported the assumption that educational experience related to circling accounts for decrease in torque, or that the educational experiences have potential influence on cortical…

Effect of Exogenous Cues on Covert Spatial Orienting in Deaf and Normal Hearing Individuals

PubMed Central

Prasad, Seema Gorur; Patil, Gouri Shanker; Mishra, Ramesh Kumar

2015-01-01

Deaf individuals have been known to process visual stimuli better at the periphery compared to the normal hearing population. However, very few studies have examined attention orienting in the oculomotor domain in the deaf, particularly when targets appear at variable eccentricity. In this study, we examined if the visual perceptual processing advantage reported in the deaf people also modulates spatial attentional orienting with eye movement responses. We used a spatial cueing task with cued and uncued targets that appeared at two different eccentricities and explored attentional facilitation and inhibition. We elicited both a saccadic and a manual response. The deaf showed a higher cueing effect for the ocular responses than the normal hearing participants. However, there was no group difference for the manual responses. There was also higher facilitation at the periphery for both saccadic and manual responses, irrespective of groups. These results suggest that, owing to their superior visual processing ability, the deaf may orient attention faster to targets. We discuss the results in terms of previous studies on cueing and attentional orienting in deaf. PMID:26517363

Effect of Exogenous Cues on Covert Spatial Orienting in Deaf and Normal Hearing Individuals.

PubMed

Prasad, Seema Gorur; Patil, Gouri Shanker; Mishra, Ramesh Kumar

2015-01-01

Deaf individuals have been known to process visual stimuli better at the periphery compared to the normal hearing population. However, very few studies have examined attention orienting in the oculomotor domain in the deaf, particularly when targets appear at variable eccentricity. In this study, we examined if the visual perceptual processing advantage reported in the deaf people also modulates spatial attentional orienting with eye movement responses. We used a spatial cueing task with cued and uncued targets that appeared at two different eccentricities and explored attentional facilitation and inhibition. We elicited both a saccadic and a manual response. The deaf showed a higher cueing effect for the ocular responses than the normal hearing participants. However, there was no group difference for the manual responses. There was also higher facilitation at the periphery for both saccadic and manual responses, irrespective of groups. These results suggest that, owing to their superior visual processing ability, the deaf may orient attention faster to targets. We discuss the results in terms of previous studies on cueing and attentional orienting in deaf.

Retrospective attention enhances visual working memory in the young but not the old: an ERP study

PubMed Central

Duarte, Audrey; Hearons, Patricia; Jiang, Yashu; Delvin, Mary Courtney; Newsome, Rachel N.; Verhaeghen, Paul

2013-01-01

Behavioral evidence from the young suggests spatial cues that orient attention toward task relevant items in visual working memory (VWM) enhance memory capacity. Whether older adults can also use retrospective cues (“retro-cues”) to enhance VWM capacity is unknown. In the current event-related potential (ERP) study, young and old adults performed a VWM task in which spatially informative retro-cues were presented during maintenance. Young but not older adults’ VWM capacity benefitted from retro-cueing. The contralateral delay activity (CDA) ERP index of VWM maintenance was attenuated after the retro-cue, which effectively reduced the impact of memory load. CDA amplitudes were reduced prior to retro-cue onset in the old only. Despite a preserved ability to delete items from VWM, older adults may be less able to use retrospective attention to enhance memory capacity when expectancy of impending spatial cues disrupts effective VWM maintenance. PMID:23445536

Sex differences in cognition among illiterate Bangladeshis: a comparison with literate Bangladeshis and Swedes.

PubMed

Herlitz, Agneta; Kabir, Zarina N

2006-12-01

We investigated the presence and magnitude of sex differences in late adulthood, assessing 426 illiterate Bangladeshis, 239 literate Bangladeshis, and 598 Swedes. The cognitive domains examined included calculation, episodic memory, spatial visualization, and global cognitive ability. In general, men performed at a higher level than women on tasks assessing calculation and spatial visualization, whereas women performed at a higher level than men on the episodic memory task. Notably, the pattern of cognitive sex differences was similar irrespective of nationality and literacy, although the magnitude of the male advantage was inversely related to level of education. Finally, the low performance of the illiterate women demonstrated the penalizing effect restrictions in public exposure might have on cognitive performance.

Does the Integration of Haptic and Visual Cues Reduce the Effect of a Biased Visual Reference Frame on the Subjective Head Orientation?

PubMed Central

Gueguen, Marc; Vuillerme, Nicolas; Isableu, Brice

2012-01-01

Background The selection of appropriate frames of reference (FOR) is a key factor in the elaboration of spatial perception and the production of robust interaction with our environment. The extent to which we perceive the head axis orientation (subjective head orientation, SHO) with both accuracy and precision likely contributes to the efficiency of these spatial interactions. A first goal of this study was to investigate the relative contribution of both the visual and egocentric FOR (centre-of-mass) in the SHO processing. A second goal was to investigate humans' ability to process SHO in various sensory response modalities (visual, haptic and visuo-haptic), and the way they modify the reliance to either the visual or egocentric FORs. A third goal was to question whether subjects combined visual and haptic cues optimally to increase SHO certainty and to decrease the FORs disruption effect. Methodology/Principal Findings Thirteen subjects were asked to indicate their SHO while the visual and/or egocentric FORs were deviated. Four results emerged from our study. First, visual rod settings to SHO were altered by the tilted visual frame but not by the egocentric FOR alteration, whereas no haptic settings alteration was observed whether due to the egocentric FOR alteration or the tilted visual frame. These results are modulated by individual analysis. Second, visual and egocentric FOR dependency appear to be negatively correlated. Third, the response modality enrichment appears to improve SHO. Fourth, several combination rules of the visuo-haptic cues such as the Maximum Likelihood Estimation (MLE), Winner-Take-All (WTA) or Unweighted Mean (UWM) rule seem to account for SHO improvements. However, the UWM rule seems to best account for the improvement of visuo-haptic estimates, especially in situations with high FOR incongruence. Finally, the data also indicated that FOR reliance resulted from the application of UWM rule. This was observed more particularly, in the visual dependent subject. Conclusions: Taken together, these findings emphasize the importance of identifying individual spatial FOR preferences to assess the efficiency of our interaction with the environment whilst performing spatial tasks. PMID:22509295

The Role of Visual Cues in Microgravity Spatial Orientation

NASA Technical Reports Server (NTRS)

Oman, Charles M.; Howard, Ian P.; Smith, Theodore; Beall, Andrew C.; Natapoff, Alan; Zacher, James E.; Jenkin, Heather L.

2003-01-01

In weightlessness, astronauts must rely on vision to remain spatially oriented. Although gravitational down cues are missing, most astronauts maintain a subjective vertical -a subjective sense of which way is up. This is evidenced by anecdotal reports of crewmembers feeling upside down (inversion illusions) or feeling that a floor has become a ceiling and vice versa (visual reorientation illusions). Instability in the subjective vertical direction can trigger disorientation and space motion sickness. On Neurolab, a virtual environment display system was used to conduct five interrelated experiments, which quantified: (a) how the direction of each person's subjective vertical depends on the orientation of the surrounding visual environment, (b) whether rolling the virtual visual environment produces stronger illusions of circular self-motion (circular vection) and more visual reorientation illusions than on Earth, (c) whether a virtual scene moving past the subject produces a stronger linear self-motion illusion (linear vection), and (d) whether deliberate manipulation of the subjective vertical changes a crewmember's interpretation of shading or the ability to recognize objects. None of the crew's subjective vertical indications became more independent of environmental cues in weightlessness. Three who were either strongly dependent on or independent of stationary visual cues in preflight tests remained so inflight. One other became more visually dependent inflight, but recovered postflight. Susceptibility to illusions of circular self-motion increased in flight. The time to the onset of linear self-motion illusions decreased and the illusion magnitude significantly increased for most subjects while free floating in weightlessness. These decreased toward one-G levels when the subject 'stood up' in weightlessness by wearing constant force springs. For several subjects, changing the relative direction of the subjective vertical in weightlessness-either by body rotation or by simply cognitively initiating a visual reorientation-altered the illusion of convexity produced when viewing a flat, shaded disc. It changed at least one person's ability to recognize previously presented two-dimensional shapes. Overall, results show that most astronauts become more dependent on dynamic visual motion cues and some become responsive to stationary orientation cues. The direction of the subjective vertical is labile in the absence of gravity. This can interfere with the ability to properly interpret shading, or to recognize complex objects in different orientations.

Two randomized trials provide no consistent evidence for nonmusical cognitive benefits of brief preschool music enrichment.

PubMed

Mehr, Samuel A; Schachner, Adena; Katz, Rachel C; Spelke, Elizabeth S

2013-01-01

Young children regularly engage in musical activities, but the effects of early music education on children's cognitive development are unknown. While some studies have found associations between musical training in childhood and later nonmusical cognitive outcomes, few randomized controlled trials (RCTs) have been employed to assess causal effects of music lessons on child cognition and no clear pattern of results has emerged. We conducted two RCTs with preschool children investigating the cognitive effects of a brief series of music classes, as compared to a similar but non-musical form of arts instruction (visual arts classes, Experiment 1) or to a no-treatment control (Experiment 2). Consistent with typical preschool arts enrichment programs, parents attended classes with their children, participating in a variety of developmentally appropriate arts activities. After six weeks of class, we assessed children's skills in four distinct cognitive areas in which older arts-trained students have been reported to excel: spatial-navigational reasoning, visual form analysis, numerical discrimination, and receptive vocabulary. We initially found that children from the music class showed greater spatial-navigational ability than did children from the visual arts class, while children from the visual arts class showed greater visual form analysis ability than children from the music class (Experiment 1). However, a partial replication attempt comparing music training to a no-treatment control failed to confirm these findings (Experiment 2), and the combined results of the two experiments were negative: overall, children provided with music classes performed no better than those with visual arts or no classes on any assessment. Our findings underscore the need for replication in RCTs, and suggest caution in interpreting the positive findings from past studies of cognitive effects of music instruction.

Two Randomized Trials Provide No Consistent Evidence for Nonmusical Cognitive Benefits of Brief Preschool Music Enrichment

PubMed Central

Mehr, Samuel A.; Schachner, Adena; Katz, Rachel C.; Spelke, Elizabeth S.

2013-01-01

Young children regularly engage in musical activities, but the effects of early music education on children's cognitive development are unknown. While some studies have found associations between musical training in childhood and later nonmusical cognitive outcomes, few randomized controlled trials (RCTs) have been employed to assess causal effects of music lessons on child cognition and no clear pattern of results has emerged. We conducted two RCTs with preschool children investigating the cognitive effects of a brief series of music classes, as compared to a similar but non-musical form of arts instruction (visual arts classes, Experiment 1) or to a no-treatment control (Experiment 2). Consistent with typical preschool arts enrichment programs, parents attended classes with their children, participating in a variety of developmentally appropriate arts activities. After six weeks of class, we assessed children's skills in four distinct cognitive areas in which older arts-trained students have been reported to excel: spatial-navigational reasoning, visual form analysis, numerical discrimination, and receptive vocabulary. We initially found that children from the music class showed greater spatial-navigational ability than did children from the visual arts class, while children from the visual arts class showed greater visual form analysis ability than children from the music class (Experiment 1). However, a partial replication attempt comparing music training to a no-treatment control failed to confirm these findings (Experiment 2), and the combined results of the two experiments were negative: overall, children provided with music classes performed no better than those with visual arts or no classes on any assessment. Our findings underscore the need for replication in RCTs, and suggest caution in interpreting the positive findings from past studies of cognitive effects of music instruction. PMID:24349171

Texture characterization for joint compression and classification based on human perception in the wavelet domain.

PubMed

Fahmy, Gamal; Black, John; Panchanathan, Sethuraman

2006-06-01

Today's multimedia applications demand sophisticated compression and classification techniques in order to store, transmit, and retrieve audio-visual information efficiently. Over the last decade, perceptually based image compression methods have been gaining importance. These methods take into account the abilities (and the limitations) of human visual perception (HVP) when performing compression. The upcoming MPEG 7 standard also addresses the need for succinct classification and indexing of visual content for efficient retrieval. However, there has been no research that has attempted to exploit the characteristics of the human visual system to perform both compression and classification jointly. One area of HVP that has unexplored potential for joint compression and classification is spatial frequency perception. Spatial frequency content that is perceived by humans can be characterized in terms of three parameters, which are: 1) magnitude; 2) phase; and 3) orientation. While the magnitude of spatial frequency content has been exploited in several existing image compression techniques, the novel contribution of this paper is its focus on the use of phase coherence for joint compression and classification in the wavelet domain. Specifically, this paper describes a human visual system-based method for measuring the degree to which an image contains coherent (perceptible) phase information, and then exploits that information to provide joint compression and classification. Simulation results that demonstrate the efficiency of this method are presented.

The skeletons in our closet: E-learning tools and what happens when one side does not fit all.

PubMed

Van Nuland, Sonya E; Rogers, Kem A

2017-11-01

In the anatomical sciences, e-learning tools have become a critical component of teaching anatomy when physical space and cadaveric resources are limited. However, studies that use empirical evidence to compare their efficacy to visual-kinesthetic learning modalities are scarce. The study examined how a visual-kinesthetic experience, involving a physical skeleton, impacts learning when compared with virtual manipulation of a simple two-dimensional (2D) e-learning tool, A.D.A.M. Interactive Anatomy. Students from The University of Western Ontario, Canada (n = 77) participated in a dual-task study to: (1) investigate if a dual-task paradigm is an effective tool for measuring cognitive load across these different learning modalities; and (2) to assess the impact of knowledge recall and spatial ability when using them. Students were assessed using knowledge scores, Stroop task reaction times, and mental rotation test scores. Results demonstrated that the dual-task paradigm was not an effective tool for measuring cognitive load across different learning modalities with respect to kinesthetic learning. However, our study highlighted that handing physical specimens yielded major, positive impacts on performance that a simple commercial e-learning tool failed to deliver (P < 0.001). Furthermore, students with low spatial ability were significantly disadvantaged when they studied the bony joint and were tested on contralateral images (P = 0.046, R = 0.326). This suggests that, despite limbs being mirror images, students should be taught the anatomy of, as well as procedures on, both sides of the human body, enhancing the ability of all students, regardless of spatial ability, to take anatomical knowledge into the clinic and perform successfully. Anat Sci Educ 10: 570-588. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Reduced spatial learning in mice infected with the nematode, Heligmosomoides polygyrus.

PubMed

Kavaliers, M; Colwell, D D

1995-06-01

Parasite modification of host behaviour influences a number of critical responses, but little is known about the effects on host spatial abilities. This study examined the effects of infection with the intestinal trichostrongylid nematode, Heligmosomoides polygyrus, on spatial water maze learning by male laboratory mice, Mus musculus. In this task individual mice had to learn the spatial location of a submerged hidden platform using extramaze visual cues. Determinations of spatial performance were made on day 19 post-infection with mice that had been administered either 50 or 200 infective larvae of H. polygyrus. The infected mice displayed over 1 day of testing (6 blocks of 4 trials) significantly poorer acquisition and retention of the water maze task than either sham-infected or control mice, with mice that had received 200 infective larvae displaying significantly poorer spatial performance than individuals receiving 50 larvae. The decrease in spatial learning occurred in the absence of either any symptoms of illness and malaise, or any evident motor, visual and motivational impairments. It is suggested that in this single host system the parasitic infection-induced decrease in spatial learning arises as a side-effect of the host's immunological and neuromodulatory responses and represents a fitness cost of response to infection.

Spatial Learning and Wayfinding in an Immersive Environment: The Digital Fulldome.

PubMed

Hedge, Craig; Weaver, Ruth; Schnall, Simone

2017-05-01

Previous work has examined whether immersive technologies can benefit learning in virtual environments, but the potential benefits of technology in this context are confounded by individual differences such as spatial ability. We assessed spatial knowledge acquisition in male and female participants using a technology not previously examined empirically: the digital fulldome. Our primary aim was to examine whether performance on a test of survey knowledge was better in a fulldome (N = 28, 12 males) relative to a large, flat screen display (N = 27, 13 males). Regression analysis showed that, compared to a flat screen display, males showed higher levels of performance on a test of survey knowledge after learning in the fulldome, but no benefit occurred for females. Furthermore, performance correlated with spatial visualization ability in male participants, but not in female participants. Thus, the digital fulldome is a potentially useful learning aid, capable of accommodating multiple users, but individual differences and use of strategy need to be considered.

Visual landmark-directed scatter-hoarding of Siberian chipmunks Tamias sibiricus.

PubMed

Zhang, Dongyuan; Li, Jia; Wang, Zhenyu; Yi, Xianfeng

2016-05-01

Spatial memory of cached food items plays an important role in cache recovery by scatter-hoarding animals. However, whether scatter-hoarding animals intentionally select cache sites with respect to visual landmarks in the environment and then rely on them to recover their cached seeds for later use has not been extensively explored. Furthermore, there is a lack of evidence on whether there are sex differences in visual landmark-based food-hoarding behaviors in small rodents even though male and female animals exhibit different spatial abilities. In the present study, we used a scatter-hoarding animal, the Siberian chipmunk, Tamias sibiricus to explore these questions in semi-natural enclosures. Our results showed that T. sibiricus preferred to establish caches in the shallow pits labeled with visual landmarks (branches of Pinus sylvestris, leaves of Athyrium brevifrons and PVC tubes). In addition, visual landmarks of P. sylvestris facilitated cache recovery by T. sibiricus. We also found significant sex differences in visual landmark-based food-hoarding strategies in Siberian chipmunks. Males, rather than females, chipmunks tended to establish their caches with respect to the visual landmarks. Our studies show that T. sibiricus rely on visual landmarks to establish and recover their caches, and that sex differences exist in visual landmark-based food hoarding in Siberian chipmunks. © 2015 International Society of Zoological Sciences, Institute of Zoology/Chinese Academy of Sciences and John Wiley & Sons Australia, Ltd.

Global facilitation of attended features is obligatory and restricts divided attention.

PubMed

Andersen, Søren K; Hillyard, Steven A; Müller, Matthias M

2013-11-13

In many common situations such as driving an automobile it is advantageous to attend concurrently to events at different locations (e.g., the car in front, the pedestrian to the side). While spatial attention can be divided effectively between separate locations, studies investigating attention to nonspatial features have often reported a "global effect", whereby items having the attended feature may be preferentially processed throughout the entire visual field. These findings suggest that spatial and feature-based attention may at times act in direct opposition: spatially divided foci of attention cannot be truly independent if feature attention is spatially global and thereby affects all foci equally. In two experiments, human observers attended concurrently to one of two overlapping fields of dots of different colors presented in both the left and right visual fields. When the same color or two different colors were attended on the two sides, deviant targets were detected accurately, and visual-cortical potentials elicited by attended dots were enhanced. However, when the attended color on one side matched the ignored color on the opposite side, attentional modulation of cortical potentials was abolished. This loss of feature selectivity could be attributed to enhanced processing of unattended items that shared the color of the attended items in the opposite field. Thus, while it is possible to attend to two different colors at the same time, this ability is fundamentally constrained by spatially global feature enhancement in early visual-cortical areas, which is obligatory and persists even when it explicitly conflicts with task demands.

Visual-spatial cognition in children using aided communication.

PubMed

Stadskleiv, Kristine; Batorowicz, Beata; Massaro, Munique; van Balkom, Hans; von Tetzchner, Stephen

2018-03-01

Children with severe motor impairments are restricted in their manipulation and exploration of objects, but little is known about how such limitations influence cognitive development. This study investigated visual-constructional abilities in 75 children and adolescents, aged 5;0-15;11 (years;months), with severe speech impairments and no intellectual disabilities (aided group) and in 56 children and adolescents with typical development (reference group). Verbal comprehension, non-verbal reasoning, and visual-spatial perception were assessed with standardized tests. The task of the participants was to verbally instruct communication partners to make physical constructions identical to models that the partner could not see. In the aided group, 55.7% of the constructions were identical to the models participants described, compared to 91.3% in the reference group. In the aided group, test results explained 51.4% of the variance in construction errors. The results indicate that the participants' language skills were decisive for construction success. Visual-perceptual challenges were common among the aided communicators, and their instructions included little information about size and spatial relations. This may reflect less experience with object manipulation and construction than children with typical development, and using aided communication to instruct others to make three-dimensional constructions. The results imply a need for interventions that compensate for the lack of relevant experience.

Uncovering neurodevelopmental windows of susceptibility to manganese exposure using dentine microspatial analyses.

PubMed

Claus Henn, Birgit; Austin, Christine; Coull, Brent A; Schnaas, Lourdes; Gennings, Chris; Horton, Megan K; Hernández-Ávila, Mauricio; Hu, Howard; Téllez-Rojo, Martha Maria; Wright, Robert O; Arora, Manish

2018-02-01

Associations between manganese (Mn) and neurodevelopment may depend on dose and exposure timing, but most studies cannot measure exposure variability over time well. We apply temporally informative tooth-matrix biomarkers to uncover windows of susceptibility in early life when Mn is associated with visual motor ability in childhood. We also explore effect modification by lead (Pb) and child sex. Participants were drawn from the ELEMENT (Early Life Exposures in MExico and NeuroToxicology) longitudinal birth cohort studies. We reconstructed dose and timing of prenatal and early postnatal Mn and Pb exposures for 138 children by analyzing deciduous teeth using laser ablation-inductively coupled plasma-mass spectrometry. Neurodevelopment was assessed between 6 and 16 years of age using the Wide Range Assessment of Visual Motor Abilities (WRAVMA). Mn associations with total WRAVMA scores and subscales were estimated with multivariable generalized additive mixed models. We examined Mn interactions with Pb and child sex in stratified models. Levels of dentine Mn were highest in the second trimester and declined steeply over the prenatal period, with a slower rate of decline after birth. Mn was positively associated with visual spatial and total WRAVMA scores in the second trimester, among children with lower (< median) tooth Pb levels: one standard deviation (SD) increase in ln-transformed dentine Mn at 150 days before birth was associated with a 0.15 [95% CI: 0.04, 0.26] SD increase in total score. This positive association was not observed at high Pb levels. In contrast to the prenatal period, significant negative associations were found in the postnatal period from ~ 6 to 12 months of age, among boys only: one SD increase in ln-transformed dentine Mn was associated with a 0.11 [95% CI: - 0.001, - 0.22] to 0.16 [95% CI: - 0.04, - 0.28] SD decrease in visual spatial score. Using tooth-matrix biomarkers with fine scale temporal profiles of exposure, we found discrete developmental windows in which Mn was associated with visual-spatial abilities. Our results suggest that Mn associations are driven in large part by exposure timing, with beneficial effects found for prenatal levels and toxic effects found for postnatal levels. Copyright © 2017 Elsevier Inc. All rights reserved.

Pen-Enabled, Real-Time Student Engagement for Teaching in STEM Subjects

ERIC Educational Resources Information Center

Urban, Sylvia

2017-01-01

The introduction of pen-enabling devices has been demonstrated to increase a student's ability to solve problems, communicate, and learn during note taking. For the science, technology, engineering, and mathematics subjects that are considered to be symbolic in nature, pen interfaces are better suited for visual-spatial content and also provide a…

Auditory Space Perception in Left- and Right-Handers

ERIC Educational Resources Information Center

Ocklenburg, Sebastian; Hirnstein, Marco; Hausmann, Markus; Lewald, Jorg

2010-01-01

Several studies have shown that handedness has an impact on visual spatial abilities. Here we investigated the effect of laterality on auditory space perception. Participants (33 right-handers, 20 left-handers) completed two tasks of sound localization. In a dark, anechoic, and sound-proof room, sound stimuli (broadband noise) were presented via…

Dyslexia and the Studio: Bridging the Gap between Theory and Practice

ERIC Educational Resources Information Center

Alden, Sandy; Pollock, Venda Louise

2011-01-01

It is generally accepted that art and design related disciplines attract a higher proportion of students with dyslexia than traditional academic counterparts. Combined with this is a prevalent perception that dyslexia predominantly affects students' writing and linguistic ability and it is this, as well as an increased visual-spatial sensibility,…

An Aptitude-Strategy Interaction in Linear Syllogistic Reading. Technical Report No. 15.

ERIC Educational Resources Information Center

Sternberg, Robert J.; Weil, Evelyn M.

An aptitude-strategy interaction in linear syllogistic reasoning was tested on 144 undergraduate and graduate students of both sexes. It was hypothesized that the efficiency of each of four alternative strategies--control, visual, algorithmic, and mixed--would depend upon the subjects' pattern of verbal and spatial abilities. Two tests of verbal…

The development of visuo-spatial working memory.

PubMed

Pickering, S J

2001-01-01

Children's performance on tests of visuo-spatial working memory improves with age, although relatively little is known about why this happens. One explanation concerns the development of the ability to recode visually presented information into phonological form. This process appears to be used from around 8 years of age and is a major contributor to tasks in which stimuli can be verbally labelled. However, evidence suggests that phonological recoding cannot account for all of the age-related change in performance on visuo-spatial working memory tasks. In this review, four other mechanisms (knowledge, processing strategies, processing speed, and attentional capacity) are considered in terms of their contribution to children's visuo-spatial working memory development.

Improved Visual Cognition through Stroboscopic Training

PubMed Central

Appelbaum, L. Gregory; Schroeder, Julia E.; Cain, Matthew S.; Mitroff, Stephen R.

2011-01-01

Humans have a remarkable capacity to learn and adapt, but surprisingly little research has demonstrated generalized learning in which new skills and strategies can be used flexibly across a range of tasks and contexts. In the present work we examined whether generalized learning could result from visual–motor training under stroboscopic visual conditions. Individuals were assigned to either an experimental condition that trained with stroboscopic eyewear or to a control condition that underwent identical training with non-stroboscopic eyewear. The training consisted of multiple sessions of athletic activities during which participants performed simple drills such as throwing and catching. To determine if training led to generalized benefits, we used computerized measures to assess perceptual and cognitive abilities on a variety of tasks before and after training. Computer-based assessments included measures of visual sensitivity (central and peripheral motion coherence thresholds), transient spatial attention (a useful field of view – dual task paradigm), and sustained attention (multiple-object tracking). Results revealed that stroboscopic training led to significantly greater re-test improvement in central visual field motion sensitivity and transient attention abilities. No training benefits were observed for peripheral motion sensitivity or peripheral transient attention abilities, nor were benefits seen for sustained attention during multiple-object tracking. These findings suggest that stroboscopic training can effectively improve some, but not all aspects of visual perception and attention. PMID:22059078

Role of sensory cues on food searching behavior of a captive Manta birostris (Chondrichtyes, Mobulidae).

PubMed

Ari, Csilla; Correia, João P

2008-07-01

This study reports on the first experimental research designed specifically for Manta birostris behavior. The authors attempted to learn about the feeding behavior and environmental cues influencing this behavior, as well as general cognitive ability. The preconditioned Manta's ability to identify food, on the basis of a fraction of the ordinary food signal complex, was tested. The opening of cephalic fins was considered a good indicator of feeding motivation level. The study subject animal used its biological clock to predict time and also associated a specific location with food, suggesting an ability to build up a cognitive map of its environment. Both underwater visual stimuli and olfactory stimuli had a very intense effect on food searching behavior over a 30 m distance, in contrast to visual signs from above the water surface. In addition, although an underwater visual signal resulted in a more intense response than from an olfactory signal, the specimen did not discriminate between different objects tested on the basis of visual sensation. It could therefore be suggested that food searching behavior of Mantas are governed by triggering stimuli, including smell or visual recognition, and modulated by the cognitive spatial map stored in their long-term memory. These findings will hopefully prove useful while devising protecting policies in the natural environment and/or while keeping these animals in captivity. Zoo Biol 27:294-304, 2008. (c) 2008 Wiley-Liss, Inc.

Great bowerbirds create theaters with forced perspective when seen by their audience.

PubMed

Endler, John A; Endler, Lorna C; Doerr, Natalie R

2010-09-28

Birds in the infraorder Corvida [1] (ravens, jays, bowerbirds) are renowned for their cognitive abilities [2-4], which include advanced problem solving with spatial inference [4-8], tool use and complex constructions [7-10], and bowerbird cognitive ability is associated with mating success [11]. Great bowerbird males construct bowers with a long avenue from within which females view the male displaying over his bower court [10]. This predictable audience viewpoint is a prerequisite for forced (altered) visual perspective [12-14]. Males make courts with gray and white objects that increase in size with distance from the avenue entrance. This gradient creates forced visual perspective for the audience; court object visual angles subtended on the female viewer's eye are more uniform than if the objects were placed at random. Forced perspective can yield false perception of size and distance [12, 15]. After experimental reversal of their size-distance gradient, males recovered their gradients within 3 days, and there was little difference from the original after 2 wks. Variation among males in their forced-perspective quality as seen by their female audience indicates that visual perspective is available for use in mate choice, perhaps as an indicator of cognitive ability. Regardless of function, the creation and maintenance of forced visual perspective is clearly important to great bowerbirds and suggests the possibility of a previously unknown dimension of bird cognition. Copyright © 2010 Elsevier Ltd. All rights reserved.

The effect of cognitive-based training for the healthy older people: A meta-analysis of randomized controlled trials

PubMed Central

Chiu, Huei-Ling; Chu, Hsin; Tsai, Jui-Chen; Liu, Doresses; Chen, Ying-Ren; Yang, Hui-Ling

2017-01-01

Background From the perspective of disease prevention, the enhancement of cognitive function among the healthy older people has become an important issue in many countries lately. This study aim to investigate the effect of cognitive-based training on the overall cognitive function, memory, attention, executive function, and visual-spatial ability of the healthy older people. Methods Cochrane, PubMed, EMBASE, MEDLINE, PsycINFO, and CINAHL of selected randomized controlled trials (RCTs), and previous systematic reviews were searched for eligible studies. The population focused on this study were healthy older people who participated in randomized controlled trials that investigated the effectiveness of cognitive-based training. The outcomes including change in overall cognitive function, memory, attention, executive function, and visual-spatial ability. Results We collected a total of 31 RCTs, the results showed that cognitive-based training has a moderate effect on overall cognitive function (g = 0.419; 95%CI = 0.205–0.634) and executive function (g = 0.420; 95%CI = 0.239–0.602), and a small effect on the memory (g = 0.354; 95%CI = 0.244–0.465), attention (g = 0.218; 95%CI = 0.125–0.311), and visual-spatial ability (g = 0.183;95%CI = 0.015–0.352) in healthy older people. Subgroup analysis indicated the intervention characteristics of ≧3 times each week (p = 0.042), ≧8 total training weeks (p = 0.003) and ≧24 total training sessions (p = 0.040) yields a greater effect size. Conclusions Cognitive-based training is effective for the healthy older people. This improvement can represent a clinically important benefit, provide information about the use of cognitive-based training in healthy older people, and help the healthy older people obtain the greatest possible benefit in health promotion and disease prevention. PMID:28459873

Effects of tactile cueing on concurrent performance of military and robotics tasks in a simulated multitasking environment.

PubMed

Chen, J Y C; Terrence, P I

2008-08-01

This study examined the concurrent performance of military gunnery, robotics control and communication tasks in a simulated environment. More specifically, the study investigated how aided target recognition (AiTR) capabilities (delivered either through tactile or tactile + visual cueing) for the gunnery task might benefit overall performance. Results showed that AiTR benefited not only the gunnery task, but also the concurrent robotics and communication tasks. The participants' spatial ability was found to be a good indicator of their gunnery and robotics task performance. However, when AiTR was available to assist their gunnery task, those participants of lower spatial ability were able to perform their robotics tasks as well as those of higher spatial ability. Finally, participants' workload assessment was significantly higher when they teleoperated (i.e. remotely operated) a robot and when their gunnery task was unassisted. These results will further understanding of multitasking performance in military tasking environments. These results will also facilitate the implementation of robots in military settings and will provide useful data to military system designs.

Multi-focused geospatial analysis using probes.

PubMed

Butkiewicz, Thomas; Dou, Wenwen; Wartell, Zachary; Ribarsky, William; Chang, Remco

2008-01-01

Traditional geospatial information visualizations often present views that restrict the user to a single perspective. When zoomed out, local trends and anomalies become suppressed and lost; when zoomed in for local inspection, spatial awareness and comparison between regions become limited. In our model, coordinated visualizations are integrated within individual probe interfaces, which depict the local data in user-defined regions-of-interest. Our probe concept can be incorporated into a variety of geospatial visualizations to empower users with the ability to observe, coordinate, and compare data across multiple local regions. It is especially useful when dealing with complex simulations or analyses where behavior in various localities differs from other localities and from the system as a whole. We illustrate the effectiveness of our technique over traditional interfaces by incorporating it within three existing geospatial visualization systems: an agent-based social simulation, a census data exploration tool, and an 3D GIS environment for analyzing urban change over time. In each case, the probe-based interaction enhances spatial awareness, improves inspection and comparison capabilities, expands the range of scopes, and facilitates collaboration among multiple users.

Manipulation of Pre-Target Activity on the Right Frontal Eye Field Enhances Conscious Visual Perception in Humans

PubMed Central

Chanes, Lorena; Chica, Ana B.; Quentin, Romain; Valero-Cabré, Antoni

2012-01-01

The right Frontal Eye Field (FEF) is a region of the human brain, which has been consistently involved in visuo-spatial attention and access to consciousness. Nonetheless, the extent of this cortical site’s ability to influence specific aspects of visual performance remains debated. We hereby manipulated pre-target activity on the right FEF and explored its influence on the detection and categorization of low-contrast near-threshold visual stimuli. Our data show that pre-target frontal neurostimulation has the potential when used alone to induce enhancements of conscious visual detection. More interestingly, when FEF stimulation was combined with visuo-spatial cues, improvements remained present only for trials in which the cue correctly predicted the location of the subsequent target. Our data provide evidence for the causal role of the right FEF pre-target activity in the modulation of human conscious vision and reveal the dependence of such neurostimulatory effects on the state of activity set up by cue validity in the dorsal attentional orienting network. PMID:22615759

Physics Learning Styles in Higher Education

NASA Astrophysics Data System (ADS)

Loos, Rebecca; Ward, James

2012-03-01

Students in Physics learn in a variety ways depending on backgrounds and interests. This study proposes to evaluate how students in Physics learn using Howard Gardner's Theory of Multiple Intelligences. Physics utilizes numbers, conceptualization of models, observations and visualization skills, and the ability to understand and reflect on specific information. The main objective is to evaluate how Physics students learn specifically using spatial, visual and sequential approaches. This will be assessed by conducting a learning style survey provided by North Carolina State University (NCSU). The survey is completed online by the student after which the results are sent to NCSU. Students will print out the completed survey analysis for further evaluation. The NCSU results categorize students within five of ten learning styles. After the evaluation of Howard Gardner's Theory of Multiple Intelligences and the NCSU definitions of the ten learning styles, the NCSU sensing and visual learning styles will be defined as the Gardener's spatial, visual learning styles. NCSU's sequential learning style will be looked at separately. With the survey results, it can be determined if Physics students fall within the hypothesized learning styles.

Training of Visual-Spatial Working Memory in Preschool Children

PubMed Central

Gade, Miriam; Zoelch, Christof; Seitz-Stein, Katja

2017-01-01

Working memory, the ability to store and manipulate information is of great importance for scholastic achievement in children. In this study, we report four studies in which preschoolers were trained on a visual-spatial working memory span task, namely the Corsi Block Task. Across all four studies, we found significant training effects for the intervention groups compared to active control groups. Confirming recent research, no transfer effects to other working memory tasks were found. Most importantly, our training effects were mainly brought about by children performing below the median in the pretest and those showing median performance, thereby closing the gap to children performing above the median (compensation effect). We consider this finding of great interest to ensure comparable starting conditions when entering school with a relatively short intervention. PMID:28713452

How does experience modulate auditory spatial processing in individuals with blindness?

PubMed

Tao, Qian; Chan, Chetwyn C H; Luo, Yue-jia; Li, Jian-jun; Ting, Kin-hung; Wang, Jun; Lee, Tatia M C

2015-05-01

Comparing early- and late-onset blindness in individuals offers a unique model for studying the influence of visual experience on neural processing. This study investigated how prior visual experience would modulate auditory spatial processing among blind individuals. BOLD responses of early- and late-onset blind participants were captured while performing a sound localization task. The task required participants to listen to novel "Bat-ears" sounds, analyze the spatial information embedded in the sounds, and specify out of 15 locations where the sound would have been emitted. In addition to sound localization, participants were assessed on visuospatial working memory and general intellectual abilities. The results revealed common increases in BOLD responses in the middle occipital gyrus, superior frontal gyrus, precuneus, and precentral gyrus during sound localization for both groups. Between-group dissociations, however, were found in the right middle occipital gyrus and left superior frontal gyrus. The BOLD responses in the left superior frontal gyrus were significantly correlated with accuracy on sound localization and visuospatial working memory abilities among the late-onset blind participants. In contrast, the accuracy on sound localization only correlated with BOLD responses in the right middle occipital gyrus among the early-onset counterpart. The findings support the notion that early-onset blind individuals rely more on the occipital areas as a result of cross-modal plasticity for auditory spatial processing, while late-onset blind individuals rely more on the prefrontal areas which subserve visuospatial working memory.

Trajectory Recognition as the Basis for Object Individuation: A Functional Model of Object File Instantiation and Object-Token Encoding

PubMed Central

Fields, Chris

2011-01-01

The perception of persisting visual objects is mediated by transient intermediate representations, object files, that are instantiated in response to some, but not all, visual trajectories. The standard object file concept does not, however, provide a mechanism sufficient to account for all experimental data on visual object persistence, object tracking, and the ability to perceive spatially disconnected stimuli as continuously existing objects. Based on relevant anatomical, functional, and developmental data, a functional model is constructed that bases visual object individuation on the recognition of temporal sequences of apparent center-of-mass positions that are specifically identified as trajectories by dedicated “trajectory recognition networks” downstream of the medial–temporal motion-detection area. This model is shown to account for a wide range of data, and to generate a variety of testable predictions. Individual differences in the recognition, abstraction, and encoding of trajectory information are expected to generate distinct object persistence judgments and object recognition abilities. Dominance of trajectory information over feature information in stored object tokens during early infancy, in particular, is expected to disrupt the ability to re-identify human and other individuals across perceptual episodes, and lead to developmental outcomes with characteristics of autism spectrum disorders. PMID:21716599

Effects of Hearing Status and Sign Language Use on Working Memory

PubMed Central

Sarchet, Thomastine; Trani, Alexandra

2016-01-01

Deaf individuals have been found to score lower than hearing individuals across a variety of memory tasks involving both verbal and nonverbal stimuli, particularly those requiring retention of serial order. Deaf individuals who are native signers, meanwhile, have been found to score higher on visual-spatial memory tasks than on verbal-sequential tasks and higher on some visual-spatial tasks than hearing nonsigners. However, hearing status and preferred language modality (signed or spoken) frequently are confounded in such studies. That situation is resolved in the present study by including deaf students who use spoken language and sign language interpreting students (hearing signers) as well as deaf signers and hearing nonsigners. Three complex memory span tasks revealed overall advantages for hearing signers and nonsigners over both deaf signers and deaf nonsigners on 2 tasks involving memory for verbal stimuli (letters). There were no differences among the groups on the task involving visual-spatial stimuli. The results are consistent with and extend recent findings concerning the effects of hearing status and language on memory and are discussed in terms of language modality, hearing status, and cognitive abilities among deaf and hearing individuals. PMID:26755684

The importance of spatial ability and mental models in learning anatomy

NASA Astrophysics Data System (ADS)

Chatterjee, Allison K.

As a foundational course in medical education, gross anatomy serves to orient medical and veterinary students to the complex three-dimensional nature of the structures within the body. Understanding such spatial relationships is both fundamental and crucial for achievement in gross anatomy courses, and is essential for success as a practicing professional. Many things contribute to learning spatial relationships; this project focuses on a few key elements: (1) the type of multimedia resources, particularly computer-aided instructional (CAI) resources, medical students used to study and learn; (2) the influence of spatial ability on medical and veterinary students' gross anatomy grades and their mental models; and (3) how medical and veterinary students think about anatomy and describe the features of their mental models to represent what they know about anatomical structures. The use of computer-aided instruction (CAI) by gross anatomy students at Indiana University School of Medicine (IUSM) was assessed through a questionnaire distributed to the regional centers of the IUSM. Students reported using internet browsing, PowerPoint presentation software, and email on a daily bases to study gross anatomy. This study reveals that first-year medical students at the IUSM make limited use of CAI to study gross anatomy. Such studies emphasize the importance of examining students' use of CAI to study gross anatomy prior to development and integration of electronic media into the curriculum and they may be important in future decisions regarding the development of alternative learning resources. In order to determine how students think about anatomical relationships and describe the features of their mental models, personal interviews were conducted with select students based on students' ROT scores. Five typologies of the characteristics of students' mental models were identified and described: spatial thinking, kinesthetic approach, identification of anatomical structures, problem solving strategies, and study methods. Students with different levels of spatial ability visualize and think about anatomy in qualitatively different ways, which is reflected by the features of their mental models. Low spatial ability students thought about and used two-dimensional images from the textbook. They possessed basic two-dimensional models of anatomical structures; they placed emphasis on diagrams and drawings in their studies; and they re-read anatomical problems many times before answering. High spatial ability students thought fully in three-dimensional and imagined rotation and movement of the structures; they made use of many types of images and text as they studied and solved problems. They possessed elaborate three-dimensional models of anatomical structures which they were able to manipulate to solve problems; and they integrated diagrams, drawings, and written text in their studies. Middle spatial ability students were a mix between both low and high spatial ability students. They imagined two-dimensional images popping out of the flat paper to become more three-dimensional, but still relied on drawings and diagrams. Additionally, high spatial ability students used a higher proportion of anatomical terminology than low spatial ability or middle spatial ability students. This provides additional support to the premise that high spatial students' mental models are a complex mixture of imagistic representations and propositional representations that incorporate correct anatomical terminology. Low spatial ability students focused on the function of structures and ways to group information primarily for the purpose of recall. This supports the theory that low spatial students' mental models will be characterized by more on imagistic representations that are general in nature. (Abstract shortened by UMI.)

Visual Image Sensor Organ Replacement

NASA Technical Reports Server (NTRS)

Maluf, David A.

2014-01-01

This innovation is a system that augments human vision through a technique called "Sensing Super-position" using a Visual Instrument Sensory Organ Replacement (VISOR) device. The VISOR device translates visual and other sensors (i.e., thermal) into sounds to enable very difficult sensing tasks. Three-dimensional spatial brightness and multi-spectral maps of a sensed image are processed using real-time image processing techniques (e.g. histogram normalization) and transformed into a two-dimensional map of an audio signal as a function of frequency and time. Because the human hearing system is capable of learning to process and interpret extremely complicated and rapidly changing auditory patterns, the translation of images into sounds reduces the risk of accidentally filtering out important clues. The VISOR device was developed to augment the current state-of-the-art head-mounted (helmet) display systems. It provides the ability to sense beyond the human visible light range, to increase human sensing resolution, to use wider angle visual perception, and to improve the ability to sense distances. It also allows compensation for movement by the human or changes in the scene being viewed.

Effects of sensorineural hearing loss on visually guided attention in a multitalker environment.

PubMed

Best, Virginia; Marrone, Nicole; Mason, Christine R; Kidd, Gerald; Shinn-Cunningham, Barbara G

2009-03-01

This study asked whether or not listeners with sensorineural hearing loss have an impaired ability to use top-down attention to enhance speech intelligibility in the presence of interfering talkers. Listeners were presented with a target string of spoken digits embedded in a mixture of five spatially separated speech streams. The benefit of providing simple visual cues indicating when and/or where the target would occur was measured in listeners with hearing loss, listeners with normal hearing, and a control group of listeners with normal hearing who were tested at a lower target-to-masker ratio to equate their baseline (no cue) performance with the hearing-loss group. All groups received robust benefits from the visual cues. The magnitude of the spatial-cue benefit, however, was significantly smaller in listeners with hearing loss. Results suggest that reduced utility of selective attention for resolving competition between simultaneous sounds contributes to the communication difficulties experienced by listeners with hearing loss in everyday listening situations.

Connecting Geometry and Chemistry: A Three-Step Approach to Three-Dimensional Thinking

ERIC Educational Resources Information Center

Donaghy, Kelley J.; Saxton, Kathleen J.

2012-01-01

A three-step active-learning approach is described to enhance the spatial abilities of general chemistry students with respect to three-dimensional molecular drawing and visualization. These activities are used in a medium-sized lecture hall with approximately 150 students in the first semester of the general chemistry course. The first activity…

Research Reporting Sections, Annual Meeting of the National Council of Teachers of Mathematics (57th, Boston, Massachusetts, April 18-21, 1979).

ERIC Educational Resources Information Center

Higgins, Jon L., Ed.

This document provides abstracts of 20 research reports. Topics covered include: children's comprehension of simple story problems; field independence and group instruction; problem-solving competence and memory; spatial visualization and the use of manipulative materials; effects of games on mathematical skills; problem-solving ability and right…

Mathematics and Science Curricula in Elementary and Secondary Education for American Indian and Alaska Native Students.

ERIC Educational Resources Information Center

Preston, Vera

Issues related to the improvement of mathematics and science education pertain to Native students as well as to the general population. Native students are most successful at tasks that use visual and spatial abilities and that involve simultaneous processing. Instruction should build on Native students' strengths. Experiential learning and…

The force pyramid: a spatial analysis of force application during virtual reality brain tumor resection.

PubMed

Azarnoush, Hamed; Siar, Samaneh; Sawaya, Robin; Zhrani, Gmaan Al; Winkler-Schwartz, Alexander; Alotaibi, Fahad Eid; Bugdadi, Abdulgadir; Bajunaid, Khalid; Marwa, Ibrahim; Sabbagh, Abdulrahman Jafar; Del Maestro, Rolando F

2017-07-01

OBJECTIVE Virtual reality simulators allow development of novel methods to analyze neurosurgical performance. The concept of a force pyramid is introduced as a Tier 3 metric with the ability to provide visual and spatial analysis of 3D force application by any instrument used during simulated tumor resection. This study was designed to answer 3 questions: 1) Do study groups have distinct force pyramids? 2) Do handedness and ergonomics influence force pyramid structure? 3) Are force pyramids dependent on the visual and haptic characteristics of simulated tumors? METHODS Using a virtual reality simulator, NeuroVR (formerly NeuroTouch), ultrasonic aspirator force application was continually assessed during resection of simulated brain tumors by neurosurgeons, residents, and medical students. The participants performed simulated resections of 18 simulated brain tumors with different visual and haptic characteristics. The raw data, namely, coordinates of the instrument tip as well as contact force values, were collected by the simulator. To provide a visual and qualitative spatial analysis of forces, the authors created a graph, called a force pyramid, representing force sum along the z-coordinate for different xy coordinates of the tool tip. RESULTS Sixteen neurosurgeons, 15 residents, and 84 medical students participated in the study. Neurosurgeon, resident and medical student groups displayed easily distinguishable 3D "force pyramid fingerprints." Neurosurgeons had the lowest force pyramids, indicating application of the lowest forces, followed by resident and medical student groups. Handedness, ergonomics, and visual and haptic tumor characteristics resulted in distinct well-defined 3D force pyramid patterns. CONCLUSIONS Force pyramid fingerprints provide 3D spatial assessment displays of instrument force application during simulated tumor resection. Neurosurgeon force utilization and ergonomic data form a basis for understanding and modulating resident force application and improving patient safety during tumor resection.

Image understanding systems based on the unifying representation of perceptual and conceptual information and the solution of mid-level and high-level vision problems

NASA Astrophysics Data System (ADS)

Kuvychko, Igor

2001-10-01

Vision is a part of a larger information system that converts visual information into knowledge structures. These structures drive vision process, resolving ambiguity and uncertainty via feedback, and provide image understanding, that is an interpretation of visual information in terms of such knowledge models. A computer vision system based on such principles requires unifying representation of perceptual and conceptual information. Computer simulation models are built on the basis of graphs/networks. The ability of human brain to emulate similar graph/networks models is found. That means a very important shift of paradigm in our knowledge about brain from neural networks to the cortical software. Starting from the primary visual areas, brain analyzes an image as a graph-type spatial structure. Primary areas provide active fusion of image features on a spatial grid-like structure, where nodes are cortical columns. The spatial combination of different neighbor features cannot be described as a statistical/integral characteristic of the analyzed region, but uniquely characterizes such region itself. Spatial logic and topology naturally present in such structures. Mid-level vision processes like clustering, perceptual grouping, multilevel hierarchical compression, separation of figure from ground, etc. are special kinds of graph/network transformations. They convert low-level image structure into the set of more abstract ones, which represent objects and visual scene, making them easy for analysis by higher-level knowledge structures. Higher-level vision phenomena like shape from shading, occlusion, etc. are results of such analysis. Such approach gives opportunity not only to explain frequently unexplainable results of the cognitive science, but also to create intelligent computer vision systems that simulate perceptional processes in both what and where visual pathways. Such systems can open new horizons for robotic and computer vision industries.

Combining Multiple Forms Of Visual Information To Specify Contact Relations In Spatial Layout

NASA Astrophysics Data System (ADS)

Sedgwick, Hal A.

1990-03-01

An expert system, called Layout2, has been described, which models a subset of available visual information for spatial layout. The system is used to examine detailed interactions between multiple, partially redundant forms of information in an environment-centered geometrical model of an environment obeying certain rather general constraints. This paper discusses the extension of Layout2 to include generalized contact relations between surfaces. In an environment-centered model, the representation of viewer-centered distance is replaced by the representation of environmental location. This location information is propagated through the representation of the environment by a network of contact relations between contiguous surfaces. Perspective information interacts with other forms of information to specify these contact relations. The experimental study of human perception of contact relations in extended spatial layouts is also discussed. Differences between human results and Layout2 results reveal limitations in the human ability to register available information; they also point to the existence of certain forms of information not yet formalized in Layout2.

The Role of Eye Movement Driven Attention in Functional Strabismic Amblyopia

PubMed Central

2015-01-01

Strabismic amblyopia “blunt vision” is a developmental anomaly that affects binocular vision and results in lowered visual acuity. Strabismus is a term for a misalignment of the visual axes and is usually characterized by impaired ability of the strabismic eye to take up fixation. Such impaired fixation is usually a function of the temporally and spatially impaired binocular eye movements that normally underlie binocular shifts in visual attention. In this review, we discuss how abnormal eye movement function in children with misaligned eyes influences the development of normal binocular visual attention and results in deficits in visual function such as depth perception. We also discuss how eye movement function deficits in adult amblyopia patients can also lead to other abnormalities in visual perception. Finally, we examine how the nonamblyopic eye of an amblyope is also affected in strabismic amblyopia. PMID:25838941

Perceived Average Orientation Reflects Effective Gist of the Surface.

PubMed

Cha, Oakyoon; Chong, Sang Chul

2018-03-01

The human ability to represent ensemble visual information, such as average orientation and size, has been suggested as the foundation of gist perception. To effectively summarize different groups of objects into the gist of a scene, observers should form ensembles separately for different groups, even when objects have similar visual features across groups. We hypothesized that the visual system utilizes perceptual groups characterized by spatial configuration and represents separate ensembles for different groups. Therefore, participants could not integrate ensembles of different perceptual groups on a task basis. We asked participants to determine the average orientation of visual elements comprising a surface with a contour situated inside. Although participants were asked to estimate the average orientation of all the elements, they ignored orientation signals embedded in the contour. This constraint may help the visual system to keep the visual features of occluding objects separate from those of the occluded objects.

Hierarchical acquisition of visual specificity in spatial contextual cueing.

PubMed

Lie, Kin-Pou

2015-01-01

Spatial contextual cueing refers to visual search performance's being improved when invariant associations between target locations and distractor spatial configurations are learned incidentally. Using the instance theory of automatization and the reverse hierarchy theory of visual perceptual learning, this study explores the acquisition of visual specificity in spatial contextual cueing. Two experiments in which detailed visual features were irrelevant for distinguishing between spatial contexts found that spatial contextual cueing was visually generic in difficult trials when the trials were not preceded by easy trials (Experiment 1) but that spatial contextual cueing progressed to visual specificity when difficult trials were preceded by easy trials (Experiment 2). These findings support reverse hierarchy theory, which predicts that even when detailed visual features are irrelevant for distinguishing between spatial contexts, spatial contextual cueing can progress to visual specificity if the stimuli remain constant, the task is difficult, and difficult trials are preceded by easy trials. However, these findings are inconsistent with instance theory, which predicts that when detailed visual features are irrelevant for distinguishing between spatial contexts, spatial contextual cueing will not progress to visual specificity. This study concludes that the acquisition of visual specificity in spatial contextual cueing is more plausibly hierarchical, rather than instance-based.

Mental rotation training: transfer and maintenance effects on spatial abilities.

PubMed

Meneghetti, Chiara; Borella, Erika; Pazzaglia, Francesca

2016-01-01

One of the aims of research in spatial cognition is to examine whether spatial skills can be enhanced. The goal of the present study was thus to assess the benefit and maintenance effects of mental rotation training in young adults. Forty-eight females took part in the study: 16 were randomly assigned to receive the mental rotation training (based on comparing pairs of 2D or 3D objects and rotation games), 16 served as active controls (performing parallel non-spatial activities), and 16 as passive controls. Transfer effects to both untrained spatial tasks (testing both object rotation and perspective taking) and visual and verbal tasks were examined. Across the training sessions, the group given mental rotation training revealed benefits in the time it took to make judgments when comparing 3D and 2D objects, but their mental rotation speed did not improve. When compared with the other groups, the mental rotation training group did show transfer effects, however, in tasks other than those practiced (i.e., in object rotation and perspective-taking tasks), and these benefits persisted after 1 month. The training had no effect on visual or verbal tasks. These findings are discussed from the spatial cognition standpoint and with reference to the (rotation) training literature.

Constructional ability in two- versus three-dimensions: relationship to spatial vision and locus of cerebrovascular lesion.

PubMed

Capruso, Daniel X; Hamsher, Kerry deS

2011-06-01

Clinical evaluation and research on constructional ability have come to rely almost exclusively on two-dimensional tasks such as graphomotor copying or mosaic Block Design (BD). A return to the inclusion of a third dimension in constructional tests may increase the spatial demands of the task, and improve understanding of the relationship between visual perception and constructional ability in patients with cerebral disease. Subjects were patients (n=43) with focal or multifocal cerebrovascular lesions as determined by CT or MRI. Tests of temporal orientation, verbal intelligence, language, object vision and spatial vision were used to determine which factors were predictive of performance on two-dimensional BD and Three-Dimensional Block Construction (3-DBC) tasks. Stepwise linear regression indicated that spatial vision predicted BD performance, and was even more strongly predictive of 3-DBC. Other cognitive domains did not account for significant additional variance in performance of either BD or 3-DBC. Bilateral cerebral lesions produced more severe deficits on BD than did unilateral cerebral lesions. The presence of a posterior cerebral lesion was the significant factor in producing deficits in 3-DBC. The spatial aspect of a constructional task is enhanced when the patient is required to assemble an object in all three dimensions of space. In the typical patient with cerebrovascular disease, constructional deficits typically occur in the context of a wider syndrome of deficits in spatial vision. Copyright © 2010 Elsevier Srl. All rights reserved.

Hue-specific colour memory impairment in an individual with intact colour perception and colour naming.

PubMed

Jakobson, L S; Pearson, P M; Robertson, B

2008-01-15

Cases of hue-selective dyschomatopsias, together with the results of recent optical imaging studies [Xiao, Y., Casti, A. R. R., Xiao, J., & Kaplan, E. (2006). A spatially organized representation of colour in macaque primary visual cortex. Perception, 35, ECVP Abstract Supplement; Xiao, Y., Wang, Y., & Felleman, D. J. (2003). A spatially organized representation of colour in macaque cortical area V2. Nature, 421, 535-539], have provided support for the idea that different colours are processed in spatially distinct regions of extrastriate cortex. In the present report, we provide evidence suggesting that a similar, but distinct, map may exist for representations of colour in memory. This evidence comes from observations of a young woman (QP) who demonstrates an isolated deficit in colour memory secondary to a concussive episode. Despite having normal colour perception and colour naming skills, and above-average memory skills in other domains, QP's ability to recall visually encoded colour information over short retention intervals is dramatically impaired. Her long-term memory for colour and her colour imagery skills are also abnormal. Surprisingly, however, these impairments are not seen with all hues; specifically, her ability to remember or imagine blue shades is spared. This interesting case contributes to the literature suggesting that colour perception, naming, and memory can be clinically dissociated, and provides insights into the organization of colour information in memory.

A Comprehensive Optimization Strategy for Real-time Spatial Feature Sharing and Visual Analytics in Cyberinfrastructure

NASA Astrophysics Data System (ADS)

Li, W.; Shao, H.

2017-12-01

For geospatial cyberinfrastructure enabled web services, the ability of rapidly transmitting and sharing spatial data over the Internet plays a critical role to meet the demands of real-time change detection, response and decision-making. Especially for the vector datasets which serve as irreplaceable and concrete material in data-driven geospatial applications, their rich geometry and property information facilitates the development of interactive, efficient and intelligent data analysis and visualization applications. However, the big-data issues of vector datasets have hindered their wide adoption in web services. In this research, we propose a comprehensive optimization strategy to enhance the performance of vector data transmitting and processing. This strategy combines: 1) pre- and on-the-fly generalization, which automatically determines proper simplification level through the introduction of appropriate distance tolerance (ADT) to meet various visualization requirements, and at the same time speed up simplification efficiency; 2) a progressive attribute transmission method to reduce data size and therefore the service response time; 3) compressed data transmission and dynamic adoption of a compression method to maximize the service efficiency under different computing and network environments. A cyberinfrastructure web portal was developed for implementing the proposed technologies. After applying our optimization strategies, substantial performance enhancement is achieved. We expect this work to widen the use of web service providing vector data to support real-time spatial feature sharing, visual analytics and decision-making.

The climate visualizer: Sense-making through scientific visualization

NASA Astrophysics Data System (ADS)

Gordin, Douglas N.; Polman, Joseph L.; Pea, Roy D.

1994-12-01

This paper describes the design of a learning environment, called the Climate Visualizer, intended to facilitate scientific sense-making in high school classrooms by providing students the ability to craft, inspect, and annotate scientific visualizations. The theoretical back-ground for our design presents a view of learning as acquiring and critiquing cultural practices and stresses the need for students to appropriate the social and material aspects of practice when learning an area. This is followed by a description of the design of the Climate Visualizer, including detailed accounts of its provision of spatial and temporal context and the quantitative and visual representations it employs. A broader context is then explored by describing its integration into the high school science classroom. This discussion explores how visualizations can promote the creation of scientific theories, especially in conjunction with the Collaboratory Notebook, an embedded environment for creating and critiquing scientific theories and visualizations. Finally, we discuss the design trade-offs we have made in light of our theoretical orientation, and our hopes for further progress.

Vision, visuo-cognition and postural control in Parkinson's disease: An associative pilot study.

PubMed

Hill, E; Stuart, S; Lord, S; Del Din, S; Rochester, L

2016-07-01

Impaired postural control (PC) is common in patients with Parkinson's disease (PD) and is a major contributor to falls, with significant consequences. Mechanisms underpinning PC are complex and include motor and non-motor features. Research has focused predominantly on motor and sensory inputs. Vision and visuo-cognitive function are also integral to PC but have largely been ignored to date. The aim of this observational cross-sectional pilot study was to explore the relationship of vision and visuo-cognition with PC in PD. Twelve people with PD and ten age-matched healthy controls (HC) underwent detailed assessments for vision, visuo-cognition and postural control. Vision assessments included visual acuity and contrast sensitivity. Visuo-cognition was measured by visuo-perception (object identification), visuo-construction (ability to copy a figure) and visuo-spatial ability (judge distances and location of object within environment). PC was measured by an accelerometer for a range of outcomes during a 2-min static stance. Spearman's correlations identified significant associations. Contrast sensitivity, visuo-spatial ability and postural control (ellipsis) were significantly impaired in PD (p=0.017; p=0.001; and p=0.017, respectively). For PD only, significant correlations were found for higher visuo-spatial function and larger ellipsis (r=0.64; p=0.024) and impaired attention and reduced visuo-spatial function (r=-0.62; p=0.028). Visuo-spatial ability is associated with PC deficit in PD, but in an unexpected direction. This suggests a non-linear pattern of response. Further research is required to examine this novel and important finding. Copyright © 2016 Elsevier B.V. All rights reserved.

Teaching Spatial Thinking in Undergraduate Geology Courses Using Tools and Strategies from Cognitive Science Research

NASA Astrophysics Data System (ADS)

Ormand, C. J.; Shipley, T. F.; Dutrow, B. L.; Goodwin, L. B.; Hickson, T. A.; Tikoff, B.; Atit, K.; Gagnier, K. M.; Resnick, I.

2015-12-01

Spatial visualization is an essential skill in the STEM disciplines, including the geological sciences. Undergraduate students, including geoscience majors in upper-level courses, bring a wide range of spatial skill levels to the classroom. Students with weak spatial skills may struggle to understand fundamental concepts and to solve geological problems with a spatial component. However, spatial thinking skills are malleable. Using strategies that have emerged from cognitive science research, we developed a set of curricular materials that improve undergraduate geology majors' abilities to reason about 3D concepts and to solve spatially complex geological problems. Cognitive science research on spatial thinking demonstrates that predictive sketching, making visual comparisons, gesturing, and the use of analogy can be used to develop students' spatial thinking skills. We conducted a three-year study of the efficacy of these strategies in strengthening the spatial skills of students in core geology courses at three universities. Our methodology is a quasi-experimental quantitative design, utilizing pre- and post-tests of spatial thinking skills, assessments of spatial problem-solving skills, and a control group comprised of students not exposed to our new curricular materials. Students taught using the new curricular materials show improvement in spatial thinking skills. Further analysis of our data, to be completed prior to AGU, will answer additional questions about the relationship between spatial skills and academic performance, spatial skills and gender, spatial skills and confidence, and the impact of our curricular materials on students who are struggling academically. Teaching spatial thinking in the context of discipline-based exercises has the potential to transform undergraduate education in the geological sciences by removing one significant barrier to success.

A longitudinal analysis of sex differences in math and spatial skills in primary school age children☆

PubMed Central

Lachance, Jennifer A.; Mazzocco, Michèle M.M.

2009-01-01

We report on a longitudinal study designed to assess possible sex differences in math achievement, math ability, and math-related tasks during the primary school age years. Participants included over 200 children from one public school district. Annual assessments included measures of math ability, math calculation achievement scores, rapid naming and decoding tasks, visual perception tests, visual motor tasks, and reading skills. During select years of the study we also administered tests of counting and math facts skills. We examined whether girls or boys were overrepresented among the bottom or top performers on any of these tasks, relative to their peers, and whether growth rates or predictors of math-related skills differed for boys and girls. Our findings support the notion that sex differences in math are minimal or nonexistent on standardized psychometric tests routinely given in assessments of primary school age children. There was no persistent finding suggesting a male or female advantage in math performance overall, during any single year of the study, or in any one area of math or spatial skills. Growth rates for all skills, and early correlates of later math performance, were comparable for boys and girls. The findings fail to support either persistent or emerging sex differences on non-specialized math ability measures during the primary school age years. PMID:20463851

Useful field of view test.

PubMed

Wood, Joanne M; Owsley, Cynthia

2014-01-01

The useful field of view test was developed to reflect the visual difficulties that older adults experience with everyday tasks. Importantly, the useful field of view test (UFOV) is one of the most extensively researched and promising predictor tests for a range of driving outcomes measures, including driving ability and crash risk as well as other everyday tasks. Currently available commercial versions of the test can be administered using personal computers; these measure the speed of visual processing for rapid detection and localization of targets under conditions of divided visual attention and in the presence and absence of visual clutter. The test is believed to assess higher-order cognitive abilities, but performance also relies on visual sensory function because in order for targets to be attended to, they must be visible. The format of the UFOV has been modified over the years; the original version estimated the spatial extent of useful field of view, while the latest version measures visual processing speed. While deficits in the useful field of view are associated with functional impairments in everyday activities in older adults, there is also emerging evidence from several research groups that improvements in visual processing speed can be achieved through training. These improvements have been shown to reduce crash risk, and can have a positive impact on health and functional well-being, with the potential to increase the mobility and hence the independence of older adults. © 2014 S. Karger AG, Basel

Spatial Thinking in Atmospheric Science Education

NASA Astrophysics Data System (ADS)

McNeal, P. M.; Petcovic, H. L.; Ellis, T. D.

2016-12-01

Atmospheric science is a STEM discipline that involves the visualization of three-dimensional processes from two-dimensional maps, interpretation of computer-generated graphics and hand plotting of isopleths. Thus, atmospheric science draws heavily upon spatial thinking. Research has shown that spatial thinking ability can be a predictor of early success in STEM disciplines and substantial evidence demonstrates that spatial thinking ability is improved through various interventions. Therefore, identification of the spatial thinking skills and cognitive processes used in atmospheric science is the first step toward development of instructional strategies that target these skills and scaffold the learning of students in atmospheric science courses. A pilot study of expert and novice meteorologists identified mental animation and disembedding as key spatial skills used in the interpretation of multiple weather charts and images. Using this as a starting point, we investigated how these spatial skills, together with expertise, domain specific knowledge, and working memory capacity affect the ability to produce an accurate forecast. Participants completed a meteorology concept inventory, experience questionnaire and psychometric tests of spatial thinking ability and working memory capacity prior to completing a forecasting task. A quantitative analysis of the collected data investigated the effect of the predictor variables on the outcome task. A think-aloud protocol with individual participants provided a qualitative look at processes such as task decomposition, rule-based reasoning and the formation of mental models in an attempt to understand how individuals process this complex data and describe outcomes of particular meteorological scenarios. With our preliminary results we aim to inform atmospheric science education from a cognitive science perspective. The results point to a need to collaborate with the atmospheric science community broadly, such that multiple educational pipelines are affected including university meteorology courses for majors and non-majors, military weather forecaster preparation and professional training for operational meteorologists, thus improving student learning and the continued development of the current and future workforce.

TOPICAL REVIEW: Prosthetic interfaces with the visual system: biological issues

NASA Astrophysics Data System (ADS)

Cohen, Ethan D.

2007-06-01

The design of effective visual prostheses for the blind represents a challenge for biomedical engineers and neuroscientists. Significant progress has been made in the miniaturization and processing power of prosthesis electronics; however development lags in the design and construction of effective machine brain interfaces with visual system neurons. This review summarizes what has been learned about stimulating neurons in the human and primate retina, lateral geniculate nucleus and visual cortex. Each level of the visual system presents unique challenges for neural interface design. Blind patients with the retinal degenerative disease retinitis pigmentosa (RP) are a common population in clinical trials of visual prostheses. The visual performance abilities of normals and RP patients are compared. To generate pattern vision in blind patients, the visual prosthetic interface must effectively stimulate the retinotopically organized neurons in the central visual field to elicit patterned visual percepts. The development of more biologically compatible methods of stimulating visual system neurons is critical to the development of finer spatial percepts. Prosthesis electrode arrays need to adapt to different optimal stimulus locations, stimulus patterns, and patient disease states.

Causal Inference for Spatial Constancy across Saccades

PubMed Central

Atsma, Jeroen; Maij, Femke; Koppen, Mathieu; Irwin, David E.; Medendorp, W. Pieter

2016-01-01

Our ability to interact with the environment hinges on creating a stable visual world despite the continuous changes in retinal input. To achieve visual stability, the brain must distinguish the retinal image shifts caused by eye movements and shifts due to movements of the visual scene. This process appears not to be flawless: during saccades, we often fail to detect whether visual objects remain stable or move, which is called saccadic suppression of displacement (SSD). How does the brain evaluate the memorized information of the presaccadic scene and the actual visual feedback of the postsaccadic visual scene in the computations for visual stability? Using a SSD task, we test how participants localize the presaccadic position of the fixation target, the saccade target or a peripheral non-foveated target that was displaced parallel or orthogonal during a horizontal saccade, and subsequently viewed for three different durations. Results showed different localization errors of the three targets, depending on the viewing time of the postsaccadic stimulus and its spatial separation from the presaccadic location. We modeled the data through a Bayesian causal inference mechanism, in which at the trial level an optimal mixing of two possible strategies, integration vs. separation of the presaccadic memory and the postsaccadic sensory signals, is applied. Fits of this model generally outperformed other plausible decision strategies for producing SSD. Our findings suggest that humans exploit a Bayesian inference process with two causal structures to mediate visual stability. PMID:26967730

Different Cognitive Profiles of Patients with Severe Aphasia.

PubMed

Marinelli, Chiara Valeria; Spaccavento, Simona; Craca, Angela; Marangolo, Paola; Angelelli, Paola

2017-01-01

Cognitive dysfunction frequently occurs in aphasic patients and primarily compromises linguistic skills. However, patients suffering from severe aphasia show heterogeneous performance in basic cognition. Our aim was to characterize the cognitive profiles of patients with severe aphasia and to determine whether they also differ as to residual linguistic abilities. We examined 189 patients with severe aphasia with standard language tests and with the CoBaGA (Cognitive Test Battery for Global Aphasia), a battery of nonverbal tests that assesses a wide range of cognitive domains such as attention, executive functions, intelligence, memory, visual-auditory recognition, and visual-spatial abilities. Twenty patients were also followed longitudinally in order to assess their improvement in cognitive skills after speech therapy. Three different subgroups of patients with different types and severity of cognitive impairment were evidenced. Subgroups differed as to residual linguistic skills, in particular comprehension and reading-writing abilities. Attention, reasoning, and executive functions improved after language rehabilitation. This study highlights the importance of an extensive evaluation of cognitive functions in patients with severe aphasia.

Constraints on Multiple Object Tracking in Williams Syndrome: How Atypical Development Can Inform Theories of Visual Processing

ERIC Educational Resources Information Center

Ferrara, Katrina; Hoffman, James E.; O'Hearn, Kirsten; Landau, Barbara

2016-01-01

The ability to track moving objects is a crucial skill for performance in everyday spatial tasks. The tracking mechanism depends on representation of moving items as coherent entities, which follow the spatiotemporal constraints of objects in the world. In the present experiment, participants tracked 1 to 4 targets in a display of 8 identical…

Are There Pre-Existing Neural, Cognitive, or Motoric Markers for Musical Ability?

ERIC Educational Resources Information Center

Norton, Andrea; Winner, Ellen; Cronin, Karl; Overy, Katie; Lee, Dennis J.; Schlaug, Gottfried

2005-01-01

Adult musician's brains show structural enlargements, but it is not known whether these are inborn or a consequence of long-term training. In addition, music training in childhood has been shown to have positive effects on visual-spatial and verbal outcomes. However, it is not known whether pre-existing advantages in these skills are found in…

Is Three-Dimensional Videography the Cutting Edge of Surgical Skill Acquisition?

ERIC Educational Resources Information Center

Roach, Victoria A.; Brandt, Michael G.; Moore, Corey C.; Wilson, Timothy D.

2012-01-01

The process of learning new surgical technical skills is vital to the career of a surgeon. The acquisition of these new skills is influenced greatly by visual-spatial ability (VSA) and may be difficult for some learners to rapidly assimilate. In many cases, the role of VSA on the acquisition of a novel technical skill has been explored; however,…

Developing the Impossible Figures Task to Assess Visual-Spatial Talents among Chinese Students: A Rasch Measurement Model Analysis

ERIC Educational Resources Information Center

Chan, David W.

2010-01-01

Data of item responses to the Impossible Figures Task (IFT) from 492 Chinese primary, secondary, and university students were analyzed using the dichotomous Rasch measurement model. Item difficulty estimates and person ability estimates located on the same logit scale revealed that the pooled sample of Chinese students, who were relatively highly…

Making memories: the development of long-term visual knowledge in children with visual agnosia.

PubMed

Metitieri, Tiziana; Barba, Carmen; Pellacani, Simona; Viggiano, Maria Pia; Guerrini, Renzo

2013-01-01

There are few reports about the effects of perinatal acquired brain lesions on the development of visual perception. These studies demonstrate nonseverely impaired visual-spatial abilities and preserved visual memory. Longitudinal data analyzing the effects of compromised perceptions on long-term visual knowledge in agnosics are limited to lesions having occurred in adulthood. The study of children with focal lesions of the visual pathways provides a unique opportunity to assess the development of visual memory when perceptual input is degraded. We assessed visual recognition and visual memory in three children with lesions to the visual cortex having occurred in early infancy. We then explored the time course of visual memory impairment in two of them at 2  years and 3.7  years from the initial assessment. All children exhibited apperceptive visual agnosia and visual memory impairment. We observed a longitudinal improvement of visual memory modulated by the structural properties of objects. Our findings indicate that processing of degraded perceptions from birth results in impoverished memories. The dynamic interaction between perception and memory during development might modulate the long-term construction of visual representations, resulting in less severe impairment.

Making Memories: The Development of Long-Term Visual Knowledge in Children with Visual Agnosia

PubMed Central

Barba, Carmen; Pellacani, Simona; Viggiano, Maria Pia; Guerrini, Renzo

2013-01-01

There are few reports about the effects of perinatal acquired brain lesions on the development of visual perception. These studies demonstrate nonseverely impaired visual-spatial abilities and preserved visual memory. Longitudinal data analyzing the effects of compromised perceptions on long-term visual knowledge in agnosics are limited to lesions having occurred in adulthood. The study of children with focal lesions of the visual pathways provides a unique opportunity to assess the development of visual memory when perceptual input is degraded. We assessed visual recognition and visual memory in three children with lesions to the visual cortex having occurred in early infancy. We then explored the time course of visual memory impairment in two of them at 2 years and 3.7 years from the initial assessment. All children exhibited apperceptive visual agnosia and visual memory impairment. We observed a longitudinal improvement of visual memory modulated by the structural properties of objects. Our findings indicate that processing of degraded perceptions from birth results in impoverished memories. The dynamic interaction between perception and memory during development might modulate the long-term construction of visual representations, resulting in less severe impairment. PMID:24319599

Receptive fields for smooth pursuit eye movements and motion perception.

PubMed

Debono, Kurt; Schütz, Alexander C; Spering, Miriam; Gegenfurtner, Karl R

2010-12-01

Humans use smooth pursuit eye movements to track moving objects of interest. In order to track an object accurately, motion signals from the target have to be integrated and segmented from motion signals in the visual context. Most studies on pursuit eye movements used small visual targets against a featureless background, disregarding the requirements of our natural visual environment. Here, we tested the ability of the pursuit and the perceptual system to integrate motion signals across larger areas of the visual field. Stimuli were random-dot kinematograms containing a horizontal motion signal, which was perturbed by a spatially localized, peripheral motion signal. Perturbations appeared in a gaze-contingent coordinate system and had a different direction than the main motion including a vertical component. We measured pursuit and perceptual direction discrimination decisions and found that both steady-state pursuit and perception were influenced most by perturbation angles close to that of the main motion signal and only in regions close to the center of gaze. The narrow direction bandwidth (26 angular degrees full width at half height) and small spatial extent (8 degrees of visual angle standard deviation) correspond closely to tuning parameters of neurons in the middle temporal area (MT). Copyright © 2010 Elsevier Ltd. All rights reserved.

Musical learning in children and adults with Williams syndrome.

PubMed

Lense, M; Dykens, E

2013-09-01

There is recent interest in using music making as an empirically supported intervention for various neurodevelopmental disorders due to music's engagement of perceptual-motor mapping processes. However, little is known about music learning in populations with developmental disabilities. Williams syndrome (WS) is a neurodevelopmental genetic disorder whose characteristic auditory strengths and visual-spatial weaknesses map onto the processes used to learn to play a musical instrument. We identified correlates of novel musical instrument learning in WS by teaching 46 children and adults (7-49 years) with WS to play the Appalachian dulcimer. Obtained dulcimer skill was associated with prior musical abilities (r = 0.634, P < 0.001) and visual-motor integration abilities (r = 0.487, P = 0.001), but not age, gender, IQ, handedness, auditory sensitivities or musical interest/emotionality. Use of auditory learning strategies, but not visual or instructional strategies, predicted greater dulcimer skill beyond individual musical and visual-motor integration abilities (β = 0.285, sr(2) = 0.06, P = 0.019). These findings map onto behavioural and emerging neural evidence for greater auditory-motor mapping processes in WS. Results suggest that explicit awareness of task-specific learning approaches is important when learning a new skill. Implications for using music with populations with syndrome-specific strengths and weakness will be discussed. © 2012 The Authors. Journal of Intellectual Disability Research © 2012 John Wiley & Sons Ltd, MENCAP & IASSID.

Creative innovation with temporal lobe epilepsy and lobectomy.

PubMed

Ghacibeh, Georges A; Heilman, Kenneth M

2013-01-15

Some patients with left temporal degeneration develop visual artistic abilities. These new artistic abilities may be due to disinhibition of the visuo-spatially dominant right hemisphere. Many famous artists have had epilepsy and it is possible that some may have had left temporal seizures (LTS) and this left temporal dysfunction disinhibited their right hemisphere. Alternatively, unilateral epilepsy may alter intrahemispheric connectivity and right anterior temporal lobe seizures (RTS) may have increased these artists' right hemisphere mediated visual artistic creativity. To test the disinhibition versus enhanced connectivity hypotheses we studied 9 participants with RTS and 9 with left anterior temporal seizures (LTS) who underwent unilateral lobectomy for the treatment of medically refractory epilepsy. Creativity was tested using the Torrance Test of Creative Thinking (TTCT). There were no between group differences in either the verbal or figural scores of the TTCT, suggesting that unilateral anterior temporal ablation did not enhance visual artistic ability; however, for the RTS participants' figural creativity scores were significantly higher than verbal scores. Whereas these results fail to support the left temporal lobe disinhibition postulate of enhanced figural creativity, the finding that the patients with RTS had better figural than verbal creativity suggests that their recurrent right hemispheric seizures lead to changes in their right hemispheric networks that facilitated visual creativity. To obtain converging evidence, studies on RTS participants who have not undergone lobectomy will need to be performed. Published by Elsevier B.V.

Visualization techniques and graphical user interfaces in syndromic surveillance systems. Summary from the Disease Surveillance Workshop, Sept. 11-12, 2007; Bangkok, Thailand.

PubMed

Moore, Kieran M; Edge, Graham; Kurc, Andrew R

2008-11-14

Timeliness is a critical asset to the detection of public health threats when using syndromic surveillance systems. In order for epidemiologists to effectively distinguish which events are indicative of a true outbreak, the ability to utilize specific data streams from generalized data summaries is necessary. Taking advantage of graphical user interfaces and visualization capacities of current surveillance systems makes it easier for users to investigate detected anomalies by generating custom graphs, maps, plots, and temporal-spatial analysis of specific syndromes or data sources.

Visualization techniques and graphical user interfaces in syndromic surveillance systems. Summary from the Disease Surveillance Workshop, Sept. 11–12, 2007; Bangkok, Thailand

PubMed Central

Moore, Kieran M; Edge, Graham; Kurc, Andrew R

2008-01-01

Timeliness is a critical asset to the detection of public health threats when using syndromic surveillance systems. In order for epidemiologists to effectively distinguish which events are indicative of a true outbreak, the ability to utilize specific data streams from generalized data summaries is necessary. Taking advantage of graphical user interfaces and visualization capacities of current surveillance systems makes it easier for users to investigate detected anomalies by generating custom graphs, maps, plots, and temporal-spatial analysis of specific syndromes or data sources. PMID:19025683

Effect of the Level of Coordinated Motor Abilities on Performance in Junior Judokas

PubMed Central

Lech, Grzegorz; Jaworski, Janusz; Lyakh, Vladimir; Krawczyk, Robert

2011-01-01

The main focus of this study was to identify coordinated motor abilities that affect fighting methods and performance in junior judokas. Subjects were selected for the study in consideration of their age, competition experience, body mass and prior sports level. Subjects’ competition history was taken into consideration when analysing the effectiveness of current fight actions, and individual sports level was determined with consideration to rank in the analysed competitions. The study sought to determine the level of coordinated motor abilities of competitors. The scope of this analysis covered the following aspects: kinaesthetic differentiation, movement frequency, simple and selective reaction time (evoked by a visual or auditory stimulus), spatial orientation, visual-motor coordination, rhythmization, speed, accuracy and precision of movements and the ability to adapt movements and balance. A set of computer tests was employed for the analysis of all of the coordination abilities, while balance examinations were based on the Flamingo Balance Test. Finally, all relationships were determined based on the Spearman’s rank correlation coefficient. It was observed that the activity of the contestants during the fight correlated with the ability to differentiate movements and speed, accuracy and precision of movement, whereas the achievement level during competition was connected with reaction time. PMID:23486723

Applying Spatial Audio to Human Interfaces: 25 Years of NASA Experience

NASA Technical Reports Server (NTRS)

Begault, Durand R.; Wenzel, Elizabeth M.; Godfrey, Martine; Miller, Joel D.; Anderson, Mark R.

2010-01-01

From the perspective of human factors engineering, the inclusion of spatial audio within a human-machine interface is advantageous from several perspectives. Demonstrated benefits include the ability to monitor multiple streams of speech and non-speech warning tones using a cocktail party advantage, and for aurally-guided visual search. Other potential benefits include the spatial coordination and interaction of multimodal events, and evaluation of new communication technologies and alerting systems using virtual simulation. Many of these technologies were developed at NASA Ames Research Center, beginning in 1985. This paper reviews examples and describes the advantages of spatial sound in NASA-related technologies, including space operations, aeronautics, and search and rescue. The work has involved hardware and software development as well as basic and applied research.

Airborne single particle mass spectrometers (SPLAT II & miniSPLAT) and new software for data visualization and analysis in a geo-spatial context.

PubMed

Zelenyuk, Alla; Imre, Dan; Wilson, Jacqueline; Zhang, Zhiyuan; Wang, Jun; Mueller, Klaus

2015-02-01

Understanding the effect of aerosols on climate requires knowledge of the size and chemical composition of individual aerosol particles-two fundamental properties that determine an aerosol's optical properties and ability to serve as cloud condensation or ice nuclei. Here we present our aircraft-compatible single particle mass spectrometers, SPLAT II and its new, miniaturized version, miniSPLAT that measure in-situ and in real-time the size and chemical composition of individual aerosol particles with extremely high sensitivity, temporal resolution, and sizing precision on the order of a monolayer. Although miniSPLAT's size, weight, and power consumption are significantly smaller, its performance is on par with SPLAT II. Both instruments operate in dual data acquisition mode to measure, in addition to single particle size and composition, particle number concentrations, size distributions, density, and asphericity with high temporal resolution. We also present ND-Scope, our newly developed interactive visual analytics software package. ND-Scope is designed to explore and visualize the vast amount of complex, multidimensional data acquired by our single particle mass spectrometers, along with other aerosol and cloud characterization instruments on-board aircraft. We demonstrate that ND-Scope makes it possible to visualize the relationships between different observables and to view the data in a geo-spatial context, using the interactive and fully coupled Google Earth and Parallel Coordinates displays. Here we illustrate the utility of ND-Scope to visualize the spatial distribution of atmospheric particles of different compositions, and explore the relationship between individual particle compositions and their activity as cloud condensation nuclei.

Attention improves encoding of task-relevant features in the human visual cortex.

PubMed

Jehee, Janneke F M; Brady, Devin K; Tong, Frank

2011-06-01

When spatial attention is directed toward a particular stimulus, increased activity is commonly observed in corresponding locations of the visual cortex. Does this attentional increase in activity indicate improved processing of all features contained within the attended stimulus, or might spatial attention selectively enhance the features relevant to the observer's task? We used fMRI decoding methods to measure the strength of orientation-selective activity patterns in the human visual cortex while subjects performed either an orientation or contrast discrimination task, involving one of two laterally presented gratings. Greater overall BOLD activation with spatial attention was observed in visual cortical areas V1-V4 for both tasks. However, multivariate pattern analysis revealed that orientation-selective responses were enhanced by attention only when orientation was the task-relevant feature and not when the contrast of the grating had to be attended. In a second experiment, observers discriminated the orientation or color of a specific lateral grating. Here, orientation-selective responses were enhanced in both tasks, but color-selective responses were enhanced only when color was task relevant. In both experiments, task-specific enhancement of feature-selective activity was not confined to the attended stimulus location but instead spread to other locations in the visual field, suggesting the concurrent involvement of a global feature-based attentional mechanism. These results suggest that attention can be remarkably selective in its ability to enhance particular task-relevant features and further reveal that increases in overall BOLD amplitude are not necessarily accompanied by improved processing of stimulus information.

Honeybees can discriminate between Monet and Picasso paintings.

PubMed

Wu, Wen; Moreno, Antonio M; Tangen, Jason M; Reinhard, Judith

2013-01-01

Honeybees (Apis mellifera) have remarkable visual learning and discrimination abilities that extend beyond learning simple colours, shapes or patterns. They can discriminate landscape scenes, types of flowers, and even human faces. This suggests that in spite of their small brain, honeybees have a highly developed capacity for processing complex visual information, comparable in many respects to vertebrates. Here, we investigated whether this capacity extends to complex images that humans distinguish on the basis of artistic style: Impressionist paintings by Monet and Cubist paintings by Picasso. We show that honeybees learned to simultaneously discriminate between five different Monet and Picasso paintings, and that they do not rely on luminance, colour, or spatial frequency information for discrimination. When presented with novel paintings of the same style, the bees even demonstrated some ability to generalize. This suggests that honeybees are able to discriminate Monet paintings from Picasso ones by extracting and learning the characteristic visual information inherent in each painting style. Our study further suggests that discrimination of artistic styles is not a higher cognitive function that is unique to humans, but simply due to the capacity of animals-from insects to humans-to extract and categorize the visual characteristics of complex images.

Perceptual asymmetry in texture perception.

PubMed

Williams, D; Julesz, B

1992-07-15

A fundamental property of human visual perception is our ability to distinguish between textures. A concerted effort has been made to account for texture segregation in terms of linear spatial filter models and their nonlinear extensions. However, for certain texture pairs the ease of discrimination changes when the role of figure and ground are reversed. This asymmetry poses a problem for both linear and nonlinear models. We have isolated a property of texture perception that can account for this asymmetry in discrimination: subjective closure. This property, which is also responsible for visual illusions, appears to be explainable by early visual processes alone. Our results force a reexamination of the process of human texture segregation and of some recent models that were introduced to explain it.

The contribution of visual and vestibular information to spatial orientation by 6- to 14-month-old infants and adults.

PubMed

Bremner, J Gavin; Hatton, Fran; Foster, Kirsty A; Mason, Uschi

2011-09-01

Although there is much research on infants' ability to orient in space, little is known regarding the information they use to do so. This research uses a rotating room to evaluate the relative contribution of visual and vestibular information to location of a target following bodily rotation. Adults responded precisely on the basis of visual flow information. Seven-month-olds responded mostly on the basis of visual flow, whereas 9-month-olds responded mostly on the basis of vestibular information, and 12-month-olds responded mostly on the basis of visual information. Unlike adults, infants of all ages showed partial influence by both modalities. Additionally, 7-month-olds were capable of using vestibular information when there was no visual information for movement or stability, and 9-month-olds still relied on vestibular information when visual information was enhanced. These results are discussed in the context of neuroscientific evidence regarding visual-vestibular interaction, and in relation to possible changes in reliance on visual and vestibular information following acquisition of locomotion. © 2011 Blackwell Publishing Ltd.

Mathematics skills in good readers with hydrocephalus.

PubMed

Barnes, Marcia A; Pengelly, Sarah; Dennis, Maureen; Wilkinson, Margaret; Rogers, Tracey; Faulkner, Heather

2002-01-01

Children with hydrocephalus have poor math skills. We investigated the nature of their arithmetic computation errors by comparing written subtraction errors in good readers with hydrocephalus, typically developing good readers of the same age, and younger children matched for math level to the children with hydrocephalus. Children with hydrocephalus made more procedural errors (although not more fact retrieval or visual-spatial errors) than age-matched controls; they made the same number of procedural errors as younger, math-level matched children. We also investigated a broad range of math abilities, and found that children with hydrocephalus performed more poorly than age-matched controls on tests of geometry and applied math skills such as estimation and problem solving. Computation deficits in children with hydrocephalus reflect delayed development of procedural knowledge. Problems in specific math domains such as geometry and applied math, were associated with deficits in constituent cognitive skills such as visual spatial competence, memory, and general knowledge.

Sonification of optical coherence tomography data and images

PubMed Central

Ahmad, Adeel; Adie, Steven G.; Wang, Morgan; Boppart, Stephen A.

2010-01-01

Sonification is the process of representing data as non-speech audio signals. In this manuscript, we describe the auditory presentation of OCT data and images. OCT acquisition rates frequently exceed our ability to visually analyze image-based data, and multi-sensory input may therefore facilitate rapid interpretation. This conversion will be especially valuable in time-sensitive surgical or diagnostic procedures. In these scenarios, auditory feedback can complement visual data without requiring the surgeon to constantly monitor the screen, or provide additional feedback in non-imaging procedures such as guided needle biopsies which use only axial-scan data. In this paper we present techniques to translate OCT data and images into sound based on the spatial and spatial frequency properties of the OCT data. Results obtained from parameter-mapped sonification of human adipose and tumor tissues are presented, indicating that audio feedback of OCT data may be useful for the interpretation of OCT images. PMID:20588846

Indoor Spatial Updating With Impaired Vision

PubMed Central

Legge, Gordon E.; Granquist, Christina; Baek, Yihwa; Gage, Rachel

2016-01-01

Purpose Spatial updating is the ability to keep track of position and orientation while moving through an environment. We asked how normally sighted and visually impaired subjects compare in spatial updating and in estimating room dimensions. Methods Groups of 32 normally sighted, 16 low-vision, and 16 blind subjects estimated the dimensions of six rectangular rooms. Updating was assessed by guiding the subjects along three-segment paths in the rooms. At the end of each path, they estimated the distance and direction to the starting location, and to a designated target. Spatial updating was tested in five conditions ranging from free viewing to full auditory and visual deprivation. Results The normally sighted and low-vision groups did not differ in their accuracy for judging room dimensions. Correlations between estimated size and physical size were high. Accuracy of low-vision performance was not correlated with acuity, contrast sensitivity, or field status. Accuracy was lower for the blind subjects. The three groups were very similar in spatial-updating performance, and exhibited only weak dependence on the nature of the viewing conditions. Conclusions People with a wide range of low-vision conditions are able to judge room dimensions as accurately as people with normal vision. Blind subjects have difficulty in judging the dimensions of quiet rooms, but some information is available from echolocation. Vision status has little impact on performance in simple spatial updating; proprioceptive and vestibular cues are sufficient. PMID:27978556

Indoor Spatial Updating With Impaired Vision.

PubMed

Legge, Gordon E; Granquist, Christina; Baek, Yihwa; Gage, Rachel

2016-12-01

Spatial updating is the ability to keep track of position and orientation while moving through an environment. We asked how normally sighted and visually impaired subjects compare in spatial updating and in estimating room dimensions. Groups of 32 normally sighted, 16 low-vision, and 16 blind subjects estimated the dimensions of six rectangular rooms. Updating was assessed by guiding the subjects along three-segment paths in the rooms. At the end of each path, they estimated the distance and direction to the starting location, and to a designated target. Spatial updating was tested in five conditions ranging from free viewing to full auditory and visual deprivation. The normally sighted and low-vision groups did not differ in their accuracy for judging room dimensions. Correlations between estimated size and physical size were high. Accuracy of low-vision performance was not correlated with acuity, contrast sensitivity, or field status. Accuracy was lower for the blind subjects. The three groups were very similar in spatial-updating performance, and exhibited only weak dependence on the nature of the viewing conditions. People with a wide range of low-vision conditions are able to judge room dimensions as accurately as people with normal vision. Blind subjects have difficulty in judging the dimensions of quiet rooms, but some information is available from echolocation. Vision status has little impact on performance in simple spatial updating; proprioceptive and vestibular cues are sufficient.

Developmental Trends in Simple and Selective Inhibition of Compatible and Incompatible Responses

ERIC Educational Resources Information Center

van den Wildenberg, Wery P. M.; van der Molen, Maurits W.

2004-01-01

This study examined age-related change in the ability to inhibit responses using two varieties of the stop signal paradigm. Three age groups (29 7-year-olds, 24 10-year-olds, and 28 young adults) performed first on a visual choice reaction task in which the spatial mapping between the go signal and response was varied between blocks. The choice…

Dynamic functional connectivity shapes individual differences in associative learning.

PubMed

Fatima, Zainab; Kovacevic, Natasha; Misic, Bratislav; McIntosh, Anthony Randal

2016-11-01

Current neuroscientific research has shown that the brain reconfigures its functional interactions at multiple timescales. Here, we sought to link transient changes in functional brain networks to individual differences in behavioral and cognitive performance by using an active learning paradigm. Participants learned associations between pairs of unrelated visual stimuli by using feedback. Interindividual behavioral variability was quantified with a learning rate measure. By using a multivariate statistical framework (partial least squares), we identified patterns of network organization across multiple temporal scales (within a trial, millisecond; across a learning session, minute) and linked these to the rate of change in behavioral performance (fast and slow). Results indicated that posterior network connectivity was present early in the trial for fast, and later in the trial for slow performers. In contrast, connectivity in an associative memory network (frontal, striatal, and medial temporal regions) occurred later in the trial for fast, and earlier for slow performers. Time-dependent changes in the posterior network were correlated with visual/spatial scores obtained from independent neuropsychological assessments, with fast learners performing better on visual/spatial subtests. No relationship was found between functional connectivity dynamics in the memory network and visual/spatial test scores indicative of cognitive skill. By using a comprehensive set of measures (behavioral, cognitive, and neurophysiological), we report that individual variations in learning-related performance change are supported by differences in cognitive ability and time-sensitive connectivity in functional neural networks. Hum Brain Mapp 37:3911-3928, 2016. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

[Visual perceptual abilities of children with low motor abilities--a pilot study].

PubMed

Werpup-Stüwe, Lina; Petermann, Franz

2015-01-01

The results of many studies show visual perceptual deficits in children with low motor abilities. This study aims to indicate the correlation between visual-perceptual and motor abilities. The correlation of visual-perceptual and motor abilities of 41 children is measured by using the German versions of the Developmental Test of Visual Perception--Adolescent and Adult (DTVP-A) and the Movement Assessment Battery for Children--Second Edition (M-ABC-2). The visual-perceptual abilities of children with low motor abilities (n=21) are also compared to the visual-perceptual abilities of children with normal motor abilities (the control group, n=20). High correlations between the visual-perceptual and motor abilities are found. The perceptual abilities of the groups differ significantly. Nearly half of the children with low motor abilities show visual-perceptual deficits. Visual perceptual abilities of children suffering coordination disorders should always be assessed. The DTVP-A is useful, because it provides the possibilities to compare motor-reduced visual-perceptual abilities and visualmotor integration abilities and to estimate the deficit's degree.

Visualizing time: how linguistic metaphors are incorporated into displaying instruments in the process of interpreting time-varying signals

NASA Astrophysics Data System (ADS)

Garcia-Belmonte, Germà

2017-06-01

Spatial visualization is a well-established topic of education research that has allowed improving science and engineering students' skills on spatial relations. Connections have been established between visualization as a comprehension tool and instruction in several scientific fields. Learning about dynamic processes mainly relies upon static spatial representations or images. Visualization of time is inherently problematic because time can be conceptualized in terms of two opposite conceptual metaphors based on spatial relations as inferred from conventional linguistic patterns. The situation is particularly demanding when time-varying signals are recorded using displaying electronic instruments, and the image should be properly interpreted. This work deals with the interplay between linguistic metaphors, visual thinking and scientific instrument mediation in the process of interpreting time-varying signals displayed by electronic instruments. The analysis draws on a simplified version of a communication system as example of practical signal recording and image visualization in a physics and engineering laboratory experience. Instrumentation delivers meaningful signal representations because it is designed to incorporate a specific and culturally favored time view. It is suggested that difficulties in interpreting time-varying signals are linked with the existing dual perception of conflicting time metaphors. The activation of specific space-time conceptual mapping might allow for a proper signal interpretation. Instruments play then a central role as visualization mediators by yielding an image that matches specific perception abilities and practical purposes. Here I have identified two ways of understanding time as used in different trajectories through which students are located. Interestingly specific displaying instruments belonging to different cultural traditions incorporate contrasting time views. One of them sees time in terms of a dynamic metaphor consisting of a static observer looking at passing events. This is a general and widespread practice common in the contemporary mass culture, which lies behind the process of making sense to moving images usually visualized by means of movie shots. In contrast scientific culture favored another way of time conceptualization (static time metaphor) that historically fostered the construction of graphs and the incorporation of time-dependent functions, as represented on the Cartesian plane, into displaying instruments. Both types of cultures, scientific and mass, are considered highly technological in the sense that complex instruments, apparatus or machines participate in their visual practices.

The nature of working memory for Braille.

PubMed

Cohen, Henri; Voss, Patrice; Lepore, Franco; Scherzer, Peter

2010-05-26

Blind individuals have been shown on multiple occasions to compensate for their loss of sight by developing exceptional abilities in their remaining senses. While most research has been focused on perceptual abilities per se in the auditory and tactile modalities, recent work has also investigated higher-order processes involving memory and language functions. Here we examined tactile working memory for Braille in two groups of visually challenged individuals (completely blind subjects, CBS; blind with residual vision, BRV). In a first experimental procedure both groups were given a Braille tactile memory span task with and without articulatory suppression, while the BRV and a sighted group performed a visual version of the task. It was shown that the Braille tactile working memory (BrWM) of CBS individuals under articulatory suppression is as efficient as that of sighted individuals' visual working memory in the same condition. Moreover, the results suggest that BrWM may be more robust in the CBS than in the BRV subjects, thus pointing to the potential role of visual experience in shaping tactile working memory. A second experiment designed to assess the nature (spatial vs. verbal) of this working memory was then carried out with two new CBS and BRV groups having to perform the Braille task concurrently with a mental arithmetic task or a mental displacement of blocks task. We show that the disruption of memory was greatest when concurrently carrying out the mental displacement of blocks, indicating that the Braille tactile subsystem of working memory is likely spatial in nature in CBS. The results also point to the multimodal nature of working memory and show how experience can shape the development of its subcomponents.

The Nature of Working Memory for Braille

PubMed Central

Cohen, Henri; Voss, Patrice; Lepore, Franco; Scherzer, Peter

2010-01-01

Blind individuals have been shown on multiple occasions to compensate for their loss of sight by developing exceptional abilities in their remaining senses. While most research has been focused on perceptual abilities per se in the auditory and tactile modalities, recent work has also investigated higher-order processes involving memory and language functions. Here we examined tactile working memory for Braille in two groups of visually challenged individuals (completely blind subjects, CBS; blind with residual vision, BRV). In a first experimental procedure both groups were given a Braille tactile memory span task with and without articulatory suppression, while the BRV and a sighted group performed a visual version of the task. It was shown that the Braille tactile working memory (BrWM) of CBS individuals under articulatory suppression is as efficient as that of sighted individuals' visual working memory in the same condition. Moreover, the results suggest that BrWM may be more robust in the CBS than in the BRV subjects, thus pointing to the potential role of visual experience in shaping tactile working memory. A second experiment designed to assess the nature (spatial vs. verbal) of this working memory was then carried out with two new CBS and BRV groups having to perform the Braille task concurrently with a mental arithmetic task or a mental displacement of blocks task. We show that the disruption of memory was greatest when concurrently carrying out the mental displacement of blocks, indicating that the Braille tactile subsystem of working memory is likely spatial in nature in CBS. The results also point to the multimodal nature of working memory and show how experience can shape the development of its subcomponents. PMID:20520807

Biased figure-ground assignment affects conscious object recognition in spatial neglect.

PubMed

Eramudugolla, Ranmalee; Driver, Jon; Mattingley, Jason B

2010-09-01

Unilateral spatial neglect is a disorder of attention and spatial representation, in which early visual processes such as figure-ground segmentation have been assumed to be largely intact. There is evidence, however, that the spatial attention bias underlying neglect can bias the segmentation of a figural region from its background. Relatively few studies have explicitly examined the effect of spatial neglect on processing the figures that result from such scene segmentation. Here, we show that a neglect patient's bias in figure-ground segmentation directly influences his conscious recognition of these figures. By varying the relative salience of figural and background regions in static, two-dimensional displays, we show that competition between elements in such displays can modulate a neglect patient's ability to recognise parsed figures in a scene. The findings provide insight into the interaction between scene segmentation, explicit object recognition, and attention.

The spatial structure of a nonlinear receptive field.

PubMed

Schwartz, Gregory W; Okawa, Haruhisa; Dunn, Felice A; Morgan, Josh L; Kerschensteiner, Daniel; Wong, Rachel O; Rieke, Fred

2012-11-01

Understanding a sensory system implies the ability to predict responses to a variety of inputs from a common model. In the retina, this includes predicting how the integration of signals across visual space shapes the outputs of retinal ganglion cells. Existing models of this process generalize poorly to predict responses to new stimuli. This failure arises in part from properties of the ganglion cell response that are not well captured by standard receptive-field mapping techniques: nonlinear spatial integration and fine-scale heterogeneities in spatial sampling. Here we characterize a ganglion cell's spatial receptive field using a mechanistic model based on measurements of the physiological properties and connectivity of only the primary excitatory circuitry of the retina. The resulting simplified circuit model successfully predicts ganglion-cell responses to a variety of spatial patterns and thus provides a direct correspondence between circuit connectivity and retinal output.

Experimental evidence for improved neuroimaging interpretation using three-dimensional graphic models.

PubMed

Ruisoto, Pablo; Juanes, Juan Antonio; Contador, Israel; Mayoral, Paula; Prats-Galino, Alberto

2012-01-01

Three-dimensional (3D) or volumetric visualization is a useful resource for learning about the anatomy of the human brain. However, the effectiveness of 3D spatial visualization has not yet been assessed systematically. This report analyzes whether 3D volumetric visualization helps learners to identify and locate subcortical structures more precisely than classical cross-sectional images based on a two dimensional (2D) approach. Eighty participants were assigned to each experimental condition: 2D cross-sectional visualization vs. 3D volumetric visualization. Both groups were matched for age, gender, visual-spatial ability, and previous knowledge of neuroanatomy. Accuracy in identifying brain structures, execution time, and level of confidence in the response were taken as outcome measures. Moreover, interactive effects between the experimental conditions (2D vs. 3D) and factors such as level of competence (novice vs. expert), image modality (morphological and functional), and difficulty of the structures were analyzed. The percentage of correct answers (hit rate) and level of confidence in responses were significantly higher in the 3D visualization condition than in the 2D. In addition, the response time was significantly lower for the 3D visualization condition in comparison with the 2D. The interaction between the experimental condition (2D vs. 3D) and difficulty was significant, and the 3D condition facilitated the location of difficult images more than the 2D condition. 3D volumetric visualization helps to identify brain structures such as the hippocampus and amygdala, more accurately and rapidly than conventional 2D visualization. This paper discusses the implications of these results with regards to the learning process involved in neuroimaging interpretation. Copyright © 2012 American Association of Anatomists.

Profiling the metabolic signals involved in chemical communication between microbes using imaging mass spectrometry.

PubMed

Stasulli, Nikolas M; Shank, Elizabeth A

2016-11-01

The ability of microbes to secrete bioactive chemical signals into their environment has been known for over a century. However, it is only in the last decade that imaging mass spectrometry has provided us with the ability to directly visualize the spatial distributions of these microbial metabolites. This technology involves collecting mass spectra from multiple discrete locations across a biological sample, yielding chemical ‘maps’ that simultaneously reveal the distributions of hundreds of metabolites in two dimensions. Advances in microbial imaging mass spectrometry summarized here have included the identification of novel strain- or coculture-specific compounds, the visualization of biotransformation events (where one metabolite is converted into another by a neighboring microbe), and the implementation of a method to reconstruct the 3D subsurface distributions of metabolites, among others. Here we review the recent literature and discuss how imaging mass spectrometry has spurred novel insights regarding the chemical consequences of microbial interactions.

Benign childhood epilepsy with occipital paroxysms: neuropsychological findings.

PubMed

Germanò, Eva; Gagliano, Antonella; Magazù, Angela; Sferro, Caterina; Calarese, Tiziana; Mannarino, Erminia; Calamoneri, Filippo

2005-05-01

Benign childhood epilepsy with occipital paroxysms is classified among childhood benign partial epilepsies. The absence of neurological and neuropsychological deficits has long been considered as a prerequisite for a diagnosis of benign childhood partial epilepsy. Much evidence has been reported in literature in the latest years suggesting a neuropsychological impairment in this type of epilepsy, particularly in the type with Rolandic paroxysms. The present work examines the neuropsychological profiles of a sample of subjects affected by the early-onset benign childhood occipital seizures (EBOS) described by Panayotopulos. The patient group included 22 children (14 males and 8 females; mean age 10.1+/-3.3 years) diagnosed as having EBOS. The patients were examined with a set of tests investigating neuropsychological functions: memory, attention, perceptive, motor, linguistic and academic (reading, writing, arithmetic) abilities. The same instruments have been given to a homogeneous control group as regards sex, age, level of education and socio-economic background. None of the subjects affected by EBOS showed intellectual deficit (mean IQ in Wechsler Full Scale 91.7; S.D. 8.9). Results show a widespread cognitive dysfunction in the context of a focal epileptogenic process in EBOS. In particular, children with EBOS show a significant occurrence of specific learning disabilities (SLD) and other subtle neuropsychological deficits. We found selective dysfunctions relating to perceptive-visual attentional ability (p<0.05), verbal and visual-spatial memory abilities (p<0.01), visual perception and visual-motor integration global abilities (p<0.01), manual dexterity tasks (p<0.05), some language tasks (p<0.05), reading and writing abilities (p<0.01) and arithmetic ability (p<0.01). The presence of cognitive dysfunctions in subjects with EBOS supports the hypothesis that epilepsy itself plays a role in the development of neuropsychological impairment. Supported by other studies that have documented subtle neuropsychological deficits in benign partial epilepsy, we stress the importance of reconsidering its supposed "cognitive benignity", particularly in occipital types.

Action potential influences spatial perception: Evidence for genuine top-down effects on perception.

PubMed

Witt, Jessica K

2017-08-01

The action-specific account of spatial perception asserts that a perceiver's ability to perform an action, such as hitting a softball or walking up a hill, impacts the visual perception of the target object. Although much evidence is consistent with this claim, the evidence has been challenged as to whether perception is truly impacted, as opposed to the responses themselves. These challenges have recently been organized as six pitfalls that provide a framework with which to evaluate the empirical evidence. Four case studies of action-specific effects are offered as evidence that meets the framework's high bar, and thus that demonstrates genuine perceptual effects. That action influences spatial perception is evidence that perceptual and action-related processes are intricately and bidirectionally linked.

Visual development in primates: Neural mechanisms and critical periods

PubMed Central

Kiorpes, Lynne

2015-01-01

Despite many decades of research into the development of visual cortex, it remains unclear what neural processes set limitations on the development of visual function and define its vulnerability to abnormal visual experience. This selected review examines the development of visual function and its neural correlates, and highlights the fact that in most cases receptive field properties of infant neurons are substantially more mature than infant visual function. One exception is temporal resolution, which can be accounted for by resolution of neurons at the level of the LGN. In terms of spatial vision, properties of single neurons alone are not sufficient to account for visual development. Different visual functions develop over different time courses. Their onset may be limited by the existence of neural response properties that support a given perceptual ability, but the subsequent time course of maturation to adult levels remains unexplained. Several examples are offered suggesting that taking account of weak signaling by infant neurons, correlated firing, and pooled responses of populations of neurons brings us closer to an understanding of the relationship between neural and behavioral development. PMID:25649764

Car driving in schizophrenia: can visual memory and organization make a difference?

PubMed

Lipskaya-Velikovsky, Lena; Kotler, Moshe; Weiss, Penina; Kaspi, Maya; Gamzo, Shimrit; Ratzon, Navah

2013-09-01

Driving is a meaningful occupation which is ascribed to functional independence in schizophrenia. Although it is estimated that individuals with schizophrenia have two times more traffic accidents, little research has been done in this field. Present research explores differences in mental status, visual working memory and visual organization between drivers and non-drivers with schizophrenia in comparison to healthy drivers. There were three groups in the study: 20 drivers with schizophrenia, 20 non-driving individuals with schizophrenia and 20 drivers without schizophrenia (DWS). Visual perception was measured with Rey-Osterrieth Complex Figure test and a general cognitive status with Mini-Mental State Examination. The general cognitive status predicted actual driving situation in people with schizophrenia. No statistically significant differences were found between driving and non-driving persons with schizophrenia on any of the visual parameters tested, although these abilities were significantly lower than those of DWS. The research demonstrates that impairment of visual abilities does not prevent people with schizophrenia from driving and emphasizes the importance of general cognitive status for complex and multidimensional everyday tasks. The findings support the need for further investigation in the field of car driving for this population - a move that will considerably contribute to the participation and well-being. Implication for Rehabilitation Unique approach for driving evaluation in schizophrenia should be designed since direct applications of knowledge and practice acquired from other populations are not reliable. This research demonstrates that visual perception deficits in schizophrenia do not prevent clients from driving, and general cognitive status appeared to be a valid determinant for actual driving. We recommended usage of a general test of cognition such as Mini-Mental State Examination, or conjunction number of cognitive factors such as executive functions (e.g., Trail Making Test) and attention (e.g., Continuous Performance Test) in addition to spatial-visual ability tests (e.g., Rey-Osterrieth Complex Figure test) for considering driving status in schizophrenia.

Audition dominates vision in duration perception irrespective of salience, attention, and temporal discriminability

PubMed Central

Ortega, Laura; Guzman-Martinez, Emmanuel; Grabowecky, Marcia; Suzuki, Satoru

2014-01-01

Whereas the visual modality tends to dominate over the auditory modality in bimodal spatial perception, the auditory modality tends to dominate over the visual modality in bimodal temporal perception. Recent results suggest that the visual modality dominates bimodal spatial perception because spatial discriminability is typically greater for the visual than auditory modality; accordingly, visual dominance is eliminated or reversed when visual-spatial discriminability is reduced by degrading visual stimuli to be equivalent or inferior to auditory spatial discriminability. Thus, for spatial perception, the modality that provides greater discriminability dominates. Here we ask whether auditory dominance in duration perception is similarly explained by factors that influence the relative quality of auditory and visual signals. In contrast to the spatial results, the auditory modality dominated over the visual modality in bimodal duration perception even when the auditory signal was clearly weaker, when the auditory signal was ignored (i.e., the visual signal was selectively attended), and when the temporal discriminability was equivalent for the auditory and visual signals. Thus, unlike spatial perception where the modality carrying more discriminable signals dominates, duration perception seems to be mandatorily linked to auditory processing under most circumstances. PMID:24806403

Exploratory study of the relations between spatial ability and drawing from memory.

PubMed

Czarnolewski, Mark Y; Eliot, John

2012-04-01

Test scores of 119 students, attending either a public four-year college or a technical school, were related to their proportionality and detail drawing scores on the Memory for Designs Test. In regression models, the ETS Maze Tracing, Eliot-Price Mental Rotations, and Bender-Gestalt tests were consistent predictors of proportionality scores, with the latter two tests uniquely related to these. The ETS Shapes Memory Test and the Form Board Test were the strongest predictors for detail accuracy scores. The Shapes test predicted proportionality when the CTY Visual Memory Test BB was excluded. The models then provided support for the hypothesis that drawing designs from memory, a critical skill in drawing, regardless of whether one focuses on accuracy for proportionality scores or for detail scores, is jointly related to the measures of recognition, production, and traditional spatial ability measures. This study identified multifaceted skills in drawing from memory.

Improvements in Orientation and Balancing Abilities in Response to One Month of Intensive Slackline-Training. A Randomized Controlled Feasibility Study.

PubMed

Dordevic, Milos; Hökelmann, Anita; Müller, Patrick; Rehfeld, Kathrin; Müller, Notger G

2017-01-01

Background: Slackline-training has been shown to improve mainly task-specific balancing skills. Non-task specific effects were assessed for tandem stance and preferred one-leg stance on stable and perturbed force platforms with open eyes. It is unclear whether transfer effects exist for other balancing conditions and which component of the balancing ability is affected. Also, it is not known whether slackline-training can improve non-visual-dependent spatial orientation abilities, a function mainly supported by the hippocampus. Objective: To assess the effect of one-month of slackline-training on different components of balancing ability and its transfer effects on non-visual-dependent spatial orientation abilities. Materials and Methods: Fifty subjects aged 18-30 were randomly assigned to the training group (T) ( n = 25, 23.2 ± 2.5 years; 12 females) and the control group (C) ( n = 25, 24.4 ± 2.8 years; 11 females). Professional instructors taught the intervention group to slackline over four consecutive weeks with three 60-min-trainings in each week. Data acquisition was performed (within 2 days) by blinded investigators at the baseline and after the training. Main outcomes Improvement in the score of a 30-item clinical balance test (CBT) developed at our institute (max. score = 90 points) and in the average error distance (in centimeters) in an orientation test (OT), a triangle completion task with walking and wheelchair conditions for 60°, 90°, and 120°. Results: Training group performed significantly better on the closed-eyes conditions of the CBT (1.6 points, 95% CI: 0.6 to 2.6 points vs. 0.1 points, 95% CI: -1 to 1.1 points; p = 0.011, [Formula: see text] = 0.128) and in the wheelchair (vestibular) condition of the OT (21 cm, 95% CI: 8-34 cm vs. 1 cm, 95% CI: -14-16 cm; p = 0.049, [Formula: see text] = 0.013). Conclusion: Our results indicate that one month of intensive slackline training is a novel approach for enhancing clinically relevant balancing abilities in conditions with closed eyes as well as for improving the vestibular-dependent spatial orientation capability; both of the benefits are likely caused by positive influence of slackline-training on the vestibular system function.

Improvements in Orientation and Balancing Abilities in Response to One Month of Intensive Slackline-Training. A Randomized Controlled Feasibility Study

PubMed Central

Dordevic, Milos; Hökelmann, Anita; Müller, Patrick; Rehfeld, Kathrin; Müller, Notger G.

2017-01-01

Background: Slackline-training has been shown to improve mainly task-specific balancing skills. Non-task specific effects were assessed for tandem stance and preferred one-leg stance on stable and perturbed force platforms with open eyes. It is unclear whether transfer effects exist for other balancing conditions and which component of the balancing ability is affected. Also, it is not known whether slackline-training can improve non-visual-dependent spatial orientation abilities, a function mainly supported by the hippocampus. Objective: To assess the effect of one-month of slackline-training on different components of balancing ability and its transfer effects on non-visual-dependent spatial orientation abilities. Materials and Methods: Fifty subjects aged 18–30 were randomly assigned to the training group (T) (n = 25, 23.2 ± 2.5 years; 12 females) and the control group (C) (n = 25, 24.4 ± 2.8 years; 11 females). Professional instructors taught the intervention group to slackline over four consecutive weeks with three 60-min-trainings in each week. Data acquisition was performed (within 2 days) by blinded investigators at the baseline and after the training. Main outcomes Improvement in the score of a 30-item clinical balance test (CBT) developed at our institute (max. score = 90 points) and in the average error distance (in centimeters) in an orientation test (OT), a triangle completion task with walking and wheelchair conditions for 60°, 90°, and 120°. Results: Training group performed significantly better on the closed-eyes conditions of the CBT (1.6 points, 95% CI: 0.6 to 2.6 points vs. 0.1 points, 95% CI: –1 to 1.1 points; p = 0.011, ηp2 = 0.128) and in the wheelchair (vestibular) condition of the OT (21 cm, 95% CI: 8–34 cm vs. 1 cm, 95% CI: –14–16 cm; p = 0.049, ηp2 = 0.013). Conclusion: Our results indicate that one month of intensive slackline training is a novel approach for enhancing clinically relevant balancing abilities in conditions with closed eyes as well as for improving the vestibular-dependent spatial orientation capability; both of the benefits are likely caused by positive influence of slackline-training on the vestibular system function. PMID:28239345

AMPS definition study on Optical Band Imager and Photometer System (OBIPS)

NASA Technical Reports Server (NTRS)

Davis, T. N.; Deehr, C. S.; Hallinan, T. J.; Wescott, E. M.

1975-01-01

A study was conducted to define the characteristics of a modular optical diagnostic system (OBIPS) for AMPS, to provide input to Phase B studies, and to give information useful for experiment planning and design of other instrumentation. The system described consists of visual and UV-band imagers and visual and UV-band photometers; of these the imagers are most important because of their ability to measure intensity as a function of two spatial dimensions and time with high resolution. The various subsystems of OBIPS are in themselves modular with modules having a high degree of interchangeability for versatility, economy, and redundancy.

Gain, noise, and contrast sensitivity of linear visual neurons

NASA Technical Reports Server (NTRS)

Watson, Andrew B.

1990-01-01

Contrast sensitivity is a measure of the ability of an observer to detect contrast signals of particular spatial and temporal frequencies. A formal definition of contrast sensitivity that can be applied to individual linear visual neurons is derived. A neuron is modeled by a contrast transfer function and its modulus, contrast gain, and by a noise power spectrum. The distributions of neural responses to signal and blank presentations are derived, and from these, a definition of contrast sensitivity is obtained. This formal definition may be used to relate the sensitivities of various populations of neurons, and to relate the sensitivities of neurons to that of the behaving animal.

Airborne Single Particle Mass Spectrometers (SPLAT II & miniSPLAT) and New Software for Data Visualization and Analysis in a Geo-Spatial Context

DOE Office of Scientific and Technical Information (OSTI.GOV)

Zelenyuk, Alla; Imre, D.; Wilson, Jacqueline M.

2015-02-01

Understanding the effect of aerosols on climate requires knowledge of the size and chemical composition of individual aerosol particles - two fundamental properties that determine an aerosol’s optical properties and ability to serve as cloud condensation or ice nuclei. Here we present miniSPLAT, our new aircraft compatible single particle mass spectrometer, that measures in-situ and in real-time size and chemical composition of individual aerosol particles with extremely high sensitivity, temporal resolution, and sizing precision on the order of a monolayer. miniSPLAT operates in dual data acquisition mode to measure, in addition to single particle size and composition, particle number concentrations,more » size distributions, density, and asphericity with high temporal resolution. When compared to our previous instrument, SPLAT II, miniSPLAT has been significantly reduced in size, weight, and power consumption without loss in performance. We also present ND-Scope, our newly developed interactive visual analytics software package. ND-Scope is designed to explore and visualize the vast amount of complex, multidimensional data acquired by our single particle mass spectrometers, along with other aerosol and cloud characterization instruments on-board aircraft. We demonstrate that ND-Scope makes it possible to visualize the relationships between different observables and to view the data in a geo-spatial context, using the interactive and fully coupled Google Earth and Parallel Coordinates displays. Here we illustrate the utility of ND-Scope to visualize the spatial distribution of atmospheric particles of different compositions, and explore the relationship between individual particle composition and their activity as cloud condensation nuclei.« less

High School Students' Performance on Vandenberg's Mental Rotations Test: Art Ability, Gender, Activities, Academic Performance, Strategies, and Ease of Taking the Test.

ERIC Educational Resources Information Center

Gurny, Helen Graham

This study tested whether mental rotation performance of 186 high school students (80 males and 106 females) in grades 9 through 12 in art and nonart classes on Vandenbergs Mental Rotations test (S. Vandenberg and Kuse, 1978) was affected by gender, visual-spatial activities, strategies used while performing the test, and the ease of test taking.…

Distinctive signatures of recursion.

PubMed

Martins, Maurício Dias

2012-07-19

Although recursion has been hypothesized to be a necessary capacity for the evolution of language, the multiplicity of definitions being used has undermined the broader interpretation of empirical results. I propose that only a definition focused on representational abilities allows the prediction of specific behavioural traits that enable us to distinguish recursion from non-recursive iteration and from hierarchical embedding: only subjects able to represent recursion, i.e. to represent different hierarchical dependencies (related by parenthood) with the same set of rules, are able to generalize and produce new levels of embedding beyond those specified a priori (in the algorithm or in the input). The ability to use such representations may be advantageous in several domains: action sequencing, problem-solving, spatial navigation, social navigation and for the emergence of conventionalized communication systems. The ability to represent contiguous hierarchical levels with the same rules may lead subjects to expect unknown levels and constituents to behave similarly, and this prior knowledge may bias learning positively. Finally, a new paradigm to test for recursion is presented. Preliminary results suggest that the ability to represent recursion in the spatial domain recruits both visual and verbal resources. Implications regarding language evolution are discussed.

Spatially-Explicit Simulation Modeling of Ecological Response to Climate Change: Methodological Considerations in Predicting Shifting Population Dynamics of Infectious Disease Vectors.

PubMed

Dhingra, Radhika; Jimenez, Violeta; Chang, Howard H; Gambhir, Manoj; Fu, Joshua S; Liu, Yang; Remais, Justin V

2013-09-01

Poikilothermic disease vectors can respond to altered climates through spatial changes in both population size and phenology. Quantitative descriptors to characterize, analyze and visualize these dynamic responses are lacking, particularly across large spatial domains. In order to demonstrate the value of a spatially explicit, dynamic modeling approach, we assessed spatial changes in the population dynamics of Ixodes scapularis , the Lyme disease vector, using a temperature-forced population model simulated across a grid of 4 × 4 km cells covering the eastern United States, using both modeled (Weather Research and Forecasting (WRF) 3.2.1) baseline/current (2001-2004) and projected (Representative Concentration Pathway (RCP) 4.5 and RCP 8.5; 2057-2059) climate data. Ten dynamic population features (DPFs) were derived from simulated populations and analyzed spatially to characterize the regional population response to current and future climate across the domain. Each DPF under the current climate was assessed for its ability to discriminate observed Lyme disease risk and known vector presence/absence, using data from the US Centers for Disease Control and Prevention. Peak vector population and month of peak vector population were the DPFs that performed best as predictors of current Lyme disease risk. When examined under baseline and projected climate scenarios, the spatial and temporal distributions of DPFs shift and the seasonal cycle of key questing life stages is compressed under some scenarios. Our results demonstrate the utility of spatial characterization, analysis and visualization of dynamic population responses-including altered phenology-of disease vectors to altered climate.

Spatially-Explicit Simulation Modeling of Ecological Response to Climate Change: Methodological Considerations in Predicting Shifting Population Dynamics of Infectious Disease Vectors

PubMed Central

Dhingra, Radhika; Jimenez, Violeta; Chang, Howard H.; Gambhir, Manoj; Fu, Joshua S.; Liu, Yang; Remais, Justin V.

2014-01-01

Poikilothermic disease vectors can respond to altered climates through spatial changes in both population size and phenology. Quantitative descriptors to characterize, analyze and visualize these dynamic responses are lacking, particularly across large spatial domains. In order to demonstrate the value of a spatially explicit, dynamic modeling approach, we assessed spatial changes in the population dynamics of Ixodes scapularis, the Lyme disease vector, using a temperature-forced population model simulated across a grid of 4 × 4 km cells covering the eastern United States, using both modeled (Weather Research and Forecasting (WRF) 3.2.1) baseline/current (2001–2004) and projected (Representative Concentration Pathway (RCP) 4.5 and RCP 8.5; 2057–2059) climate data. Ten dynamic population features (DPFs) were derived from simulated populations and analyzed spatially to characterize the regional population response to current and future climate across the domain. Each DPF under the current climate was assessed for its ability to discriminate observed Lyme disease risk and known vector presence/absence, using data from the US Centers for Disease Control and Prevention. Peak vector population and month of peak vector population were the DPFs that performed best as predictors of current Lyme disease risk. When examined under baseline and projected climate scenarios, the spatial and temporal distributions of DPFs shift and the seasonal cycle of key questing life stages is compressed under some scenarios. Our results demonstrate the utility of spatial characterization, analysis and visualization of dynamic population responses—including altered phenology—of disease vectors to altered climate. PMID:24772388

The Impact of Early Visual Deprivation on Spatial Hearing: A Comparison between Totally and Partially Visually Deprived Children

PubMed Central

Cappagli, Giulia; Finocchietti, Sara; Cocchi, Elena; Gori, Monica

2017-01-01

The specific role of early visual deprivation on spatial hearing is still unclear, mainly due to the difficulty of comparing similar spatial skills at different ages and to the difficulty in recruiting young blind children from birth. In this study, the effects of early visual deprivation on the development of auditory spatial localization have been assessed in a group of seven 3–5 years old children with congenital blindness (n = 2; light perception or no perception of light) or low vision (n = 5; visual acuity range 1.1–1.7 LogMAR), with the main aim to understand if visual experience is fundamental to the development of specific spatial skills. Our study led to three main findings: firstly, totally blind children performed overall more poorly compared sighted and low vision children in all the spatial tasks performed; secondly, low vision children performed equally or better than sighted children in the same auditory spatial tasks; thirdly, higher residual levels of visual acuity are positively correlated with better spatial performance in the dynamic condition of the auditory localization task indicating that the more residual vision the better spatial performance. These results suggest that early visual experience has an important role in the development of spatial cognition, even when the visual input during the critical period of visual calibration is partially degraded like in the case of low vision children. Overall these results shed light on the importance of early assessment of spatial impairments in visually impaired children and early intervention to prevent the risk of isolation and social exclusion. PMID:28443040

Upside-Down Brilliance: The Visual-Spatial Learner.

ERIC Educational Resources Information Center

Silverman, Linda Kreger

This book describes the unique characteristics of visual-spatial learners and teaching techniques designed for this population. Following a quiz to identify visual-spatial learners, chapters address: (1) how visual-spatial learners think and the plight of being non-sequential; (2) the power of the right hemisphere, eye movement patterns, and…

Analysis of students’ spatial thinking in geometry: 3D object into 2D representation

NASA Astrophysics Data System (ADS)

Fiantika, F. R.; Maknun, C. L.; Budayasa, I. K.; Lukito, A.

2018-05-01

The aim of this study is to find out the spatial thinking process of students in transforming 3-dimensional (3D) object to 2-dimensional (2D) representation. Spatial thinking is helpful in using maps, planning routes, designing floor plans, and creating art. The student can engage geometric ideas by using concrete models and drawing. Spatial thinking in this study is identified through geometrical problems of transforming a 3-dimensional object into a 2-dimensional object image. The problem was resolved by the subject and analyzed by reference to predetermined spatial thinking indicators. Two representative subjects of elementary school were chosen based on mathematical ability and visual learning style. Explorative description through qualitative approach was used in this study. The result of this study are: 1) there are different representations of spatial thinking between a boy and a girl object, 2) the subjects has their own way to invent the fastest way to draw cube net.

Audiovisual integration in hemianopia: A neurocomputational account based on cortico-collicular interaction.

PubMed

Magosso, Elisa; Bertini, Caterina; Cuppini, Cristiano; Ursino, Mauro

2016-10-01

Hemianopic patients retain some abilities to integrate audiovisual stimuli in the blind hemifield, showing both modulation of visual perception by auditory stimuli and modulation of auditory perception by visual stimuli. Indeed, conscious detection of a visual target in the blind hemifield can be improved by a spatially coincident auditory stimulus (auditory enhancement of visual detection), while a visual stimulus in the blind hemifield can improve localization of a spatially coincident auditory stimulus (visual enhancement of auditory localization). To gain more insight into the neural mechanisms underlying these two perceptual phenomena, we propose a neural network model including areas of neurons representing the retina, primary visual cortex (V1), extrastriate visual cortex, auditory cortex and the Superior Colliculus (SC). The visual and auditory modalities in the network interact via both direct cortical-cortical connections and subcortical-cortical connections involving the SC; the latter, in particular, integrates visual and auditory information and projects back to the cortices. Hemianopic patients were simulated by unilaterally lesioning V1, and preserving spared islands of V1 tissue within the lesion, to analyze the role of residual V1 neurons in mediating audiovisual integration. The network is able to reproduce the audiovisual phenomena in hemianopic patients, linking perceptions to neural activations, and disentangles the individual contribution of specific neural circuits and areas via sensitivity analyses. The study suggests i) a common key role of SC-cortical connections in mediating the two audiovisual phenomena; ii) a different role of visual cortices in the two phenomena: auditory enhancement of conscious visual detection being conditional on surviving V1 islands, while visual enhancement of auditory localization persisting even after complete V1 damage. The present study may contribute to advance understanding of the audiovisual dialogue between cortical and subcortical structures in healthy and unisensory deficit conditions. Copyright © 2016 Elsevier Ltd. All rights reserved.

Contralateral Bias of High Spatial Frequency Tuning and Cardinal Direction Selectivity in Mouse Visual Cortex

PubMed Central

Zeitoun, Jack H.; Kim, Hyungtae

2017-01-01

Binocular mechanisms for visual processing are thought to enhance spatial acuity by combining matched input from the two eyes. Studies in the primary visual cortex of carnivores and primates have confirmed that eye-specific neuronal response properties are largely matched. In recent years, the mouse has emerged as a prominent model for binocular visual processing, yet little is known about the spatial frequency tuning of binocular responses in mouse visual cortex. Using calcium imaging in awake mice of both sexes, we show that the spatial frequency preference of cortical responses to the contralateral eye is ∼35% higher than responses to the ipsilateral eye. Furthermore, we find that neurons in binocular visual cortex that respond only to the contralateral eye are tuned to higher spatial frequencies. Binocular neurons that are well matched in spatial frequency preference are also matched in orientation preference. In contrast, we observe that binocularly mismatched cells are more mismatched in orientation tuning. Furthermore, we find that contralateral responses are more direction-selective than ipsilateral responses and are strongly biased to the cardinal directions. The contralateral bias of high spatial frequency tuning was found in both awake and anesthetized recordings. The distinct properties of contralateral cortical responses may reflect the functional segregation of direction-selective, high spatial frequency-preferring neurons in earlier stages of the central visual pathway. Moreover, these results suggest that the development of binocularity and visual acuity may engage distinct circuits in the mouse visual system. SIGNIFICANCE STATEMENT Seeing through two eyes is thought to improve visual acuity by enhancing sensitivity to fine edges. Using calcium imaging of cellular responses in awake mice, we find surprising asymmetries in the spatial processing of eye-specific visual input in binocular primary visual cortex. The contralateral visual pathway is tuned to higher spatial frequencies than the ipsilateral pathway. At the highest spatial frequencies, the contralateral pathway strongly prefers to respond to visual stimuli along the cardinal (horizontal and vertical) axes. These results suggest that monocular, and not binocular, mechanisms set the limit of spatial acuity in mice. Furthermore, they suggest that the development of visual acuity and binocularity in mice involves different circuits. PMID:28924011

Attentional reorienting triggers spatial asymmetries in a search task with cross-modal spatial cueing

PubMed Central

Paladini, Rebecca E.; Diana, Lorenzo; Zito, Giuseppe A.; Nyffeler, Thomas; Wyss, Patric; Mosimann, Urs P.; Müri, René M.; Nef, Tobias

2018-01-01

Cross-modal spatial cueing can affect performance in a visual search task. For example, search performance improves if a visual target and an auditory cue originate from the same spatial location, and it deteriorates if they originate from different locations. Moreover, it has recently been postulated that multisensory settings, i.e., experimental settings, in which critical stimuli are concurrently presented in different sensory modalities (e.g., visual and auditory), may trigger asymmetries in visuospatial attention. Thereby, a facilitation has been observed for visual stimuli presented in the right compared to the left visual space. However, it remains unclear whether auditory cueing of attention differentially affects search performance in the left and the right hemifields in audio-visual search tasks. The present study investigated whether spatial asymmetries would occur in a search task with cross-modal spatial cueing. Participants completed a visual search task that contained no auditory cues (i.e., unimodal visual condition), spatially congruent, spatially incongruent, and spatially non-informative auditory cues. To further assess participants’ accuracy in localising the auditory cues, a unimodal auditory spatial localisation task was also administered. The results demonstrated no left/right asymmetries in the unimodal visual search condition. Both an additional incongruent, as well as a spatially non-informative, auditory cue resulted in lateral asymmetries. Thereby, search times were increased for targets presented in the left compared to the right hemifield. No such spatial asymmetry was observed in the congruent condition. However, participants’ performance in the congruent condition was modulated by their tone localisation accuracy. The findings of the present study demonstrate that spatial asymmetries in multisensory processing depend on the validity of the cross-modal cues, and occur under specific attentional conditions, i.e., when visual attention has to be reoriented towards the left hemifield. PMID:29293637

Visual Spatial Cognition in Neurodegenerative Disease

PubMed Central

Possin, Katherine L.

2011-01-01

Visual spatial impairment is often an early symptom of neurodegenerative disease; however, this multi-faceted domain of cognition is not well-assessed by most typical dementia evaluations. Neurodegenerative diseases cause circumscribed atrophy in distinct neural networks, and accordingly, they impact visual spatial cognition in different and characteristic ways. Anatomically-focused visual spatial assessment can assist the clinician in making an early and accurate diagnosis. This article will review the literature on visual spatial cognition in neurodegenerative disease clinical syndromes, and where research is available, by neuropathologic diagnoses. Visual spatial cognition will be organized primarily according to the following schemes: bottom-up / top-down processing, dorsal / ventral stream processing, and egocentric / allocentric frames of reference. PMID:20526954

Spatial Probability Dynamically Modulates Visual Target Detection in Chickens

PubMed Central

Sridharan, Devarajan; Ramamurthy, Deepa L.; Knudsen, Eric I.

2013-01-01

The natural world contains a rich and ever-changing landscape of sensory information. To survive, an organism must be able to flexibly and rapidly locate the most relevant sources of information at any time. Humans and non-human primates exploit regularities in the spatial distribution of relevant stimuli (targets) to improve detection at locations of high target probability. Is the ability to flexibly modify behavior based on visual experience unique to primates? Chickens (Gallus domesticus) were trained on a multiple alternative Go/NoGo task to detect a small, briefly-flashed dot (target) in each of the quadrants of the visual field. When targets were presented with equal probability (25%) in each quadrant, chickens exhibited a distinct advantage for detecting targets at lower, relative to upper, hemifield locations. Increasing the probability of presentation in the upper hemifield locations (to 80%) dramatically improved detection performance at these locations to be on par with lower hemifield performance. Finally, detection performance in the upper hemifield changed on a rapid timescale, improving with successive target detections, and declining with successive detections at the diagonally opposite location in the lower hemifield. These data indicate the action of a process that in chickens, as in primates, flexibly and dynamically modulates detection performance based on the spatial probabilities of sensory stimuli as well as on recent performance history. PMID:23734188

Enhanced and diminished visuo-spatial information processing in autism depends on stimulus complexity.

PubMed

Bertone, Armando; Mottron, Laurent; Jelenic, Patricia; Faubert, Jocelyn

2005-10-01

Visuo-perceptual processing in autism is characterized by intact or enhanced performance on static spatial tasks and inferior performance on dynamic tasks, suggesting a deficit of dorsal visual stream processing in autism. However, previous findings by Bertone et al. indicate that neuro-integrative mechanisms used to detect complex motion, rather than motion perception per se, may be impaired in autism. We present here the first demonstration of concurrent enhanced and decreased performance in autism on the same visuo-spatial static task, wherein the only factor dichotomizing performance was the neural complexity required to discriminate grating orientation. The ability of persons with autism was found to be superior for identifying the orientation of simple, luminance-defined (or first-order) gratings but inferior for complex, texture-defined (or second-order) gratings. Using a flicker contrast sensitivity task, we demonstrated that this finding is probably not due to abnormal information processing at a sub-cortical level (magnocellular and parvocellular functioning). Together, these findings are interpreted as a clear indication of altered low-level perceptual information processing in autism, and confirm that the deficits and assets observed in autistic visual perception are contingent on the complexity of the neural network required to process a given type of visual stimulus. We suggest that atypical neural connectivity, resulting in enhanced lateral inhibition, may account for both enhanced and decreased low-level information processing in autism.

Blue colour preference in honeybees distracts visual attention for learning closed shapes.

PubMed

Morawetz, Linde; Svoboda, Alexander; Spaethe, Johannes; Dyer, Adrian G

2013-10-01

Spatial vision is an important cue for how honeybees (Apis mellifera) find flowers, and previous work has suggested that spatial learning in free-flying bees is exclusively mediated by achromatic input to the green photoreceptor channel. However, some data suggested that bees may be able to use alternative channels for shape processing, and recent work shows conditioning type and training length can significantly influence bee learning and cue use. We thus tested the honeybees' ability to discriminate between two closed shapes considering either absolute or differential conditioning, and using eight stimuli differing in their spectral characteristics. Consistent with previous work, green contrast enabled reliable shape learning for both types of conditioning, but surprisingly, we found that bees trained with appetitive-aversive differential conditioning could additionally use colour and/or UV contrast to enable shape discrimination. Interestingly, we found that a high blue contrast initially interferes with bee shape learning, probably due to the bees innate preference for blue colours, but with increasing experience bees can learn a variety of spectral and/or colour cues to facilitate spatial learning. Thus, the relationship between bee pollinators and the spatial and spectral cues that they use to find rewarding flowers appears to be a more rich visual environment than previously thought.

Neural correlates of virtual route recognition in congenital blindness.

PubMed

Kupers, Ron; Chebat, Daniel R; Madsen, Kristoffer H; Paulson, Olaf B; Ptito, Maurice

2010-07-13

Despite the importance of vision for spatial navigation, blind subjects retain the ability to represent spatial information and to move independently in space to localize and reach targets. However, the neural correlates of navigation in subjects lacking vision remain elusive. We therefore used functional MRI (fMRI) to explore the cortical network underlying successful navigation in blind subjects. We first trained congenitally blind and blindfolded sighted control subjects to perform a virtual navigation task with the tongue display unit (TDU), a tactile-to-vision sensory substitution device that translates a visual image into electrotactile stimulation applied to the tongue. After training, participants repeated the navigation task during fMRI. Although both groups successfully learned to use the TDU in the virtual navigation task, the brain activation patterns showed substantial differences. Blind but not blindfolded sighted control subjects activated the parahippocampus and visual cortex during navigation, areas that are recruited during topographical learning and spatial representation in sighted subjects. When the navigation task was performed under full vision in a second group of sighted participants, the activation pattern strongly resembled the one obtained in the blind when using the TDU. This suggests that in the absence of vision, cross-modal plasticity permits the recruitment of the same cortical network used for spatial navigation tasks in sighted subjects.

Comparing two types of engineering visualizations: task-related manipulations matter.

PubMed

Cölln, Martin C; Kusch, Kerstin; Helmert, Jens R; Kohler, Petra; Velichkovsky, Boris M; Pannasch, Sebastian

2012-01-01

This study focuses on the comparison of traditional engineering drawings with a CAD (computer aided design) visualization in terms of user performance and eye movements in an applied context. Twenty-five students of mechanical engineering completed search tasks for measures in two distinct depictions of a car engine component (engineering drawing vs. CAD model). Besides spatial dimensionality, the display types most notably differed in terms of information layout, access and interaction options. The CAD visualization yielded better performance, if users directly manipulated the object, but was inferior, if employed in a conventional static manner, i.e. inspecting only predefined views. An additional eye movement analysis revealed longer fixation durations and a stronger increase of task-relevant fixations over time when interacting with the CAD visualization. This suggests a more focused extraction and filtering of information. We conclude that the three-dimensional CAD visualization can be advantageous if its ability to manipulate is used. Copyright © 2011 Elsevier Ltd and The Ergonomics Society. All rights reserved.

The Michelin red guide of the brain: role of dopamine in goal-oriented navigation.

PubMed

Retailleau, Aude; Boraud, Thomas

2014-01-01

Spatial learning has been recognized over the years to be under the control of the hippocampus and related temporal lobe structures. Hippocampal damage often causes severe impairments in the ability to learn and remember a location in space defined by distal visual cues. Such cognitive disabilities are found in Parkinsonian patients. We recently investigated the role of dopamine in navigation in the 6-Hydroxy-dopamine (6-OHDA) rat, a model of Parkinson's disease (PD) commonly used to investigate the pathophysiology of dopamine depletion (Retailleau et al., 2013). We demonstrated that dopamine (DA) is essential to spatial learning as its depletion results in spatial impairments. Our results showed that the behavioral effect of DA depletion is correlated with modification of the neural encoding of spatial features and decision making processes in hippocampus. However, the origin of these alterations in the neural processing of the spatial information needs to be clarified. It could result from a local effect: dopamine depletion disturbs directly the processing of relevant spatial information at hippocampal level. Alternatively, it could result from a more distributed network effect: dopamine depletion elsewhere in the brain (entorhinal cortex, striatum, etc.) modifies the way hippocampus processes spatial information. Recent experimental evidence in rodents, demonstrated indeed, that other brain areas are involved in the acquisition of spatial information. Amongst these, the cortex-basal ganglia (BG) loop is known to be involved in reinforcement learning and has been identified as an important contributor to spatial learning. In particular, it has been shown that altered activity of the BG striatal complex can impair the ability to perform spatial learning tasks. The present review provides a glimpse of the findings obtained over the past decade that support a dialog between these two structures during spatial learning under DA control.

Attention improves encoding of task-relevant features in the human visual cortex

PubMed Central

Jehee, Janneke F.M.; Brady, Devin K.; Tong, Frank

2011-01-01

When spatial attention is directed towards a particular stimulus, increased activity is commonly observed in corresponding locations of the visual cortex. Does this attentional increase in activity indicate improved processing of all features contained within the attended stimulus, or might spatial attention selectively enhance the features relevant to the observer’s task? We used fMRI decoding methods to measure the strength of orientation-selective activity patterns in the human visual cortex while subjects performed either an orientation or contrast discrimination task, involving one of two laterally presented gratings. Greater overall BOLD activation with spatial attention was observed in areas V1-V4 for both tasks. However, multivariate pattern analysis revealed that orientation-selective responses were enhanced by attention only when orientation was the task-relevant feature, and not when the grating’s contrast had to be attended. In a second experiment, observers discriminated the orientation or color of a specific lateral grating. Here, orientation-selective responses were enhanced in both tasks but color-selective responses were enhanced only when color was task-relevant. In both experiments, task-specific enhancement of feature-selective activity was not confined to the attended stimulus location, but instead spread to other locations in the visual field, suggesting the concurrent involvement of a global feature-based attentional mechanism. These results suggest that attention can be remarkably selective in its ability to enhance particular task-relevant features, and further reveal that increases in overall BOLD amplitude are not necessarily accompanied by improved processing of stimulus information. PMID:21632942

Cognitive deficits in individuals with methamphetamine use disorder: A meta-analysis.

PubMed

Potvin, Stéphane; Pelletier, Julie; Grot, Stéphanie; Hébert, Catherine; Barr, Alasdair M; Lecomte, Tania

2018-05-01

Methamphetamine has long been considered as a neurotoxic substance causing cognitive deficits. Recently, however, the magnitude and the clinical significance of the cognitive effects associated with methamphetamine use disorder (MUD) have been debated. To help clarify this controversy, we performed a meta-analysis of the cognitive deficits associated with MUD. A literature search yielded 44 studies that assessed cognitive dysfunction in 1592 subjects with MUD and 1820 healthy controls. Effect size estimates were calculated using the Comprehensive Meta-Analysis, for the following 12 cognitive domains: attention, executive functions, impulsivity/reward processing, social cognition, speed of processing, verbal fluency/language, verbal learning and memory, visual learning and memory, visuo-spatial abilities and working memory. Findings revealed moderate impairment across most cognitive domains, including attention, executive functions, language/verbal fluency, verbal learning and memory, visual memory and working memory. Deficits in impulsivity/reward processing and social cognition were more prominent, whereas visual learning and visuo-spatial abilities were relatively spared cognitive domains. A publication bias was observed. These results show that MUD is associated with broad cognitive deficits that are in the same range as those associated with alcohol and cocaine use disorder, as recently shown by way of meta-analysis. The prominent effects of MUD on social cognition and impulsivity/reward processing are based on a small number of studies, and as such, these results will need to be replicated. The functional consequences (social and occupational) of the cognitive deficits of methamphetamine will also need to be determined. Copyright © 2018 Elsevier Ltd. All rights reserved.

Neuropsychological assessment and perinatal risk: A study amongst very premature born 4- and 5-year old children.

PubMed

Sanchez-Joya, Mª Del Mar; Sanchez-Labraca, Nuria; Roldan-Tapia, Mª Dolores; Moral Rodríguez, Teresa; Ramos Lizana, Julio; Roman, Pablo

2017-10-01

Prematurity and its consequences are serious problems that can result in numerous neurosensory disabilities and cerebral cognitive dysfunctions. The Perinatal Risk Index (PERI) might provide a predictive measure of these problems. This study compared the cognitive development of prematurely born children at 4 and 5 years of age with age-matched peers born at term. The secondary objective was to determine whether a correlation exists between perinatal risk and performance on neuropsychological tests among premature children. A total of 54 children between four and five years of age were evaluated; 27 were born very premature (premature group; PG), and 27 were born at term (term group; TG). Executive function, attention, memory, language, visual perception, and spatial structuring were evaluated. Subtests from the Kaufman Assessment Battery for Children, the Rey Complex Figure Test, the McCarthy Scales of Children's Abilities, the Peabody Picture Vocabulary Test, Test A, Trails A and B, the spatial structuring questionnaire from the Child Neuropsychological Maturity Questionnaire, and the Wechsler Intelligence Scale for Children were used. A PERI score was also obtained for the PG. The PG showed significantly lower scores than the TG in all the studied cognitive domains. Visual-perceptive scores were significantly and negatively correlated with the PERI scores of the PG. The PG showed neurocognitive deficits compared with the TG. The PERI can be used to predict the development of visual-perceptive abilities in children between four and five years of age. Copyright © 2017 Elsevier Ltd. All rights reserved.

Student Perceptions of Sectional CT/MRI Use in Teaching Veterinary Anatomy and the Correlation with Visual Spatial Ability: A Student Survey and Mental Rotations Test.

PubMed

Delisser, Peter J; Carwardine, Darren

2017-11-29

Diagnostic imaging technology is becoming more advanced and widely available to veterinary patients with the growing popularity of veterinary-specific computed tomography (CT) and magnetic resonance imaging (MRI). Veterinary students must, therefore, be familiar with these technologies and understand the importance of sound anatomic knowledge for interpretation of the resultant images. Anatomy teaching relies heavily on visual perception of structures and their function. In addition, visual spatial ability (VSA) positively correlates with anatomy test scores. We sought to assess the impact of including more diagnostic imaging, particularly CT/MRI, in the teaching of veterinary anatomy on the students' perceived level of usefulness and ease of understanding content. Finally, we investigated survey answers' relationship to the students' inherent baseline VSA, measured by a standard Mental Rotations Test. Students viewed diagnostic imaging as a useful inclusion that provided clear links to clinical relevance, thus improving the students' perceived benefits in its use. Use of CT and MRI images was not viewed as more beneficial, more relevant, or more useful than the use of radiographs. Furthermore, students felt that the usefulness of CT/MRI inclusion was mitigated by the lack of prior formal instruction on the basics of CT/MRI image generation and interpretation. To be of significantly greater use, addition of learning resources labeling relevant anatomy in tomographical images would improve utility of this novel teaching resource. The present study failed to find any correlation between student perceptions of diagnostic imaging in anatomy teaching and their VSA.

Auditory spatial representations of the world are compressed in blind humans.

PubMed

Kolarik, Andrew J; Pardhan, Shahina; Cirstea, Silvia; Moore, Brian C J

2017-02-01

Compared to sighted listeners, blind listeners often display enhanced auditory spatial abilities such as localization in azimuth. However, less is known about whether blind humans can accurately judge distance in extrapersonal space using auditory cues alone. Using virtualization techniques, we show that auditory spatial representations of the world beyond the peripersonal space of blind listeners are compressed compared to those for normally sighted controls. Blind participants overestimated the distance to nearby sources and underestimated the distance to remote sound sources, in both reverberant and anechoic environments, and for speech, music, and noise signals. Functions relating judged and actual virtual distance were well fitted by compressive power functions, indicating that the absence of visual information regarding the distance of sound sources may prevent accurate calibration of the distance information provided by auditory signals.

Auditory and visual spatial impression: Recent studies of three auditoria

NASA Astrophysics Data System (ADS)

Nguyen, Andy; Cabrera, Densil

2004-10-01

Auditory spatial impression is widely studied for its contribution to auditorium acoustical quality. By contrast, visual spatial impression in auditoria has received relatively little attention in formal studies. This paper reports results from a series of experiments investigating the auditory and visual spatial impression of concert auditoria. For auditory stimuli, a fragment of an anechoic recording of orchestral music was convolved with calibrated binaural impulse responses, which had been made with the dummy head microphone at a wide range of positions in three auditoria and the sound source on the stage. For visual stimuli, greyscale photographs were used, taken at the same positions in the three auditoria, with a visual target on the stage. Subjective experiments were conducted with auditory stimuli alone, visual stimuli alone, and visual and auditory stimuli combined. In these experiments, subjects rated apparent source width, listener envelopment, intimacy and source distance (auditory stimuli), and spaciousness, envelopment, stage dominance, intimacy and target distance (visual stimuli). Results show target distance to be of primary importance in auditory and visual spatial impression-thereby providing a basis for covariance between some attributes of auditory and visual spatial impression. Nevertheless, some attributes of spatial impression diverge between the senses.

Adapting to the 30-degree visual perspective by emulating the angled laparoscope: a simple and low-cost solution for basic surgical training.

PubMed

Daniel, Lorias Espinoza; Tapia, Fernando Montes; Arturo, Minor Martínez; Ricardo, Ordorica Flores

2014-12-01

The ability to handle and adapt to the visual perspectives generated by angled laparoscopes is crucial for skilled laparoscopic surgery. However, the control of the visual work space depends on the ability of the operator of the camera, who is often not the most experienced member of the surgical team. Here, we present a simple, low-cost option for surgical training that challenges the learner with static and dynamic visual perspectives at 30 degrees using a system that emulates the angled laparoscope. A system was developed using a low-cost camera and readily available materials to emulate the angled laparoscope. Nine participants undertook 3 tasks to test spatial adaptation to the static and dynamic visual perspectives at 30 degrees. Completing each task to a predefined satisfactory level ensured precision of execution of the tasks. Associated metrics (time and error rate) were recorded, and the performance of participants were determined. A total of 450 repetitions were performed by 9 residents at various stages of training. All the tasks were performed with a visual perspective of 30 degrees using the system. Junior residents were more proficient than senior residents. This system is a viable and low-cost alternative for developing the basic psychomotor skills necessary for the handling and adaptation to visual perspectives of 30 degrees, without depending on a laparoscopic tower, in junior residents. More advanced skills may then be acquired by other means, such as in the operating theater or through clinical experience.

Teaching the Gifted Visual Spatial Learner

ERIC Educational Resources Information Center

Freed, Jeff

2006-01-01

In working with right-brained or visual spatial children for the past 20 years, the author has noticed that they all learn in a similar manner. He has also noticed that a high percentage of gifted children are visual spatial learners. The more visual spatial a child is, the higher the potential for school difficulties. Since most teachers are…

The Effect of Stereoscopic ("3D") vs. 2D Presentation on Learning through Video and Film

NASA Astrophysics Data System (ADS)

Price, Aaron; Kasal, E.

2014-01-01

Two Eyes, 3D is a NSF-funded research project into the effects of stereoscopy on learning of highly spatial concepts. We report final results on one study of the project which tested the effect of stereoscopic presentation on learning outcomes of two short films about Type 1a supernovae and the morphology of the Milky Way. 986 adults watched either film, randomly distributed between stereoscopic and 2D presentation. They took a pre-test and post-test that included multiple choice and drawing tasks related to the spatial nature of the topics in the film. Orientation of the answering device was also tracked and a spatial cognition pre-test was given to control for prior spatial ability. Data collection took place at the Adler Planetarium's Space Visualization Lab and the project is run through the AAVSO.

Sensory ecology on the high seas: the odor world of the procellariiform seabirds.

PubMed

Nevitt, Gabrielle A

2008-06-01

Procellariiform seabirds wander the world's oceans aided by olfactory abilities rivaling those of any animal on earth. Over the past 15 years, I have been privileged to study the sensory ecology of procellariiforms, focusing on how olfaction contributes to behaviors, ranging from foraging and navigation to individual odor recognition, in a broader sensory context. We have developed a number of field techniques for measuring both olfactory- and visually based behaviors in chicks and adults of various species. Our choice of test odors has been informed by long-term dietary studies and geochemical data on the production and distribution of identifiable, scented compounds found in productive waters. This multidisciplinary approach has shown us that odors provide different information over the ocean depending on the spatial scale. At large spatial scales (thousands of square kilometers), an olfactory landscape superimposed upon the ocean surface reflects oceanographic or bathymetric features where phytoplankton accumulate and an area-restricted search for prey is likely to be successful. At small spatial scales (tens to hundreds of square kilometers), birds use odors and visual cues to pinpoint and capture prey directly. We have further identified species-specific, sensory-based foraging strategies, which we have begun to explore in evolutionary and developmental contexts. With respect to chemical communication among individuals, we have shown that some species can distinguish familiar individuals by scent cues alone. We are now set to explore the mechanistic basis for these discriminatory abilities in the context of kin recognition, and whether or not the major histocompatibility complex is involved.

Do healthy preterm children need neuropsychological follow-up? Preschool outcomes compared with term peers.

PubMed

Dall'oglio, Anna M; Rossiello, Barbara; Coletti, Maria F; Bultrini, Massimiliano; DE Marchis, Chiara; Ravà, Lucilla; Caselli, Cristina; Paris, Silvana; Cuttini, Marina

2010-10-01

the aim of this study was to determine neuropsychological performance (possibly predictive of academic difficulties) and its relationship with cognitive development and maternal education in healthy preterm children of preschool age and age-matched comparison children born at term. a total of 35 infants who were born at less than 33 weeks' gestational age and who were free from major neurosensory disability (16 males, 19 females; mean gestational age 29.4wk, SD 2.2wk; mean birthweight 1257g, SD 327g) and 50 term-born comparison children (25 males, 25 females; mean birthweight 3459g, SD 585g) were assessed at 4 years of age. Cognition was measured using the Griffiths Mental Development scales while neuropsychological abilities (language, short-term memory, visual-motor and constructive spatial abilities, and visual processing) were assessed using standardized tests. Multivariable regression analysis was used to explore the effects of preterm birth and sociodemographic factors on cognition, and to adjust neuropsychological scores for cognitive level and maternal education. the mean total Griffiths score was significantly lower in preterm than in term children (97.4 vs 103.4; p<0.001). Factors associated with higher Griffiths score were maternal university education (β=6.2; 95% confidence interval [CI] 0.7-11.7) and having older siblings or a twin (β=4.0; 95% CI 0.5-7.6). At neuropsychological assessment, preterm children scored significantly lower than term comparison children in all tests except lexical production (Boston Naming Test) and visual-processing accuracy. After adjustment for cognitive level and maternal education, differences remained statistically significant for verbal fluency (p<0.05) and comprehension, short-term memory, and spatial abilities (p<0.01). neuropsychological follow-up is also recommended for healthy very preterm children to identify strengths and challenges before school entry, and to plan interventions aimed at maximizing academic success.

Touch Interaction with 3D Geographical Visualization on Web: Selected Technological and User Issues

NASA Astrophysics Data System (ADS)

Herman, L.; Stachoň, Z.; Stuchlík, R.; Hladík, J.; Kubíček, P.

2016-10-01

The use of both 3D visualization and devices with touch displays is increasing. In this paper, we focused on the Web technologies for 3D visualization of spatial data and its interaction via touch screen gestures. At the first stage, we compared the support of touch interaction in selected JavaScript libraries on different hardware (desktop PCs with touch screens, tablets, and smartphones) and software platforms. Afterward, we realized simple empiric test (within-subject design, 6 participants, 2 simple tasks, LCD touch monitor Acer and digital terrain models as stimuli) focusing on the ability of users to solve simple spatial tasks via touch screens. An in-house testing web tool was developed and used based on JavaScript, PHP, and X3DOM languages and Hammer.js libraries. The correctness of answers, speed of users' performances, used gestures, and a simple gesture metric was recorded and analysed. Preliminary results revealed that the pan gesture is most frequently used by test participants and it is also supported by the majority of 3D libraries. Possible gesture metrics and future developments including the interpersonal differences are discussed in the conclusion.

Linking Automated Data Analysis and Visualization with Applications in Developmental Biology and High-Energy Physics

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ruebel, Oliver

2009-11-20

Knowledge discovery from large and complex collections of today's scientific datasets is a challenging task. With the ability to measure and simulate more processes at increasingly finer spatial and temporal scales, the increasing number of data dimensions and data objects is presenting tremendous challenges for data analysis and effective data exploration methods and tools. Researchers are overwhelmed with data and standard tools are often insufficient to enable effective data analysis and knowledge discovery. The main objective of this thesis is to provide important new capabilities to accelerate scientific knowledge discovery form large, complex, and multivariate scientific data. The research coveredmore » in this thesis addresses these scientific challenges using a combination of scientific visualization, information visualization, automated data analysis, and other enabling technologies, such as efficient data management. The effectiveness of the proposed analysis methods is demonstrated via applications in two distinct scientific research fields, namely developmental biology and high-energy physics.Advances in microscopy, image analysis, and embryo registration enable for the first time measurement of gene expression at cellular resolution for entire organisms. Analysis of high-dimensional spatial gene expression datasets is a challenging task. By integrating data clustering and visualization, analysis of complex, time-varying, spatial gene expression patterns and their formation becomes possible. The analysis framework MATLAB and the visualization have been integrated, making advanced analysis tools accessible to biologist and enabling bioinformatic researchers to directly integrate their analysis with the visualization. Laser wakefield particle accelerators (LWFAs) promise to be a new compact source of high-energy particles and radiation, with wide applications ranging from medicine to physics. To gain insight into the complex physical processes of particle acceleration, physicists model LWFAs computationally. The datasets produced by LWFA simulations are (i) extremely large, (ii) of varying spatial and temporal resolution, (iii) heterogeneous, and (iv) high-dimensional, making analysis and knowledge discovery from complex LWFA simulation data a challenging task. To address these challenges this thesis describes the integration of the visualization system VisIt and the state-of-the-art index/query system FastBit, enabling interactive visual exploration of extremely large three-dimensional particle datasets. Researchers are especially interested in beams of high-energy particles formed during the course of a simulation. This thesis describes novel methods for automatic detection and analysis of particle beams enabling a more accurate and efficient data analysis process. By integrating these automated analysis methods with visualization, this research enables more accurate, efficient, and effective analysis of LWFA simulation data than previously possible.« less

Global-local visual biases correspond with visual-spatial orientation.

PubMed

Basso, Michael R; Lowery, Natasha

2004-02-01

Within the past decade, numerous investigations have demonstrated reliable associations of global-local visual processing biases with right and left hemisphere function, respectively (cf. Van Kleeck, 1989). Yet the relevance of these biases to other cognitive functions is not well understood. Towards this end, the present research examined the relationship between global-local visual biases and perception of visual-spatial orientation. Twenty-six women and 23 men completed a global-local judgment task (Kimchi and Palmer, 1982) and the Judgment of Line Orientation Test (JLO; Benton, Sivan, Hamsher, Varney, and Spreen, 1994), a measure of visual-spatial orientation. As expected, men had better performance on JLO. Extending previous findings, global biases were related to better visual-spatial acuity on JLO. The findings suggest that global-local biases and visual-spatial orientation may share underlying cerebral mechanisms. Implications of these findings for other visually mediated cognitive outcomes are discussed.

Attentional control constrains visual short-term memory: Insights from developmental and individual differences

PubMed Central

Astle, D.E.; Nobre, A.C.; Scerif, G.

2014-01-01

The mechanisms by which attentional control biases mnemonic representations have attracted much interest but remain poorly understood. As attention and memory develop gradually over childhood and variably across individuals, assessing how participants of different ages and ability attend to mnemonic contents can elucidate their interplay. In Experiment 1, 7-, 10-year-olds and adults were asked to report whether a probe item had been part of a previously presented four-item array. The initial array could either be uncued, preceded (“pre-cued”) or followed (“retro-cued”) by a spatial cue orienting attention to one of the potential item locations. Performance across groups was significantly improved by both cue types and individual differences in children’s retrospective attentional control predicted their visual short-term and working memory span, whereas their basic ability to remember in the absence of cues did not. Experiment 2 imposed a variable delay between the array and the subsequent orienting cue. Cueing benefits were greater in adults compared to 10-year-olds, but they persisted even when cues followed the array by nearly 3 seconds, suggesting that orienting operated on durable short-term representations for both age groups. The findings indicate that there are substantial developmental and individual differences in the ability to control attention to memory and that in turn these differences constrain visual short-term memory capacity. PMID:20680889

Attentional control constrains visual short-term memory: insights from developmental and individual differences.

PubMed

Astle, Duncan E; Nobre, Anna C; Scerif, Gaia

2012-01-01

The mechanisms by which attentional control biases mnemonic representations have attracted much interest but remain poorly understood. As attention and memory develop gradually over childhood and variably across individuals, assessing how participants of different ages and ability attend to mnemonic contents can elucidate their interplay. In Experiment 1, 7-year-olds, 10-year-olds, and adults were asked to report whether a probe item had been part of a previously presented four-item array. The initial array could either be uncued, be preceded ("precued"), or followed ("retrocued") by a spatial cue orienting attention to one of the potential item locations. Performance across groups was significantly improved by both cue types, and individual differences in children's retrospective attentional control predicted their visual short-term and working memory span, whereas their basic ability to remember in the absence of cues did not. Experiment 2 imposed a variable delay between the array and the subsequent orienting cue. Cueing benefits were greater in adults than in 10-year-olds, but they persisted even when cues followed the array by nearly 3 seconds, suggesting that orienting operated on durable short-term representations for both age groups. The findings indicate that there are substantial developmental and individual differences in the ability to control attention to memory and that in turn these differences constrain visual short-term memory capacity.

The attentional 'zoom-lens' in 8-month-old infants.

PubMed

Ronconi, Luca; Franchin, Laura; Valenza, Eloisa; Gori, Simone; Facoetti, Andrea

2016-01-01

The spatial attention mechanisms of orienting and zooming cooperate to properly select visual information from the environment and plan eye movements accordingly. Despite the fact that orienting ability has been extensively studied in infancy, the zooming mechanism--namely, the ability to distribute the attentional resources to a small or large portion of the visual field--has never been tested before. The aim of the present study was to evaluate the attentional zooming abilities of 8-month-old infants. An eye-tracker device was employed to measure the saccadic latencies (SLs) at the onset of a visual target displayed at two eccentricities. The size of the more eccentric target was adjusted in order to counteract the effect of cortical magnification. Before the target display, attentional resources were automatically focused (zoom-in) or spread out (zoom-out) by using a small or large cue, respectively. Two different cue-target intervals were also employed to measure the time course of this attentional mechanism. The results showed that infants' SLs varied as a function of the cue size. Moreover, a clear time course emerged, demonstrating that infants can rapidly adjust the attentional focus size during a pre-saccadic temporal window. These findings could serve as an early marker for neurodevelopmental disorders associated with attentional zooming dysfunction such as autism and dyslexia. © 2015 John Wiley & Sons Ltd.

Investigation of the Relationship between the Spatial Visualization Success and Visual/Spatial Intelligence Capabilities of Sixth Grade Students

ERIC Educational Resources Information Center

Yenilmez, Kursat; Kakmaci, Ozlem

2015-01-01

The main aim of this research was to examine the relationship between the spatial visualization success and visual/spatial intelligence capabilities of sixth grade students. The sample of the research consists of 1011 sixth grade students who were randomly selected from the primary schools in Eskisehir. In this correlational study, data were…

Spatial Working Memory Interferes with Explicit, but Not Probabilistic Cuing of Spatial Attention

ERIC Educational Resources Information Center

Won, Bo-Yeong; Jiang, Yuhong V.

2015-01-01

Recent empirical and theoretical work has depicted a close relationship between visual attention and visual working memory. For example, rehearsal in spatial working memory depends on spatial attention, whereas adding a secondary spatial working memory task impairs attentional deployment in visual search. These findings have led to the proposal…

Metacognition Difficulty of Students with Visual-Spatial Intelligence during Solving Open-Ended Problem

NASA Astrophysics Data System (ADS)

Rimbatmojo, S.; Kusmayadi, T. A.; Riyadi, R.

2017-09-01

This study aims to find out students metacognition difficulty during solving open-ended problem in mathematics. It focuses on analysing the metacognition difficulty of students with visual-spatial intelligence in solving open-ended problem. A qualitative research with case study strategy is used in this study. Data in the form of visual-spatial intelligence test result and recorded interview during solving open-ended problems were analysed qualitatively. The results show that: (1) students with high visual-spatial intelligence have no difficulty on each metacognition aspects, (2) students with medium visual-spatial intelligence have difficulty on knowledge aspect on strategy and cognitive tasks, (3) students with low visual-spatial intelligence have difficulty on three metacognition aspects, namely knowledge on strategy, cognitive tasks and self-knowledge. Even though, several researches about metacognition process and metacognition literature recommended the steps to know the characteristics. It is still important to discuss that the difficulties of metacognitive is happened because of several factors, one of which on the characteristics of student’ visual-spatial intelligence. Therefore, it is really important for mathematics educators to consider and pay more attention toward students’ visual-spatial intelligence and metacognition difficulty in designing better mathematics learning.

Sensible Success

NASA Technical Reports Server (NTRS)

2001-01-01

Commercial remote sensing uses satellite imagery to provide valuable information about the planet's features. By capturing light reflected from the Earth's surface with cameras or sensor systems, usually mounted on an orbiting satellite, data is obtained for business enterprises with an interest in land feature distribution. Remote sensing is practical when applied to large-area coverage, such as agricultural monitoring, regional mapping, environmental assessment, and infrastructure planning. For example, cellular service providers use satellite imagery to select the most ideal location for a communication tower. Crowsey Incorporated has the ability to use remote sensing capabilities to conduct spatial geographic visualizations and other remote-sensing services. Presently, the company has found a demand for these services in the area of litigation support. By using spatial information and analyses, Crowsey helps litigators understand and visualize complex issues and then to communicate a clear argument, with complete indisputable evidence. Crowsey Incorporated is a proud partner in NASA's Mississippi Space Commerce Initiative, with research offices at the John C. Stennis Space Center.

A pilot study of working memory and academic achievement in college students with ADHD.

PubMed

Gropper, Rachel J; Tannock, Rosemary

2009-05-01

To investigate working memory (WM), academic achievement, and their relationship in university students with attention-deficit/hyperactivity disorder (ADHD). Participants were university students with previously confirmed diagnoses of ADHD (n = 16) and normal control (NC) students (n = 30). Participants completed 3 auditory-verbal WM measures, 2 visual-spatial WM measures, and 1 control executive function task. Also, they self-reported grade point averages (GPAs) based on university courses. The ADHD group displayed significant weaknesses on auditory-verbal WM tasks and 1 visual-spatial task. They also showed a nonsignificant trend for lower GPAs. Within the entire sample, there was a significant relationship between GPA and auditory-verbal WM. WM impairments are evident in a subgroup of the ADHD population attending university. WM abilities are linked with, and thus may compromise, academic attainment. Parents and physicians are advised to counsel university-bound students with ADHD to contact the university accessibility services to provide them with academic guidance.

Extracting alpha band modulation during visual spatial attention without flickering stimuli using common spatial pattern.

PubMed

Fujisawa, Junya; Touyama, Hideaki; Hirose, Michitaka

2008-01-01

In this paper, alpha band modulation during visual spatial attention without visual stimuli was focused. Visual spatial attention has been expected to provide a new channel of non-invasive independent brain computer interface (BCI), but little work has been done on the new interfacing method. The flickering stimuli used in previous work cause a decline of independency and have difficulties in a practical use. Therefore we investigated whether visual spatial attention could be detected without such stimuli. Further, the common spatial patterns (CSP) were for the first time applied to the brain states during visual spatial attention. The performance evaluation was based on three brain states of left, right and center direction attention. The 30-channel scalp electroencephalographic (EEG) signals over occipital cortex were recorded for five subjects. Without CSP, the analyses made 66.44 (range 55.42 to 72.27) % of average classification performance in discriminating left and right attention classes. With CSP, the averaged classification accuracy was 75.39 (range 63.75 to 86.13) %. It is suggested that CSP is useful in the context of visual spatial attention, and the alpha band modulation during visual spatial attention without flickering stimuli has the possibility of a new channel for independent BCI as well as motor imagery.

The influence of steroid sex hormones on the cognitive and emotional processing of visual stimuli in humans.

PubMed

Little, Anthony C

2013-10-01

Steroid sex hormones are responsible for some of the differences between men and women. In this article, I review evidence that steroid sex hormones impact on visual processing. Given prominent sex-differences, I focus on three topics for sex hormone effects for which there is most research available: 1. Preference and mate choice, 2. Emotion and recognition, and 3. Cerebral/perceptual asymmetries and visual-spatial abilities. For each topic, researchers have examined sex hormones and visual processing using various methods. I review indirect evidence addressing variation according to: menstrual cycle phase, pregnancy, puberty, and menopause. I further address studies of variation in testosterone and a measure of prenatal testosterone, 2D:4D, on visual processing. The most conclusive evidence, however, comes from experiments. Studies in which hormones are administrated are discussed. Overall, many studies demonstrate that sex steroids are associated with visual processing. However, findings are sometimes inconsistent, differences in methodology make strong comparisons between studies difficult, and we generally know more about activational than organizational effects. Copyright © 2013 Elsevier Inc. All rights reserved.

Self-motivated visual scanning predicts flexible navigation in a virtual environment.

PubMed

Ploran, Elisabeth J; Bevitt, Jacob; Oshiro, Jaris; Parasuraman, Raja; Thompson, James C

2014-01-01

The ability to navigate flexibly (e.g., reorienting oneself based on distal landmarks to reach a learned target from a new position) may rely on visual scanning during both initial experiences with the environment and subsequent test trials. Reliance on visual scanning during navigation harkens back to the concept of vicarious trial and error, a description of the side-to-side head movements made by rats as they explore previously traversed sections of a maze in an attempt to find a reward. In the current study, we examined if visual scanning predicted the extent to which participants would navigate to a learned location in a virtual environment defined by its position relative to distal landmarks. Our results demonstrated a significant positive relationship between the amount of visual scanning and participant accuracy in identifying the trained target location from a new starting position as long as the landmarks within the environment remain consistent with the period of original learning. Our findings indicate that active visual scanning of the environment is a deliberative attentional strategy that supports the formation of spatial representations for flexible navigation.

Spatially resolved, diffuse reflectance imaging for subsurface pattern visualization toward development of a lensless imaging platform: phantom experiments

NASA Astrophysics Data System (ADS)

Schelkanova, Irina; Pandya, Aditya; Saiko, Guennadi; Nacy, Lidia; Babar, Hannan; Shah, Duoaud; Lilge, Lothar; Douplik, Alexandre

2016-01-01

A portable, spatially resolved, diffuse reflectance lensless imaging technique based on the charge-coupled device or complementary metal-oxide semiconductor sensor directly coupled to the fiber optic bundle is proposed for visualization of subsurface structures such as superficial microvasculature in the epithelium. We discuss an experimental method for emulating a lensless imaging setup via raster scanning a single fiber-optic cable over a microfluidic phantom containing periodic hemoglobin absorption contrast. To evaluate the ability of the technique to recover information about the subsurface linear structures, scattering layers formed of the Sylgard® 184 Silicone Elastomer and titanium dioxide were placed atop the microfluidic phantom. Thickness of the layers ranged from 0.2 to 0.7 mm, and the values of the reduced scattering coefficient (μs‧) were between 0.85 and 4.25 mm-1. The results demonstrate that fiber-optic, lensless platform can be used for two-dimensional imaging of absorbing inclusions in diffuse reflectance mode. In these experiments, it was shown that diffuse reflectance imaging can provide sufficient spatial sampling of the phantom for differentiation of 30 μm structural features of the embedded absorbing pattern inside the scattering media.

The Spatial and the Visual in Mental Spatial Reasoning: An Ill-Posed Distinction

NASA Astrophysics Data System (ADS)

Schultheis, Holger; Bertel, Sven; Barkowsky, Thomas; Seifert, Inessa

It is an ongoing and controversial debate in cognitive science which aspects of knowledge humans process visually and which ones they process spatially. Similarly, artificial intelligence (AI) and cognitive science research, in building computational cognitive systems, tended to use strictly spatial or strictly visual representations. The resulting systems, however, were suboptimal both with respect to computational efficiency and cognitive plau sibility. In this paper, we propose that the problems in both research strands stem from a mis conception of the visual and the spatial in mental spatial knowl edge pro cessing. Instead of viewing the visual and the spatial as two clearly separable categories, they should be conceptualized as the extremes of a con tinuous dimension of representation. Regarding psychology, a continuous di mension avoids the need to exclusively assign processes and representations to either one of the cate gories and, thus, facilitates a more unambiguous rating of processes and rep resentations. Regarding AI and cognitive science, the con cept of a continuous spatial / visual dimension provides the possibility of rep re sentation structures which can vary continuously along the spatial / visual di mension. As a first step in exploiting these potential advantages of the pro posed conception we (a) introduce criteria allowing for a non-dichotomic judgment of processes and representations and (b) present an approach towards rep re sentation structures that can flexibly vary along the spatial / visual dimension.

Intentional switching in auditory selective attention: Exploring age-related effects in a spatial setup requiring speech perception.

PubMed

Oberem, Josefa; Koch, Iring; Fels, Janina

2017-06-01

Using a binaural-listening paradigm, age-related differences in the ability to intentionally switch auditory selective attention between two speakers, defined by their spatial location, were examined. Therefore 40 normal-hearing participants (20 young, Ø 24.8years; 20 older Ø 67.8years) were tested. The spatial reproduction of stimuli was provided by headphones using head-related-transfer-functions of an artificial head. Spoken number words of two speakers were presented simultaneously to participants from two out of eight locations on the horizontal plane. Guided by a visual cue indicating the spatial location of the target speaker, the participants were asked to categorize the target's number word into smaller vs. greater than five while ignoring the distractor's speech. Results showed significantly higher reaction times and error rates for older participants. The relative influence of the spatial switch of the target-speaker (switch or repetition of speaker's direction in space) was identical across age groups. Congruency effects (stimuli spoken by target and distractor may evoke the same answer or different answers) were increased for older participants and depend on the target's position. Results suggest that the ability to intentionally switch auditory attention to a new cued location was unimpaired whereas it was generally harder for older participants to suppress processing the distractor's speech. Copyright © 2017 Elsevier B.V. All rights reserved.

Cognitive and Executive Functions in Colombian School Children with Conduct Disorder: Sex Differences.

PubMed

Urazán-Torres, Gina Rocío; Puche-Cabrera, Mario José; Caballero-Forero, Mangelli; Rey-Anacona, César Armando

2013-12-01

Most of the studies that have examined cognitive and executive functions in conduct disorders (CD) have been conducted on institutionalized male adolescents. In this research the cognitive and executive functions of non-institutionalized Colombian school children with CD were compared with normal school children, all between 6 and 12 years-old. We used a case-control design. The cases were participants who met the diagnostic criteria for CD (n=39) and controls who did not meet these criteria (n=39), according to reports of a professional of the participants' institution, and a structured interview for childhood psychiatric syndromes. The two groups were selected from educational institutions, and there were no differences in age, school grade, or socioeconomic level. The IQ was reviewed, as well as the presence of other mental disorders, serious physical illnesses, and more serious neurological signs. The cognitive and executive functions were evaluated using a child neuropsychological test battery. We found that participants with CD had significantly lower scores in construction abilities, perceptual abilities (tactile, visual and auditory), differed in verbal memory, differed in visual memory, language (repetition, expression and understanding), meta-linguistic abilities, spatial abilities, visual and auditory attention, conceptual abilities, verbal and graphic fluency, and cognitive flexibility. The same differences were found between males, except in repetition, whereas girls showed fewer differences, thus the cognitive and executive performance was poorer in males with CD than in females, especially in verbal and linguistic-related functions. Children with CD could show generalized cognitive and executive deficits. These deficits seem to be more frequent in boys than in girls with CD. Copyright © 2013 Asociación Colombiana de Psiquiatría. Publicado por Elsevier España. All rights reserved.

A neuroergonomic quasi-experiment: Predictors of situation awareness and display usability while performing complex tasks

NASA Astrophysics Data System (ADS)

Harbour, Steven D.; Christensen, James C.

2015-05-01

Situation awareness (SA) is the ability and capacity to perceive information and act on it acceptably. Head Up Display (HUD) versus Head Down Display (HDD) manipulation induced variation in task difficulty. HUD and HDD cockpit displays or display designs promoted or impaired SA. The quantitative research presented in this paper examines basic neurocognitive factors in order to identify their specific contributions to the formation of SA, while studying display usability and the effects on SA. Visual attentiveness (Va), perceptiveness (Vp), and spatial working memory (Vswm) were assessed as predictors of SA under varying task difficulty. The study participants were 19 tactical airlift pilots, selected from the Ohio Air National Guard. Neurocognitive tests were administered to the participants prior to flight. In-flight SA was objectively and subjectively assessed for 24 flights. At the completion of this field experiment, the data were analyzed and the tests were statistically significant for the three predictor visual abilities Vp, Va, and Vswm as task difficulty was varied, F(3,11) = 8.125, p = .008. In addition, multiple regression analyses revealed that the visual abilities together predicted a majority of the variance in SA, R2 = 0.753, p = .008. As validated and verified by ECG and EEG data, the HUD yielded a full ability and capacity to anticipate and accommodate trends were as the HDD yielded a saturated ability to anticipate and accommodate trends. Post-hoc tests revealed a Cohen's f2 = 3.05 yielding statistical power to be 0.98. This work results in a significant contribution to the field by providing an improved understanding of SA and path to safer travel for society worldwide. PA 88ABW-2015-1282.

Basic visual perceptual processes in children with typical development and cerebral palsy: The processing of surface, length, orientation, and position.

PubMed

Schmetz, Emilie; Magis, David; Detraux, Jean-Jacques; Barisnikov, Koviljka; Rousselle, Laurence

2018-03-02

The present study aims to assess how the processing of basic visual perceptual (VP) components (length, surface, orientation, and position) develops in typically developing (TD) children (n = 215, 4-14 years old) and adults (n = 20, 20-25 years old), and in children with cerebral palsy (CP) (n = 86, 5-14 years old) using the first four subtests of the Battery for the Evaluation of Visual Perceptual and Spatial processing in children. Experiment 1 showed that these four basic VP processes follow distinct developmental trajectories in typical development. Experiment 2 revealed that children with CP present global and persistent deficits for the processing of basic VP components when compared with TD children matched on chronological age and nonverbal reasoning abilities.

Executive Function, Visual Attention and the Cocktail Party Problem in Musicians and Non-Musicians.

PubMed

Clayton, Kameron K; Swaminathan, Jayaganesh; Yazdanbakhsh, Arash; Zuk, Jennifer; Patel, Aniruddh D; Kidd, Gerald

2016-01-01

The goal of this study was to investigate how cognitive factors influence performance in a multi-talker, "cocktail-party" like environment in musicians and non-musicians. This was achieved by relating performance in a spatial hearing task to cognitive processing abilities assessed using measures of executive function (EF) and visual attention in musicians and non-musicians. For the spatial hearing task, a speech target was presented simultaneously with two intelligible speech maskers that were either colocated with the target (0° azimuth) or were symmetrically separated from the target in azimuth (at ±15°). EF assessment included measures of cognitive flexibility, inhibition control and auditory working memory. Selective attention was assessed in the visual domain using a multiple object tracking task (MOT). For the MOT task, the observers were required to track target dots (n = 1,2,3,4,5) in the presence of interfering distractor dots. Musicians performed significantly better than non-musicians in the spatial hearing task. For the EF measures, musicians showed better performance on measures of auditory working memory compared to non-musicians. Furthermore, across all individuals, a significant correlation was observed between performance on the spatial hearing task and measures of auditory working memory. This result suggests that individual differences in performance in a cocktail party-like environment may depend in part on cognitive factors such as auditory working memory. Performance in the MOT task did not differ between groups. However, across all individuals, a significant correlation was found between performance in the MOT and spatial hearing tasks. A stepwise multiple regression analysis revealed that musicianship and performance on the MOT task significantly predicted performance on the spatial hearing task. Overall, these findings confirm the relationship between musicianship and cognitive factors including domain-general selective attention and working memory in solving the "cocktail party problem".

Executive Function, Visual Attention and the Cocktail Party Problem in Musicians and Non-Musicians

PubMed Central

Clayton, Kameron K.; Swaminathan, Jayaganesh; Yazdanbakhsh, Arash; Zuk, Jennifer; Patel, Aniruddh D.; Kidd, Gerald

2016-01-01

The goal of this study was to investigate how cognitive factors influence performance in a multi-talker, “cocktail-party” like environment in musicians and non-musicians. This was achieved by relating performance in a spatial hearing task to cognitive processing abilities assessed using measures of executive function (EF) and visual attention in musicians and non-musicians. For the spatial hearing task, a speech target was presented simultaneously with two intelligible speech maskers that were either colocated with the target (0° azimuth) or were symmetrically separated from the target in azimuth (at ±15°). EF assessment included measures of cognitive flexibility, inhibition control and auditory working memory. Selective attention was assessed in the visual domain using a multiple object tracking task (MOT). For the MOT task, the observers were required to track target dots (n = 1,2,3,4,5) in the presence of interfering distractor dots. Musicians performed significantly better than non-musicians in the spatial hearing task. For the EF measures, musicians showed better performance on measures of auditory working memory compared to non-musicians. Furthermore, across all individuals, a significant correlation was observed between performance on the spatial hearing task and measures of auditory working memory. This result suggests that individual differences in performance in a cocktail party-like environment may depend in part on cognitive factors such as auditory working memory. Performance in the MOT task did not differ between groups. However, across all individuals, a significant correlation was found between performance in the MOT and spatial hearing tasks. A stepwise multiple regression analysis revealed that musicianship and performance on the MOT task significantly predicted performance on the spatial hearing task. Overall, these findings confirm the relationship between musicianship and cognitive factors including domain-general selective attention and working memory in solving the “cocktail party problem”. PMID:27384330

Visual Spatial Attention Training Improve Spatial Attention and Motor Control for Unilateral Neglect Patients.

PubMed

Wang, Wei; Ji, Xiangtong; Ni, Jun; Ye, Qian; Zhang, Sicong; Chen, Wenli; Bian, Rong; Yu, Cui; Zhang, Wenting; Shen, Guangyu; Machado, Sergio; Yuan, Tifei; Shan, Chunlei

2015-01-01

To compare the effect of visual spatial training on the spatial attention to that on motor control and to correlate the improvement of spatial attention to motor control progress after visual spatial training in subjects with unilateral spatial neglect (USN). 9 cases with USN after right cerebral stroke were randomly divided into Conventional treatment group + visual spatial attention and Conventional treatment group. The Conventional treatment group + visual spatial attention received conventional rehabilitation therapy (physical and occupational therapy) and visual spatial attention training (optokinetic stimulation and right half-field eye patching). The Conventional treatment group was only treated with conventional rehabilitation training (physical and occupational therapy). All patients were assessed by behavioral inattention test (BIT), Fugl-Meyer Assessment of motor function (FMA), equilibrium coordination test (ECT) and non-equilibrium coordination test (NCT) before and after 4 weeks treatment. Total scores in both groups (without visual spatial attention/with visual spatial attention) improved significantly (BIT: P=0.021/P=0.000, d=1.667/d=2.116, power=0.69/power=0.98, 95%CI[-0.8839,45.88]/95%CI=[16.96,92.64]; FMA: P=0.002/P=0.000, d=2.521/d=2.700, power=0.93/power=0.98, 95%CI[5.707,30.79]/95%CI=[16.06,53.94]; ECT: P=0.002/ P=0.000, d=2.031/d=1.354, power=0.90/power=0.17, 95%CI[3.380,42.61]/95%CI=[-1.478,39.08]; NCT: P=0.013/P=0.000, d=1.124/d=1.822, power=0.41/power=0.56, 95%CI[-7.980,37.48]/95%CI=[4.798,43.60],) after treatment. Among the 2 groups, the group with visual spatial attention significantly improved in BIT (P=0.003, d=3.103, power=1, 95%CI[15.68,48.92]), FMA of upper extremity (P=0.006, d=2.771, power=1, 95%CI[5.061,20.14]) and NCT (P=0.010, d=2.214, power=0.81-0.90, 95%CI[3.018,15.88]). Correlative analysis shows that the change of BIT scores is positively correlated to the change of FMA total score (r=0.77, P<;0.01), FMA of upper extremity (r=0.81, P<0.01), NCT (r=0.78, P<0.01). Four weeks visual spatial training could improve spatial attention as well as motor control functions in hemineglect patients. The improvement of motor function is positively correlated to the progresses of visual spatial functions after visual spatial attention training.

The effect of visual scanning exercises integrated into physiotherapy in patients with unilateral spatial neglect poststroke: a matched-pair randomized control trial.

PubMed

van Wyk, Andoret; Eksteen, Carina A; Rheeder, Paul

2014-01-01

Unilateral spatial neglect (USN) is a visual-perceptual disorder that entails the inability to perceive and integrate stimuli on one side of the body, resulting in the neglect of one side of the body. Stroke patients with USN present with extensive functional disability and duration of therapy input. To determine the effect of saccadic eye movement training with visual scanning exercises (VSEs) integrated with task-specific activities on USN poststroke. A matched-pair randomized control trial was conducted. Subjects were matched according to their functional activity level and allocated to either a control (n = 12) or an experimental group (n = 12). All patients received task-specific activities for a 4-week intervention period. The experimental group received saccadic eye movement training with VSE integrated with task specific activities as an "add on" intervention. Assessments were conducted weekly over the intervention period. Statistical significant difference was noted on the King-Devick Test (P = .021), Star Cancellation Test (P = .016), and Barthel Index (P = .004). Intensive saccadic eye movement training with VSE integrated with task-specific activities has a significant effect on USN in patients poststroke. Results of this study are supported by findings from previously reviewed literature in the sense that the effect of saccadic eye movement training with VSE as an intervention approach has a significant effect on the visual perceptual processing of participants with USN poststroke. The significant improved visual perceptual processing translate to significantly better visual function and ability to perform activities of daily living following the stroke. © The Author(s) 2014.

Distinct eye movement patterns enhance dynamic visual acuity.

PubMed

Palidis, Dimitrios J; Wyder-Hodge, Pearson A; Fooken, Jolande; Spering, Miriam

2017-01-01

Dynamic visual acuity (DVA) is the ability to resolve fine spatial detail in dynamic objects during head fixation, or in static objects during head or body rotation. This ability is important for many activities such as ball sports, and a close relation has been shown between DVA and sports expertise. DVA tasks involve eye movements, yet, it is unclear which aspects of eye movements contribute to successful performance. Here we examined the relation between DVA and the kinematics of smooth pursuit and saccadic eye movements in a cohort of 23 varsity baseball players. In a computerized dynamic-object DVA test, observers reported the location of the gap in a small Landolt-C ring moving at various speeds while eye movements were recorded. Smooth pursuit kinematics-eye latency, acceleration, velocity gain, position error-and the direction and amplitude of saccadic eye movements were linked to perceptual performance. Results reveal that distinct eye movement patterns-minimizing eye position error, tracking smoothly, and inhibiting reverse saccades-were related to dynamic visual acuity. The close link between eye movement quality and DVA performance has important implications for the development of perceptual training programs to improve DVA.

Distinct eye movement patterns enhance dynamic visual acuity

PubMed Central

Palidis, Dimitrios J.; Wyder-Hodge, Pearson A.; Fooken, Jolande; Spering, Miriam

2017-01-01

Dynamic visual acuity (DVA) is the ability to resolve fine spatial detail in dynamic objects during head fixation, or in static objects during head or body rotation. This ability is important for many activities such as ball sports, and a close relation has been shown between DVA and sports expertise. DVA tasks involve eye movements, yet, it is unclear which aspects of eye movements contribute to successful performance. Here we examined the relation between DVA and the kinematics of smooth pursuit and saccadic eye movements in a cohort of 23 varsity baseball players. In a computerized dynamic-object DVA test, observers reported the location of the gap in a small Landolt-C ring moving at various speeds while eye movements were recorded. Smooth pursuit kinematics—eye latency, acceleration, velocity gain, position error—and the direction and amplitude of saccadic eye movements were linked to perceptual performance. Results reveal that distinct eye movement patterns—minimizing eye position error, tracking smoothly, and inhibiting reverse saccades—were related to dynamic visual acuity. The close link between eye movement quality and DVA performance has important implications for the development of perceptual training programs to improve DVA. PMID:28187157

Cognitive processes in children's reading and attention: the role of working memory, divided attention, and response inhibition.

PubMed

Savage, Robert; Cornish, Kim; Manly, Tom; Hollis, Chris

2006-08-01

Children experiencing attention difficulties have documented cognitive deficits in working memory (WM), response inhibition and dual tasks. Recent evidence suggests however that these same cognitive processes are also closely associated with reading acquisition. This paper therefore explores whether these variables predicted attention difficulties or reading among 123 children with and without significant attention problems sampled from the school population. Children were screened using current WM and attention task measures. Three factors explained variance in WM and attention tasks. Response inhibition tasks loaded mainly with central executive measures, but a dual processing task loaded with the visual-spatial WM measures. Phonological loop measures loaded independently of attention measures. After controls for age, IQ and attention-group membership, phonological loop and 'central processing' measures both predicted reading ability. A 'visual memory/dual-task' factor predicted attention group membership after controls for age, IQ and reading ability. Results thus suggest that some of the processes previously assumed to be predictive of attention problems may reflect processes involved in reading acquisition. Visual memory and dual-task functioning are, however, purer indices of cognitive difficulty in children experiencing attention problems.

Neuronal basis of covert spatial attention in the frontal eye field.

PubMed

Thompson, Kirk G; Biscoe, Keri L; Sato, Takashi R

2005-10-12

The influential "premotor theory of attention" proposes that developing oculomotor commands mediate covert visual spatial attention. A likely source of this attentional bias is the frontal eye field (FEF), an area of the frontal cortex involved in converting visual information into saccade commands. We investigated the link between FEF activity and covert spatial attention by recording from FEF visual and saccade-related neurons in monkeys performing covert visual search tasks without eye movements. Here we show that the source of attention signals in the FEF is enhanced activity of visually responsive neurons. At the time attention is allocated to the visual search target, nonvisually responsive saccade-related movement neurons are inhibited. Therefore, in the FEF, spatial attention signals are independent of explicit saccade command signals. We propose that spatially selective activity in FEF visually responsive neurons corresponds to the mental spotlight of attention via modulation of ongoing visual processing.

Training, transfer, and retention of three-dimensional spatial memory in virtual environments

NASA Technical Reports Server (NTRS)

Richards, Jason T.; Oman, Charles M.; Shebilske, Wayne L.; Beall, Andrew C.; Liu, Andrew; Natapoff, Alan

2002-01-01

Human orientation requires one to remember and visualize spatial arrangements of landmarks from different perspectives. Astronauts have reported difficulties remembering relationships between environmental landmarks when imagined in arbitrary 3D orientations. The present study investigated the effects of strategy training on humans' 1) ability to infer their orientation from landmarks presented ahead and below, 2) performance when subsequently learning a different array, and 3) retention of configurational knowledge over time. On the first experiment day, 24 subjects were tested in a virtual cubic chamber in which a picture of an animal was drawn on each wall. Through trial-by-trial exposures, they had to memorize the spatial relationships among the six pictures around them and learn to predict the direction to a specific picture when facing any view direction, and in any roll orientation. Half of the subjects ("strategy group") were taught methods for remembering picture groupings, while the remainder received no such training ("control group"). After learning one picture array, the procedure was repeated in a second. Accuracy (% correct) and response time learning curves were measured. Performance for the second array and configurational memory of both arrays were also retested 1, 7, and 30 days later. Results showed that subjects "learned how to learn" this generic 3D spatial memory task regardless of their relative orientation to the environment, that ability and configurational knowledge was retained for at least a month, that figure rotation ability and field independence correlate with performance, and that teaching subjects specific strategies in advance significantly improves performance. Training astronauts to perform a similar generic 3D spatial memory task, and suggesting strategies in advance, may help them orient in three dimensions.

A Computational Model of Spatial Visualization Capacity

ERIC Educational Resources Information Center

Lyon, Don R.; Gunzelmann, Glenn; Gluck, Kevin A.

2008-01-01

Visualizing spatial material is a cornerstone of human problem solving, but human visualization capacity is sharply limited. To investigate the sources of this limit, we developed a new task to measure visualization accuracy for verbally-described spatial paths (similar to street directions), and implemented a computational process model to…

Minorities and Women in Naval Aviation Training: A Look Back at a 1997 Study

DTIC Science & Technology

2011-02-28

Flight Aptitude Rating (FOFAR), the Pilot Biographical Inventory ( PBI ), the NFO Biographical Inventory (FOBI), and the Officer Aptitude Rating (OAR...Hiatt, et al., 1997). The AQR measures math and verbal skills, the FAR and PFAR assess mechanical and visual spatial abilities, and the PBI and FOBI...three composites: the AQR, the PFAR, and PBI for pilots; and a parallel composite for NFOs. Selection to the aviation program was made based on

Characterizing Spatial Ability: Different Mental Processes Reflected in Accuracy and Latency Scores.

DTIC Science & Technology

1978-08-01

Prince- ton, New Jersey: Educational Testing Service, March, 1969. 6. Guilford, J. P., The Nature of Human Intelligence . New York: McGraw- Hill, 1969. 7...of visual- figural systems (CFS-V) , cognition of figural transformations (CFT), and cogni- tion of kinesthetic -figural systems (CFS-K) , represents...position and direction that has occurred from the top to the bottom drawing of a motorboat heading toward a coastline. The time limit on the 60-item GZO is

Estrogen treatment effects on cognition, memory and mood in male-to-female transsexuals.

PubMed

Miles, Clare; Green, Richard; Hines, Melissa

2006-12-01

Gonadal hormones, particularly estrogens, have been suggested to influence memory and cognitive tasks that show sex differences. Previously, we reported that male-to-female (M-F) transsexuals undergoing estrogen treatment for sex re-assignment scored higher on verbal Paired Associate Learning (PAL) than a transsexual control group awaiting estrogen treatment. The present study used a more robust design to examine further associations between estrogen and cognition. We assessed additional aspects of memory, including visual, spatial, object and location memory, other cognitive abilities that show reliable sex differences, including verbal and visual-spatial abilities, and mood variables that could mediate associations between estrogen and cognition. In addition to comparing groups of individuals on and off estrogen, we used two repeated measures designs (AB and BA). The AB group was tested prior to hormone treatment and then again after treatment had begun; the BA group was tested while on estrogen treatment and then again when hormones had been withdrawn prior to surgery. Few changes in memory or cognition were observed, and changes that were observed were not consistent across study designs. The lack of significant effects did not relate to mood changes or to the sexual orientation of participants. These findings suggest that estrogen treatment associated with sex change for M-F transsexuals has little or no influence on sex-typed aspects of cognition or memory.

The effect of vertical and horizontal symmetry on memory for tactile patterns in late blind individuals.

PubMed

Cattaneo, Zaira; Vecchi, Tomaso; Fantino, Micaela; Herbert, Andrew M; Merabet, Lotfi B

2013-02-01

Visual stimuli that exhibit vertical symmetry are easier to remember than stimuli symmetric along other axes, an advantage that extends to the haptic modality as well. Critically, the vertical symmetry memory advantage has not been found in early blind individuals, despite their overall superior memory, as compared with sighted individuals, and the presence of an overall advantage for identifying symmetric over asymmetric patterns. The absence of the vertical axis memory advantage in the early blind may depend on their total lack of visual experience or on the effect of prolonged visual deprivation. To disentangle this issue, in this study, we measured the ability of late blind individuals to remember tactile spatial patterns that were either vertically or horizontally symmetric or asymmetric. Late blind participants showed better memory performance for symmetric patterns. An additional advantage for the vertical axis of symmetry over the horizontal one was reported, but only for patterns presented in the frontal plane. In the horizontal plane, no difference was observed between vertical and horizontal symmetric patterns, due to the latter being recalled particularly well. These results are discussed in terms of the influence of the spatial reference frame adopted during exploration. Overall, our data suggest that prior visual experience is sufficient to drive the vertical symmetry memory advantage, at least when an external reference frame based on geocentric cues (i.e., gravity) is adopted.

Effects of imperfect automation and individual differences on concurrent performance of military and robotics tasks in a simulated multitasking environment.

PubMed

Chen, J Y C; Terrence, P I

2009-08-01

This study investigated the performance and workload of the combined position of gunner and robotics operator in a simulated military multitasking environment. Specifically, the study investigated how aided target recognition (AiTR) capabilities for the gunnery task with imperfect reliability (false-alarm-prone vs. miss-prone) might affect the concurrent robotics and communication tasks. Additionally, the study examined whether performance was affected by individual differences in spatial ability and attentional control. Results showed that when the robotics task was simply monitoring the video, participants had the best performance in their gunnery and communication tasks and the lowest perceived workload, compared with the other robotics tasking conditions. There was a strong interaction between the type of AiTR unreliability and participants' perceived attentional control. Overall, for participants with higher perceived attentional control, false-alarm-prone alerts were more detrimental; for low attentional control participants, conversely, miss-prone automation was more harmful. Low spatial ability participants preferred visual cueing and high spatial ability participants favoured tactile cueing. Potential applications of the findings include personnel selection for robotics operation, robotics user interface designs and training development. The present results will provide further understanding of the interplays among automation reliability, multitasking performance and individual differences in military tasking environments. These results will also facilitate the implementation of robots in military settings and will provide useful data to military system designs.

Transfer after process-based object-location memory training in healthy older adults.

PubMed

Zimmermann, Kathrin; von Bastian, Claudia C; Röcke, Christina; Martin, Mike; Eschen, Anne

2016-11-01

A substantial part of age-related episodic memory decline has been attributed to the decreasing ability of older adults to encode and retrieve associations among simultaneously processed information units from long-term memory. In addition, this ability seems to share unique variance with reasoning. In this study, we therefore examined whether process-based training of the ability to learn and remember associations has the potential to induce transfer effects to untrained episodic memory and reasoning tasks in healthy older adults (60-75 years). For this purpose, the experimental group (n = 36) completed 30 sessions of process-based object-location memory training, while the active control group (n = 31) practiced visual perception on the same material. Near (spatial episodic memory), intermediate (verbal episodic memory), and far transfer effects (reasoning) were each assessed with multiple tasks at four measurements (before, midway through, immediately after, and 4 months after training). Linear mixed-effects models revealed transfer effects on spatial episodic memory and reasoning that were still observed 4 months after training. These results provide first empirical evidence that process-based training can enhance healthy older adults' associative memory performance and positively affect untrained episodic memory and reasoning abilities. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Low-Cost Robotic Assessment of Visuo-Motor Deficits in Alzheimer's Disease.

PubMed

Bartoli, Eleonora; Caso, Francesca; Magnani, Giuseppe; Baud-Bovy, Gabriel

2017-07-01

A low-cost robotic interface was used to assess the visuo-motor performance of patients with Alzheimer's disease (AD). Twenty AD patients and twenty age-matched controls participated in this work. The battery of tests included simple reaction times, position tracking, and stabilization tasks performed with both hands. The regularity, velocity, visual and haptic feedback were manipulated to vary movement complexity. Reaction times and movement tracking error were analyzed. Results show a marked group effect on a subset of conditions, in particular when the patients could not rely on the visual feedback of hand movement. The visuo-motor performance correlated with the measures of global cognitive functioning and with different memory-related abilities. Our results support the hypothesis that the ability to recall and use visuo-spatial associations might underlie the impairment in complex motor behavior that has been reported in AD patients. Importantly, the patients had preserved learning effects across sessions, which might relate to visuo-motor deficits being less evident in every-day life and clinical assessments. This robotic assessment, lasting less than 1 h, provides detailed information about the integrity of visuo-motor abilities. The data can aid the understanding of the complex pattern of deficits that characterizes this pervasive disease.

Electrophysiological correlates of stimulus-driven reorienting deficits after interference with right parietal cortex during a spatial attention task: a TMS-EEG study

PubMed Central

Capotosto, Paolo; Corbetta, Maurizio; Romani, Gian Luca; Babiloni, Claudio

2013-01-01

Transcranial magnetic stimulation (TMS) interference over right intraparietal sulcus (IPS) causally disrupts behaviorally and electroencephalographic (EEG) rhythmic correlates of endogenous spatial orienting prior to visual target presentation (Capotosto et al. 2009; 2011). Here we combine data from our previous studies to examine whether right parietal TMS during spatial orienting also impairs stimulus-driven re-orienting or the ability to efficiently process unattended stimuli, i.e. stimuli outside the current focus of attention. Healthy subjects (N=24) performed a Posner spatial cueing task while their EEG activity was being monitored. Repetitive TMS (rTMS) was applied for 150 milliseconds (ms) simultaneously to the presentation of a central arrow directing spatial attention to the location of an upcoming visual target. Right IPS-rTMS impaired target detection, especially for stimuli presented at unattended locations; it also caused a modulation of the amplitude of parieto-occipital positive ERPs peaking at about 480 ms (P3) post-target. The P3 significantly decreased for unattended targets, and significantly increased for attended targets after right IPS-rTMS as compared to Sham stimulation. Similar effects were obtained for left IPS stimulation albeit in a smaller group of subjects. We conclude that disruption of anticipatory processes in right IPS has prolonged effects that persist during target processing. The P3 decrement may reflect interference with post-decision processes that are part of stimulus-driven re-orienting. Right IPS is a node of functional interaction between endogenous spatial orienting and stimulus-driven re-orienting processes in human vision. PMID:22905824

Biologically Inspired Model for Visual Cognition Achieving Unsupervised Episodic and Semantic Feature Learning.

PubMed

Qiao, Hong; Li, Yinlin; Li, Fengfu; Xi, Xuanyang; Wu, Wei

2016-10-01

Recently, many biologically inspired visual computational models have been proposed. The design of these models follows the related biological mechanisms and structures, and these models provide new solutions for visual recognition tasks. In this paper, based on the recent biological evidence, we propose a framework to mimic the active and dynamic learning and recognition process of the primate visual cortex. From principle point of view, the main contributions are that the framework can achieve unsupervised learning of episodic features (including key components and their spatial relations) and semantic features (semantic descriptions of the key components), which support higher level cognition of an object. From performance point of view, the advantages of the framework are as follows: 1) learning episodic features without supervision-for a class of objects without a prior knowledge, the key components, their spatial relations and cover regions can be learned automatically through a deep neural network (DNN); 2) learning semantic features based on episodic features-within the cover regions of the key components, the semantic geometrical values of these components can be computed based on contour detection; 3) forming the general knowledge of a class of objects-the general knowledge of a class of objects can be formed, mainly including the key components, their spatial relations and average semantic values, which is a concise description of the class; and 4) achieving higher level cognition and dynamic updating-for a test image, the model can achieve classification and subclass semantic descriptions. And the test samples with high confidence are selected to dynamically update the whole model. Experiments are conducted on face images, and a good performance is achieved in each layer of the DNN and the semantic description learning process. Furthermore, the model can be generalized to recognition tasks of other objects with learning ability.

A software system for evaluation and training of spatial reasoning and neuroanatomical knowledge in a virtual environment.

PubMed

Armstrong, Ryan; de Ribaupierre, Sandrine; Eagleson, Roy

2014-04-01

This paper describes the design and development of a software tool for the evaluation and training of surgical residents using an interactive, immersive, virtual environment. Our objective was to develop a tool to evaluate user spatial reasoning skills and knowledge in a neuroanatomical context, as well as to augment their performance through interactivity. In the visualization, manually segmented anatomical surface images of MRI scans of the brain were rendered using a stereo display to improve depth cues. A magnetically tracked wand was used as a 3D input device for localization tasks within the brain. The movement of the wand was made to correspond to movement of a spherical cursor within the rendered scene, providing a reference for localization. Users can be tested on their ability to localize structures within the 3D scene, and their ability to place anatomical features at the appropriate locations within the rendering. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Short-term memory for spatial configurations in the tactile modality: a comparison with vision.

PubMed

Picard, Delphine; Monnier, Catherine

2009-11-01

This study investigates the role of acquisition constraints on the short-term retention of spatial configurations in the tactile modality in comparison with vision. It tests whether the sequential processing of information inherent to the tactile modality could account for limitation in short-term memory span for tactual-spatial information. In addition, this study investigates developmental aspects of short-term memory for tactual- and visual-spatial configurations. A total of 144 child and adult participants were assessed for their memory span in three different conditions: tactual, visual, and visual with a limited field of view. The results showed lower tactual-spatial memory span than visual-spatial, regardless of age. However, differences in memory span observed between the tactile and visual modalities vanished when the visual processing of information occurred within a limited field. These results provide evidence for an impact of acquisition constraints on the retention of spatial information in the tactile modality in both childhood and adulthood.

A computational model of spatial visualization capacity.

PubMed

Lyon, Don R; Gunzelmann, Glenn; Gluck, Kevin A

2008-09-01

Visualizing spatial material is a cornerstone of human problem solving, but human visualization capacity is sharply limited. To investigate the sources of this limit, we developed a new task to measure visualization accuracy for verbally-described spatial paths (similar to street directions), and implemented a computational process model to perform it. In this model, developed within the Adaptive Control of Thought-Rational (ACT-R) architecture, visualization capacity is limited by three mechanisms. Two of these (associative interference and decay) are longstanding characteristics of ACT-R's declarative memory. A third (spatial interference) is a new mechanism motivated by spatial proximity effects in our data. We tested the model in two experiments, one with parameter-value fitting, and a replication without further fitting. Correspondence between model and data was close in both experiments, suggesting that the model may be useful for understanding why visualizing new, complex spatial material is so difficult.

How can audiovisual pathways enhance the temporal resolution of time-compressed speech in blind subjects?

PubMed

Hertrich, Ingo; Dietrich, Susanne; Ackermann, Hermann

2013-01-01

In blind people, the visual channel cannot assist face-to-face communication via lipreading or visual prosody. Nevertheless, the visual system may enhance the evaluation of auditory information due to its cross-links to (1) the auditory system, (2) supramodal representations, and (3) frontal action-related areas. Apart from feedback or top-down support of, for example, the processing of spatial or phonological representations, experimental data have shown that the visual system can impact auditory perception at more basic computational stages such as temporal signal resolution. For example, blind as compared to sighted subjects are more resistant against backward masking, and this ability appears to be associated with activity in visual cortex. Regarding the comprehension of continuous speech, blind subjects can learn to use accelerated text-to-speech systems for "reading" texts at ultra-fast speaking rates (>16 syllables/s), exceeding by far the normal range of 6 syllables/s. A functional magnetic resonance imaging study has shown that this ability, among other brain regions, significantly covaries with BOLD responses in bilateral pulvinar, right visual cortex, and left supplementary motor area. Furthermore, magnetoencephalographic measurements revealed a particular component in right occipital cortex phase-locked to the syllable onsets of accelerated speech. In sighted people, the "bottleneck" for understanding time-compressed speech seems related to higher demands for buffering phonological material and is, presumably, linked to frontal brain structures. On the other hand, the neurophysiological correlates of functions overcoming this bottleneck, seem to depend upon early visual cortex activity. The present Hypothesis and Theory paper outlines a model that aims at binding these data together, based on early cross-modal pathways that are already known from various audiovisual experiments on cross-modal adjustments during space, time, and object recognition.

How can audiovisual pathways enhance the temporal resolution of time-compressed speech in blind subjects?

PubMed Central

Hertrich, Ingo; Dietrich, Susanne; Ackermann, Hermann

2013-01-01

In blind people, the visual channel cannot assist face-to-face communication via lipreading or visual prosody. Nevertheless, the visual system may enhance the evaluation of auditory information due to its cross-links to (1) the auditory system, (2) supramodal representations, and (3) frontal action-related areas. Apart from feedback or top-down support of, for example, the processing of spatial or phonological representations, experimental data have shown that the visual system can impact auditory perception at more basic computational stages such as temporal signal resolution. For example, blind as compared to sighted subjects are more resistant against backward masking, and this ability appears to be associated with activity in visual cortex. Regarding the comprehension of continuous speech, blind subjects can learn to use accelerated text-to-speech systems for “reading” texts at ultra-fast speaking rates (>16 syllables/s), exceeding by far the normal range of 6 syllables/s. A functional magnetic resonance imaging study has shown that this ability, among other brain regions, significantly covaries with BOLD responses in bilateral pulvinar, right visual cortex, and left supplementary motor area. Furthermore, magnetoencephalographic measurements revealed a particular component in right occipital cortex phase-locked to the syllable onsets of accelerated speech. In sighted people, the “bottleneck” for understanding time-compressed speech seems related to higher demands for buffering phonological material and is, presumably, linked to frontal brain structures. On the other hand, the neurophysiological correlates of functions overcoming this bottleneck, seem to depend upon early visual cortex activity. The present Hypothesis and Theory paper outlines a model that aims at binding these data together, based on early cross-modal pathways that are already known from various audiovisual experiments on cross-modal adjustments during space, time, and object recognition. PMID:23966968

Visual perceptual abilities of Chinese-speaking and English-speaking children.

PubMed

Lai, Mun Yee; Leung, Frederick Koon Shing

2012-04-01

This paper reports an investigation of Chinese-speaking and English-speaking children's general visual perceptual abilities. The Developmental Test of Visual Perception was administered to 41 native Chinese-speaking children of mean age 5 yr. 4 mo. in Hong Kong and 35 English-speaking children of mean age 5 yr. 2 mo. in Melbourne. Of interest were the two interrelated components of visual perceptual abilities, namely, motor-reduced visual perceptual and visual-motor integration perceptual abilities, which require either verbal or motoric responses in completing visual tasks. Chinese-speaking children significantly outperformed the English-speaking children on general visual perceptual abilities. When comparing the results of each of the two different components, the Chinese-speaking students' performance on visual-motor integration was far better than that of their counterparts (ES = 2.70), while the two groups of students performed similarly on motor-reduced visual perceptual abilities. Cultural factors such as written language format may be contributing to the enhanced performance of Chinese-speaking children's visual-motor integration abilities, but there may be validity questions in the Chinese version.

Neural basis of stereotype-induced shifts in women's mental rotation performance

PubMed Central

Helt, Molly; Jacobs, Emily; Sullivan, Kerry

2007-01-01

Recent negative focus on women's academic abilities has fueled disputes over gender disparities in the sciences. The controversy derives, in part, from women's relatively poorer performance in aptitude tests, many of which require skills of spatial reasoning. We used functional magnetic imaging to examine the neural structure underlying shifts in women's performance of a spatial reasoning task induced by positive and negative stereotypes. Three groups of participants performed a task involving imagined rotations of the self. Prior to scanning, the positive stereotype group was exposed to a false but plausible stereotype of women's superior perspective-taking abilities; the negative stereotype group was exposed to the pervasive stereotype that men outperform women on spatial tasks; and the control group received neutral information. The significantly poorer performance we found in the negative stereotype group corresponded to increased activation in brain regions associated with increased emotional load. In contrast, the significantly improved performance we found in the positive stereotype group was associated with increased activation in visual processing areas and, to a lesser degree, complex working memory processes. These findings suggest that stereotype messages affect the brain selectively, with positive messages producing relatively more efficient neural strategies than negative messages. PMID:18985116

Neural basis of stereotype-induced shifts in women's mental rotation performance.

PubMed

Wraga, Maryjane; Helt, Molly; Jacobs, Emily; Sullivan, Kerry

2007-03-01

Recent negative focus on women's academic abilities has fueled disputes over gender disparities in the sciences. The controversy derives, in part, from women's relatively poorer performance in aptitude tests, many of which require skills of spatial reasoning. We used functional magnetic imaging to examine the neural structure underlying shifts in women's performance of a spatial reasoning task induced by positive and negative stereotypes. Three groups of participants performed a task involving imagined rotations of the self. Prior to scanning, the positive stereotype group was exposed to a false but plausible stereotype of women's superior perspective-taking abilities; the negative stereotype group was exposed to the pervasive stereotype that men outperform women on spatial tasks; and the control group received neutral information. The significantly poorer performance we found in the negative stereotype group corresponded to increased activation in brain regions associated with increased emotional load. In contrast, the significantly improved performance we found in the positive stereotype group was associated with increased activation in visual processing areas and, to a lesser degree, complex working memory processes. These findings suggest that stereotype messages affect the brain selectively, with positive messages producing relatively more efficient neural strategies than negative messages.

Simulator-induced spatial disorientation: effects of age, sleep deprivation, and type of conflict.

PubMed

Previc, Fred H; Ercoline, William R; Evans, Richard H; Dillon, Nathan; Lopez, Nadia; Daluz, Christina M; Workman, Andrew

2007-05-01

Spatial disorientation mishaps are greater at night and with greater time on task, and sleep deprivation is known to decrease cognitive and overall flight performance. However, the ability to perceive and to be influenced by physiologically appropriate simulated SD conflicts has not previously been studied in an automated simulator flight profile. A set of 10 flight profiles were flown by 10 U.S. Air Force (USAF) pilots over a period of 28 h in a specially designed flight simulator for spatial disorientation research and training. Of the 10 flights, 4 had a total of 7 spatial disorientation (SD) conflicts inserted into each of them, 5 simulating motion illusions and 2 involving visual illusions. The percentage of conflict reports was measured along with the effects of four conflicts on flight performance. The results showed that, with one exception, all motion conflicts were reported over 60% of the time, whereas the two visual illusions were reported on average only 25% of the time, although they both significantly affected flight performance. Pilots older than 35 yr of age were more likely to report conflicts than were those under 30 yr of age (63% vs. 38%), whereas fatigue had little effect overall on either recognized or unrecognized SD. The overall effects of these conflicts on perception and performance were generally not altered by sleep deprivation, despite clear indications of fatigue in our pilots.

The touchscreen operant platform for assessing executive function in rats and mice

PubMed Central

Mar, Adam C.; Horner, Alexa E.; Nilsson, Simon R.O.; Alsiö, Johan; Kent, Brianne A.; Kim, Chi Hun; Holmes, Andrew; Saksida, Lisa M.; Bussey, Timothy J.

2014-01-01

Summary This protocol details a subset of assays developed within the touchscreen platform to measure aspects of executive function in rodents. Three main procedures are included: Extinction, measuring the rate and extent of curtailing a response that was previously, but is no longer, associated with reward; Reversal Learning, measuring the rate and extent of switching a response toward a visual stimulus that was previously not, but has become, associated with reward (and away from a visual stimulus that was previously, but is no longer, rewarded); and the 5-Choice Serial Reaction Time (5-CSRT) task, gauging the ability to selectively detect and appropriately respond to briefly presented, spatially unpredictable visual stimuli. These methods were designed to assess both complimentary and overlapping constructs including selective and divided visual attention, inhibitory control, flexibility, impulsivity and compulsivity. The procedures comprise part of a wider touchscreen test battery assessing cognition in rodents with high potential for translation to human studies. PMID:24051960

Enhancing cognition with video games: a multiple game training study.

PubMed

Oei, Adam C; Patterson, Michael D

2013-01-01

Previous evidence points to a causal link between playing action video games and enhanced cognition and perception. However, benefits of playing other video games are under-investigated. We examined whether playing non-action games also improves cognition. Hence, we compared transfer effects of an action and other non-action types that required different cognitive demands. We instructed 5 groups of non-gamer participants to play one game each on a mobile device (iPhone/iPod Touch) for one hour a day/five days a week over four weeks (20 hours). Games included action, spatial memory, match-3, hidden- object, and an agent-based life simulation. Participants performed four behavioral tasks before and after video game training to assess for transfer effects. Tasks included an attentional blink task, a spatial memory and visual search dual task, a visual filter memory task to assess for multiple object tracking and cognitive control, as well as a complex verbal span task. Action game playing eliminated attentional blink and improved cognitive control and multiple-object tracking. Match-3, spatial memory and hidden object games improved visual search performance while the latter two also improved spatial working memory. Complex verbal span improved after match-3 and action game training. Cognitive improvements were not limited to action game training alone and different games enhanced different aspects of cognition. We conclude that training specific cognitive abilities frequently in a video game improves performance in tasks that share common underlying demands. Overall, these results suggest that many video game-related cognitive improvements may not be due to training of general broad cognitive systems such as executive attentional control, but instead due to frequent utilization of specific cognitive processes during game play. Thus, many video game training related improvements to cognition may be attributed to near-transfer effects.

Interaction between language and vision: It’s momentary, abstract, and it develops

PubMed Central

Dessalegn, Banchiamlack; Landau, Barbara

2013-01-01

In this paper, we present a case study that explores the nature and development of the mechanisms by which language interacts with and influences our ability to represent and retain information from one of our most important non-linguistic systems-- vision. In previous work (Dessalegn & Landau, 2008), we showed that 4 year-olds remembered conjunctions of visual features better when the visual target was accompanied by a sentence containing an asymmetric spatial predicate (e.g., the yellow is to the left of the black) but not when the visual target was accompanied by a sentence containing a novel noun (e.g., look at the dax) or a symmetric spatial predicate (e.g., the yellow is touching the black). In this paper, we extend these findings. In three experiments, 3, 4 and 6 year-olds were shown square blocks split in half by color vertically, horizontally or diagonally (e.g., yellow-left, black-right) and were asked to perform a delayed-matching task. We found that sentences containing spatial asymmetric predicates (e.g., the yellow is to the left of the black) and non-spatial asymmetric predicates (e.g., the yellow is prettier than the black) helped 4 year-olds, although not to the same extent. By contrast, 3 year-olds did not benefit from different linguistic instructions at all while 6 year-olds performed at ceiling in the task with or without the relevant sentences. Our findings suggest by age 4, the effects of language on non-linguistic tasks depend on highly abstract representations of the linguistic instructions and are momentary, seen only in the context of the task. We further speculate that language becomes more automatically engaged in nonlinguistic tasks over development. PMID:23545385

Hyperspace geography: visualizing fitness landscapes beyond 4D.

PubMed

Wiles, Janet; Tonkes, Bradley

2006-01-01

Human perception is finely tuned to extract structure about the 4D world of time and space as well as properties such as color and texture. Developing intuitions about spatial structure beyond 4D requires exploiting other perceptual and cognitive abilities. One of the most natural ways to explore complex spaces is for a user to actively navigate through them, using local explorations and global summaries to develop intuitions about structure, and then testing the developing ideas by further exploration. This article provides a brief overview of a technique for visualizing surfaces defined over moderate-dimensional binary spaces, by recursively unfolding them onto a 2D hypergraph. We briefly summarize the uses of a freely available Web-based visualization tool, Hyperspace Graph Paper (HSGP), for exploring fitness landscapes and search algorithms in evolutionary computation. HSGP provides a way for a user to actively explore a landscape, from simple tasks such as mapping the neighborhood structure of different points, to seeing global properties such as the size and distribution of basins of attraction or how different search algorithms interact with landscape structure. It has been most useful for exploring recursive and repetitive landscapes, and its strength is that it allows intuitions to be developed through active navigation by the user, and exploits the visual system's ability to detect pattern and texture. The technique is most effective when applied to continuous functions over Boolean variables using 4 to 16 dimensions.

Disentangling fine motor skills' relations to academic achievement: the relative contributions of visual-spatial integration and visual-motor coordination.

PubMed

Carlson, Abby G; Rowe, Ellen; Curby, Timothy W

2013-01-01

Recent research has established a connection between children's fine motor skills and their academic performance. Previous research has focused on fine motor skills measured prior to elementary school, while the present sample included children ages 5-18 years old, making it possible to examine whether this link remains relevant throughout childhood and adolescence. Furthermore, the majority of research linking fine motor skills and academic achievement has not determined which specific components of fine motor skill are driving this relation. The few studies that have looked at associations of separate fine motor tasks with achievement suggest that copying tasks that tap visual-spatial integration skills are most closely related to achievement. The present study examined two separate elements of fine motor skills--visual-motor coordination and visual-spatial integration--and their associations with various measures of academic achievement. Visual-motor coordination was measured using tracing tasks, while visual-spatial integration was measured using copy-a-figure tasks. After controlling for gender, socioeconomic status, IQ, and visual-motor coordination, and visual-spatial integration explained significant variance in children's math and written expression achievement. Knowing that visual-spatial integration skills are associated with these two achievement domains suggests potential avenues for targeted math and writing interventions for children of all ages.

Comparison of Congruence Judgment and Auditory Localization Tasks for Assessing the Spatial Limits of Visual Capture

PubMed Central

Bosen, Adam K.; Fleming, Justin T.; Brown, Sarah E.; Allen, Paul D.; O'Neill, William E.; Paige, Gary D.

2016-01-01

Vision typically has better spatial accuracy and precision than audition, and as a result often captures auditory spatial perception when visual and auditory cues are presented together. One determinant of visual capture is the amount of spatial disparity between auditory and visual cues: when disparity is small visual capture is likely to occur, and when disparity is large visual capture is unlikely. Previous experiments have used two methods to probe how visual capture varies with spatial disparity. First, congruence judgment assesses perceived unity between cues by having subjects report whether or not auditory and visual targets came from the same location. Second, auditory localization assesses the graded influence of vision on auditory spatial perception by having subjects point to the remembered location of an auditory target presented with a visual target. Previous research has shown that when both tasks are performed concurrently they produce similar measures of visual capture, but this may not hold when tasks are performed independently. Here, subjects alternated between tasks independently across three sessions. A Bayesian inference model of visual capture was used to estimate perceptual parameters for each session, which were compared across tasks. Results demonstrated that the range of audio-visual disparities over which visual capture was likely to occur were narrower in auditory localization than in congruence judgment, which the model indicates was caused by subjects adjusting their prior expectation that targets originated from the same location in a task-dependent manner. PMID:27815630

Considering the Spatial Layout Information of Bag of Features (BoF) Framework for Image Classification.

PubMed

Mu, Guangyu; Liu, Ying; Wang, Limin

2015-01-01

The spatial pooling method such as spatial pyramid matching (SPM) is very crucial in the bag of features model used in image classification. SPM partitions the image into a set of regular grids and assumes that the spatial layout of all visual words obey the uniform distribution over these regular grids. However, in practice, we consider that different visual words should obey different spatial layout distributions. To improve SPM, we develop a novel spatial pooling method, namely spatial distribution pooling (SDP). The proposed SDP method uses an extension model of Gauss mixture model to estimate the spatial layout distributions of the visual vocabulary. For each visual word type, SDP can generate a set of flexible grids rather than the regular grids from the traditional SPM. Furthermore, we can compute the grid weights for visual word tokens according to their spatial coordinates. The experimental results demonstrate that SDP outperforms the traditional spatial pooling methods, and is competitive with the state-of-the-art classification accuracy on several challenging image datasets.

Visual scanning with or without spatial uncertainty and time-sharing performance

NASA Technical Reports Server (NTRS)

Liu, Yili; Wickens, Christopher D.

1989-01-01

An experiment is reported that examines the pattern of task interference between visual scanning as a sequential and selective attention process and other concurrent spatial or verbal processing tasks. A distinction is proposed between visual scanning with or without spatial uncertainty regarding the possible differential effects of these two types of scanning on interference with other concurrent processes. The experiment required the subject to perform a simulated primary tracking task, which was time-shared with a secondary spatial or verbal decision task. The relevant information that was needed to perform the decision tasks were displayed with or without spatial uncertainty. The experiment employed a 2 x 2 x 2 design with types of scanning (with or without spatial uncertainty), expected scanning distance (low/high), and codes of concurrent processing (spatial/verbal) as the three experimental factors. The results provide strong evidence that visual scanning as a spatial exploratory activity produces greater task interference with concurrent spatial tasks than with concurrent verbal tasks. Furthermore, spatial uncertainty in visual scanning is identified to be the crucial factor in producing this differential effect.

Visual and Spatial Mental Imagery: Dissociable Systems of Representation.

DTIC Science & Technology

1987-08-07

identification of visual stimuli (the visual agnosias ) could occur independently of impairr-’e"s in their spatial localization (Potzl. 1928: Lange. 1936) Patients...of brain damage that is generally associated with visual "PIre - i’ e/ e~~ :S~ OF Visual and Spatial Imagery 1i agnosia . Details of L.H.’s medical...This approach is nowhere more called for than in the study of subjects with visual object agnosia . a condition that is both extremely rare and somewhat

From optics to attention: visual perception in barn owls.

PubMed

Harmening, Wolf M; Wagner, Hermann

2011-11-01

Barn owls are nocturnal predators which have evolved specific sensory and morphological adaptations to a life in dim light. Here, some of the most fundamental properties of spatial vision in barn owls are reviewed. The eye with its tubular shape is rigidly integrated in the skull so that eye movements are very much restricted. The eyes are oriented frontally, allowing for a large binocular overlap. Accommodation, but not pupil dilation, is coupled between the two eyes. The retina is rod dominated and lacks a visible fovea. Retinal ganglion cells form a marked region of highest density that extends to a horizontally oriented visual streak. Behavioural visual acuity and contrast sensitivity are poor, although the optical quality of the ocular media is excellent. A low f-number allows high image quality at low light levels. Vernier acuity was found to be a hyperacute percept. Owls have global stereopsis with hyperacute stereo acuity thresholds. Neurons of the visual Wulst are sensitive to binocular disparities. Orientation based saliency was demonstrated in a visual-search experiment, and higher cognitive abilities were shown when the owl's were able to use illusory contours for object discrimination.

Visual and Spatial Working Memory Are Not that Dissociated after All: A Time-Based Resource-Sharing Account

ERIC Educational Resources Information Center

Vergauwe, Evie; Barrouillet, Pierre; Camos, Valerie

2009-01-01

Examinations of interference between visual and spatial materials in working memory have suggested domain- and process-based fractionations of visuo-spatial working memory. The present study examined the role of central time-based resource sharing in visuo-spatial working memory and assessed its role in obtained interference patterns. Visual and…

Improving visual spatial working memory in younger and older adults: effects of cross-modal cues.

PubMed

Curtis, Ashley F; Turner, Gary R; Park, Norman W; Murtha, Susan J E

2017-11-06

Spatially informative auditory and vibrotactile (cross-modal) cues can facilitate attention but little is known about how similar cues influence visual spatial working memory (WM) across the adult lifespan. We investigated the effects of cues (spatially informative or alerting pre-cues vs. no cues), cue modality (auditory vs. vibrotactile vs. visual), memory array size (four vs. six items), and maintenance delay (900 vs. 1800 ms) on visual spatial location WM recognition accuracy in younger adults (YA) and older adults (OA). We observed a significant interaction between spatially informative pre-cue type, array size, and delay. OA and YA benefitted equally from spatially informative pre-cues, suggesting that attentional orienting prior to WM encoding, regardless of cue modality, is preserved with age.  Contrary to predictions, alerting pre-cues generally impaired performance in both age groups, suggesting that maintaining a vigilant state of arousal by facilitating the alerting attention system does not help visual spatial location WM.

Stereo study as an aid to visual analysis of ERTS and Skylab images

NASA Technical Reports Server (NTRS)

Vangenderen, J. L. (Principal Investigator)

1973-01-01

The author has identified the following significant results. The parallax on ERTS and Skylab images is sufficiently large for exploitation by human photointerpreters. The ability to view the imagery stereoscopically reduces the signal-to-noise ratio. Stereoscopic examination of orbital data can contribute to studies of spatial, spectral, and temporal variations on the imagery. The combination of true stereo parallax, plus shadow parallax offer many possibilities to human interpreters for making meaningful analyses of orbital imagery.

Geobrowser Enhanced Access of Real-Time Antarctic Data

NASA Astrophysics Data System (ADS)

Breen, P.; Judge, D.; Cunningham, N.; Kirsch, P. J.

2007-12-01

A proof of principle project was initiated in the Fall of 2006 to develop a system enabling remote field station and ship borne data, collected in near real-time to be discovered, visualised and acquired through a web accessible framework. The two principal enabling drivers for this system were the recent improvements in communications with remote field stations and ships and the advent of low cost, easily accessible geobrowser technology providing the ability to visualise multiple, sometimes physically disparate datasets within a common interface. Strongly spatial in nature the oceanographic datasets suggested the incorporation of geobrowser (Google Earth) technology into this framework. A number of scientific benefits were identified by the project, these include the overall enhancing of the value of many of the datasets through their real-time contribution to forecasting models, satellite ground truthing and calibration of autonomous instrumentation. Improved efficacy of fieldwork led to rapid discovery of problems and the ability to deal with them promptly. The ability to correct or improve experiment parameters and increase capability of routine collection of high-quality data. In the past it may have been over a year before data arrived back at HQ potentially unusable, definitely unrepeatable and significantly reducing or delaying scientific output. The geobrowser interface provides the platform from which the spatial data is discovered, for example ship tracks and aspects of the physical oceanography such as sea surface temperature can be directly visualized. Importantly, ancillary and auxiliary information and metadata can be linked to the cruise data in a straightforward and accessible manner; scientists in Cambridge using a geobrowser were able to access and visualize cruise data from the Southern ocean 20 minutes after collection.

Assessment of the role of aptitude in the acquisition of advanced laparoscopic surgical skill sets: results from a virtual reality-based laparoscopic colectomy training programme.

PubMed

Nugent, Emmeline; Hseino, Hazem; Boyle, Emily; Mehigan, Brian; Ryan, Kieran; Traynor, Oscar; Neary, Paul

2012-09-01

The surgeons of the future will need to have advanced laparoscopic skills. The current challenge in surgical education is to teach these skills and to identify factors that may have a positive influence on training curriculums. The primary aim of this study was to determine if fundamental aptitude impacts on ability to perform a laparoscopic colectomy. A practical laparoscopic colectomy course was held by the National Surgical Training Centre at the Royal College of Surgeons in Ireland. The course consisted of didactics, warm-up and the performance of a laparoscopic sigmoid colectomy on thesimulator. Objective metrics such as time and motion analysis were recorded. Each candidate had their psychomotor and visual spatial aptitude assessed. The colectomy trays were assessed by blinded experts post procedure for errors. Ten trainee surgeons that were novices with respect to advanced laparoscopic procedures attended the course. A significant correlation was found between psychomotor and visual spatial aptitude and performance on both the warm-up session and laparoscopic colectomy (r > 0.7, p < 0.05). Performance on the warm-up session correlated with performance of the laparoscopic colectomy (r = 0.8, p = 0.04). There was also a significant correlation between the number of tray errors and time taken to perform the laparoscopic colectomy (r = 0.83, p = 0.001). The results have demonstrated that there is a relationship between aptitude and ability to perform both basic laparoscopic tasks and laparoscopic colectomy on a simulator. The findings suggest that there may be a role for the consideration of an individual's inherent baseline ability when trying to design and optimise technical teaching curricula for advanced laparoscopic procedures.

Drawing on the right side of the brain: a voxel-based morphometry analysis of observational drawing.

PubMed

Chamberlain, Rebecca; McManus, I Chris; Brunswick, Nicola; Rankin, Qona; Riley, Howard; Kanai, Ryota

2014-08-01

Structural brain differences in relation to expertise have been demonstrated in a number of domains including visual perception, spatial navigation, complex motor skills and musical ability. However no studies have assessed the structural differences associated with representational skills in visual art. As training artists are inclined to be a heterogeneous group in terms of their subject matter and chosen media, it was of interest to investigate whether there would be any consistent changes in neural structure in response to increasing representational drawing skill. In the current study a cohort of 44 graduate and post-graduate art students and non-art students completed drawing tasks. Scores on these tasks were then correlated with the regional grey and white matter volume in cortical and subcortical structures. An increase in grey matter density in the left anterior cerebellum and the right medial frontal gyrus was observed in relation to observational drawing ability, whereas artistic training (art students vs. non-art students) was correlated with increased grey matter density in the right precuneus. This suggests that observational drawing ability relates to changes in structures pertaining to fine motor control and procedural memory, and that artistic training in addition is associated with enhancement of structures pertaining to visual imagery. The findings corroborate the findings of small-scale fMRI studies and provide insights into the properties of the developing artistic brain. Copyright © 2014 Elsevier Inc. All rights reserved.

Spatial asymmetry in tactile sensor skin deformation aids perception of edge orientation during haptic exploration.

PubMed

Ponce Wong, Ruben D; Hellman, Randall B; Santos, Veronica J

2014-01-01

Upper-limb amputees rely primarily on visual feedback when using their prostheses to interact with others or objects in their environment. A constant reliance upon visual feedback can be mentally exhausting and does not suffice for many activities when line-of-sight is unavailable. Upper-limb amputees could greatly benefit from the ability to perceive edges, one of the most salient features of 3D shape, through touch alone. We present an approach for estimating edge orientation with respect to an artificial fingertip through haptic exploration using a multimodal tactile sensor on a robot hand. Key parameters from the tactile signals for each of four exploratory procedures were used as inputs to a support vector regression model. Edge orientation angles ranging from -90 to 90 degrees were estimated with an 85-input model having an R (2) of 0.99 and RMS error of 5.08 degrees. Electrode impedance signals provided the most useful inputs by encoding spatially asymmetric skin deformation across the entire fingertip. Interestingly, sensor regions that were not in direct contact with the stimulus provided particularly useful information. Methods described here could pave the way for semi-autonomous capabilities in prosthetic or robotic hands during haptic exploration, especially when visual feedback is unavailable.

Ecomorphology of eye shape and retinal topography in waterfowl (Aves: Anseriformes: Anatidae) with different foraging modes.

PubMed

Lisney, Thomas J; Stecyk, Karyn; Kolominsky, Jeffrey; Schmidt, Brian K; Corfield, Jeremy R; Iwaniuk, Andrew N; Wylie, Douglas R

2013-05-01

Despite the large body of literature on ecomorphological adaptations to foraging in waterfowl, little attention has been paid to their sensory systems, especially vision. Here, we compare eye shape and retinal topography across 12 species representing 4 different foraging modes. Eye shape was significantly different among foraging modes, with diving and pursuit-diving species having relatively smaller corneal diameters compared to non-diving species. This may be associated with differences in ambient light intensity while foraging or an ability to tightly constrict the pupil in divers in order to facilitate underwater vision. Retinal topography was similar across all species, consisting of an oblique visual streak, a central area of peak cell density, and no discernible fovea. Because the bill faces downwards when the head is held in the normal posture in waterfowl, the visual streak will be held horizontally, allowing the horizon to be sampled with higher visual acuity. Estimates of spatial resolving power were similar among species with only the Canada goose having a higher spatial resolution. Overall, we found no evidence of ecomorphological adaptations to different foraging modes in the retinal ganglion cell layer in waterfowl. Rather, retinal topography in these birds seems to reflect the 'openness' of their habitats.

Visuomotor adaptability in older adults with mild cognitive decline.

PubMed

Schaffert, Jeffrey; Lee, Chi-Mei; Neill, Rebecca; Bo, Jin

2017-02-01

The current study examined the augmentation of error feedback on visuomotor adaptability in older adults with varying degrees of cognitive decline (assessed by the Montreal Cognitive Assessment; MoCA). Twenty-three participants performed a center-out computerized visuomotor adaptation task when the visual feedback of their hand movement error was presented in a regular (ratio=1:1) or enhanced (ratio=1:2) error feedback schedule. Results showed that older adults with lower scores on the MoCA had less adaptability than those with higher MoCA scores during the regular feedback schedule. However, participants demonstrated similar adaptability during the enhanced feedback schedule, regardless of their cognitive ability. Furthermore, individuals with lower MoCA scores showed larger after-effects in spatial control during the enhanced schedule compared to the regular schedule, whereas individuals with higher MoCA scores displayed the opposite pattern. Additional neuro-cognitive assessments revealed that spatial working memory and processing speed were positively related to motor adaptability during the regular scheduled but negatively related to adaptability during the enhanced schedule. We argue that individuals with mild cognitive decline employed different adaptation strategies when encountering enhanced visual feedback, suggesting older adults with mild cognitive impairment (MCI) may benefit from enhanced visual error feedback during sensorimotor adaptation. Copyright © 2016 Elsevier B.V. All rights reserved.

Visuo-spatial Ability in Individuals with Down Syndrome: Is it Really a Strength?

PubMed Central

Yang, Yingying; Conners, Frances A.; Merrill, Edward C.

2014-01-01

Down syndrome (DS) is associated with extreme difficulty in verbal skills and relatively better visuo-spatial skills. Indeed, visuo-spatial ability is often considered a strength in DS. However, it is not clear whether this strength is only relative to the poor verbal skills, or, more impressively, relative to cognitive ability in general. To answer this question, we conducted an extensive literature review of studies on visuo-spatial abilities in people with Down syndrome from January 1987 to May 2013. Based on a general taxonomy of spatial abilities patterned after Lohman, Pellegrino, Alderton, and Regian (1987) and Carroll (1993) and existing studies of DS, we included five different domains of spatial abilities – visuo-spatial memory, visuo-spatial construction, mental rotation, closure, and wayfinding. We evaluated a total of 49 studies including 127 different comparisons. Most comparisons involved a group with DS vs. a group with typical development matched on mental age and compared on a task measuring one of the five visuo-spatial abilities. Although further research is needed for firm conclusions on some visuo-spatial abilities, there was no evidence that visuo-spatial ability is a strength in DS relative to general cognitive ability. Rather, the review suggests an uneven profile of visuo-spatial abilities in DS in which some abilities are commensurate with general cognitive ability level, and others are below. PMID:24755229

Dyscalculia and the Calculating Brain.

PubMed

Rapin, Isabelle

2016-08-01

Dyscalculia, like dyslexia, affects some 5% of school-age children but has received much less investigative attention. In two thirds of affected children, dyscalculia is associated with another developmental disorder like dyslexia, attention-deficit disorder, anxiety disorder, visual and spatial disorder, or cultural deprivation. Infants, primates, some birds, and other animals are born with the innate ability, called subitizing, to tell at a glance whether small sets of scattered dots or other items differ by one or more item. This nonverbal approximate number system extends mostly to single digit sets as visual discrimination drops logarithmically to "many" with increasing numerosity (size effect) and crowding (distance effect). Preschoolers need several years and specific teaching to learn verbal names and visual symbols for numbers and school agers to understand their cardinality and ordinality and the invariance of their sequence (arithmetic number line) that enables calculation. This arithmetic linear line differs drastically from the nonlinear approximate number system mental number line that parallels the individual number-tuned neurons in the intraparietal sulcus in monkeys and overlying scalp distribution of discrete functional magnetic resonance imaging activations by number tasks in man. Calculation is a complex skill that activates both visual and spatial and visual and verbal networks. It is less strongly left lateralized than language, with approximate number system activation somewhat more right sided and exact number and arithmetic activation more left sided. Maturation and increasing number skill decrease associated widespread non-numerical brain activations that persist in some individuals with dyscalculia, which has no single, universal neurological cause or underlying mechanism in all affected individuals. Copyright © 2016 Elsevier Inc. All rights reserved.

Follow your nose: Implicit spatial processing within the chemosensory systems.

PubMed

Wudarczyk, Olga A; Habel, Ute; Turetsky, Bruce I; Gur, Raquel E; Kellermann, Thilo; Schneider, Frank; Moessnang, Carolin

2016-11-01

Although most studies agree that humans cannot smell in stereo, it was recently suggested that olfactory localization is possible when assessed implicitly. In a spatial cueing paradigm, lateralized olfactory cues impaired the detection of congruently presented visual targets, an effect contrary to the typical facilitation observed in other sensory domains. Here, we examined the specificity and the robustness of this finding by studying implicit localization abilities in another chemosensory system and by accounting for possible confounds in a modified paradigm. Sixty participants completed a spatial cueing task along with an explicit localization task, using trigeminal (Experiment 1) and olfactory (Experiment 2) stimuli. A control task was implemented to control for residual somatosensory stimulation (Experiment 3). In the trigeminal experiment, stimuli were localized with high accuracy on the explicit level, while the cueing effect in form of facilitation was limited to response accuracy. In the olfactory experiment, responses were slowed by congruent cues on the implicit level, while no explicit localization was observed. Our results point to the robustness of the olfactory interference effect, corroborating the implicit-explicit dissociation of olfactory localization, and challenging the view that humans lost the ability to extract spatial information from smell. The absence of a similar interference for trigeminal cues suggests distinct implicit spatial processing mechanisms within the chemosensory systems. Moreover, the lack of a typical facilitation effect in the trigeminal domain points to important differences from spatial information processing in other, nonchemosensory domains. The possible mechanisms driving the effects are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

The Construction of Visual-spatial Situation Models in Children's Reading and Their Relation to Reading Comprehension

PubMed Central

Barnes, Marcia A.; Raghubar, Kimberly P.; Faulkner, Heather; Denton, Carolyn A.

2014-01-01

Readers construct mental models of situations described by text to comprehend what they read, updating these situation models based on explicitly described and inferred information about causal, temporal, and spatial relations. Fluent adult readers update their situation models while reading narrative text based in part on spatial location information that is consistent with the perspective of the protagonist. The current study investigates whether children update spatial situation models in a similar way, whether there are age-related changes in children's formation of spatial situation models during reading, and whether measures of the ability to construct and update spatial situation models are predictive of reading comprehension. Typically-developing children from ages 9 through 16 years (n=81) were familiarized with a physical model of a marketplace. Then the model was covered, and children read stories that described the movement of a protagonist through the marketplace and were administered items requiring memory for both explicitly stated and inferred information about the character's movements. Accuracy of responses and response times were evaluated. Results indicated that: (a) location and object information during reading appeared to be activated and updated not simply from explicit text-based information but from a mental model of the real world situation described by the text; (b) this pattern showed no age-related differences; and (c) the ability to update the situation model of the text based on inferred information, but not explicitly stated information, was uniquely predictive of reading comprehension after accounting for word decoding. PMID:24315376

Transforming Spatial Reasoning Skills in the Upper-Level Undergraduate Geoscience Classroom Through Curricular Materials Informed by Cognitive Science Research

NASA Astrophysics Data System (ADS)

Ormand, C. J.; Shipley, T. F.; Dutrow, B. L.; Goodwin, L. B.; Hickson, T. A.; Tikoff, B.; Atit, K.; Gagnier, K. M.; Resnick, I.

2014-12-01

Spatial visualization is an essential skill in the STEM disciplines, including the geosciences. Undergraduate students, including geoscience majors in upper-level courses, bring a wide range of spatial skill levels to the classroom. Students with weak spatial skills may be unable to understand fundamental concepts and to solve geological problems with a spatial component. However, spatial thinking skills are malleable. As a group of geoscience faculty members and cognitive psychologists, we have developed a set of curricular materials for Mineralogy, Sedimentology & Stratigraphy, and Structural Geology courses. These materials are designed to improve students' spatial skills, and in particular to improve students' abilities to reason about spatially complex 3D geological concepts and problems. Teaching spatial thinking in the context of discipline-based exercises has the potential to transform undergraduate STEM education by removing one significant barrier to success in the STEM disciplines. The curricular materials we have developed are based on several promising teaching strategies that have emerged from cognitive science research on spatial thinking. These strategies include predictive sketching, making visual comparisons, gesturing, and the use of analogy. We have conducted a three-year study of the efficacy of these materials in strengthening the spatial skills of students in upper-level geoscience courses at three universities. Our methodology relies on a pre- and post-test study design, with several tests of spatial thinking skills administered at the beginning and end of each semester. In 2011-2012, we used a "business as usual" approach to gather baseline data, measuring how much students' spatial thinking skills improved in response to the existing curricula. In the two subsequent years we have incorporated our new curricular materials, which can be found on the project website: http://serc.carleton.edu/spatialworkbook/activities.html Structural Geology students exposed to the new curricular materials are better able to solve some spatially challenging structural geological problems than students from the baseline year. We are continuing to analyze data from the Mineralogy and Sedimentology/Stratigraphy courses and will have completed the analysis by AGU.

The role of visual and spatial working memory in forming mental models derived from survey and route descriptions.

PubMed

Meneghetti, Chiara; Labate, Enia; Pazzaglia, Francesca; Hamilton, Colin; Gyselinck, Valérie

2017-05-01

This study examines the involvement of spatial and visual working memory (WM) in the construction of flexible spatial models derived from survey and route descriptions. Sixty young adults listened to environment descriptions, 30 from a survey perspective and the other 30 from a route perspective, while they performed spatial (spatial tapping [ST]) and visual (dynamic visual noise [DVN]) secondary tasks - believed to overload the spatial and visual working memory (WM) components, respectively - or no secondary task (control, C). Their mental representations of the environment were tested by free recall and a verification test with both route and survey statements. Results showed that, for both recall tasks, accuracy was worse in the ST than in the C or DVN conditions. In the verification test, the effect of both ST and DVN was a decreasing accuracy for sentences testing spatial relations from the opposite perspective to the one learnt than if the perspective was the same; only ST had a stronger interference effect than the C condition for sentences from the opposite perspective from the one learnt. Overall, these findings indicate that both visual and spatial WM, and especially the latter, are involved in the construction of perspective-flexible spatial models. © 2016 The British Psychological Society.

Vividness of Visual Imagery Depends on the Neural Overlap with Perception in Visual Areas.

PubMed

Dijkstra, Nadine; Bosch, Sander E; van Gerven, Marcel A J

2017-02-01

Research into the neural correlates of individual differences in imagery vividness point to an important role of the early visual cortex. However, there is also great fluctuation of vividness within individuals, such that only looking at differences between people necessarily obscures the picture. In this study, we show that variation in moment-to-moment experienced vividness of visual imagery, within human subjects, depends on the activity of a large network of brain areas, including frontal, parietal, and visual areas. Furthermore, using a novel multivariate analysis technique, we show that the neural overlap between imagery and perception in the entire visual system correlates with experienced imagery vividness. This shows that the neural basis of imagery vividness is much more complicated than studies of individual differences seemed to suggest. Visual imagery is the ability to visualize objects that are not in our direct line of sight: something that is important for memory, spatial reasoning, and many other tasks. It is known that the better people are at visual imagery, the better they can perform these tasks. However, the neural correlates of moment-to-moment variation in visual imagery remain unclear. In this study, we show that the more the neural response during imagery is similar to the neural response during perception, the more vivid or perception-like the imagery experience is. Copyright © 2017 the authors 0270-6474/17/371367-07$15.00/0.

Analysis of Energy Industry Upgrading in Northeast China

NASA Astrophysics Data System (ADS)

Liu, Xiao-jing; Ji, Yu-liang; Guan, Bai-feng; Jing, Xin

2018-02-01

Promoting regional economic growth and realizing the transformation of the mode of economic growth are in industrial upgrading essence The product is a carrier that represents a series of links of production, management and marketing behind the enterprise, and is a comprehensive reflection of the knowledge and ability of a country or region. Based on the industrial spatial structure, this paper visualizes the industrial space in Northeast China from 2005 to 2015, analyzes the comparative advantages of the energy industry in Northeast China, and examines the status quo of the upgrade of the energy industry according to the industrial upgrading status. Based on the industrial spatial structure, Industry intensity in the industrial space, put forward the future direction of the energy industry upgrade and upgrade path.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Zhu, Yi; Cai, Zhonghou; Chen, Pice

Dynamical phase separation during a solid-solid phase transition poses a challenge for understanding the fundamental processes in correlated materials. Critical information underlying a phase transition, such as localized phase competition, is difficult to reveal by measurements that are spatially averaged over many phase seperated regions. The ability to simultanousely track the spatial and temporal evolution of such systems is essential to understanding mesoscopic processes during a phase transition. Using state-of- the-art time-resolved hard x-ray diffraction microscopy, we directly visualize the structural phase progression in a VO 2 film upon photoexcitation. Following a homogenous in-plane optical excitation, the phase transformation ismore » initiated at discrete sites and completed by the growth of one lattice structure into the other, instead of a simultaneous isotropic lattice symmetry change. The time-dependent x-ray diffraction spatial maps show that the in-plane phase progression in laser-superheated VO 2 is via a displacive lattice transformation as a result of relaxation from an excited monoclinic phase into a rutile phase. The speed of the phase front progression is quantitatively measured, which is faster than the process driven by in-plane thermal diffusion but slower than the sound speed in VO 2. Lastly, the direct visualization of localized structural changes in the time domain opens a new avenue to study mesoscopic processes in driven systems.« less

A novel x-ray detector design with higher DQE and reduced aliasing: Theoretical analysis of x-ray reabsoprtion in detector converter material

NASA Astrophysics Data System (ADS)

Nano, Tomi; Escartin, Terenz; Karim, Karim S.; Cunningham, Ian A.

2016-03-01

The ability to improve visualization of structural information in digital radiography without increasing radiation exposures requires improved image quality across all spatial frequencies, especially at high frequencies. The detective quantum efficiency (DQE) as a function of spatial frequency quantifies image quality given by an x-ray detector. We present a method of increasing DQE at high spatial frequencies by improving the modulation transfer function (MTF) and reducing noise aliasing. The Apodized Aperature Pixel (AAP) design uses a detector with micro-elements to synthesize desired pixels and provide higher DQE than conventional detector designs. A cascaded system analysis (CSA) that incorporates x-ray interactions is used for comparison of the theoretical MTF, noise power spectrum (NPS), and DQE. Signal and noise transfer through the converter material is shown to consist of correlated an uncorrelated terms. The AAP design was shown to improve the DQE of both material types that have predominantly correlated transfer (such as CsI) and predominantly uncorrelated transfer (such as Se). Improvement in the MTF by 50% and the DQE by 100% at the sampling cut-off frequency is obtained when uncorrelated transfer is prevalent through the converter material. Optimizing high-frequency DQE results in improved image contrast and visualization of small structures and fine-detail.

Augmented Reality as a Countermeasure for Sleep Deprivation.

PubMed

Baumeister, James; Dorrlan, Jillian; Banks, Siobhan; Chatburn, Alex; Smith, Ross T; Carskadon, Mary A; Lushington, Kurt; Thomas, Bruce H

2016-04-01

Sleep deprivation is known to have serious deleterious effects on executive functioning and job performance. Augmented reality has an ability to place pertinent information at the fore, guiding visual focus and reducing instructional complexity. This paper presents a study to explore how spatial augmented reality instructions impact procedural task performance on sleep deprived users. The user study was conducted to examine performance on a procedural task at six time points over the course of a night of total sleep deprivation. Tasks were provided either by spatial augmented reality-based projections or on an adjacent monitor. The results indicate that participant errors significantly increased with the monitor condition when sleep deprived. The augmented reality condition exhibited a positive influence with participant errors and completion time having no significant increase when sleep deprived. The results of our study show that spatial augmented reality is an effective sleep deprivation countermeasure under laboratory conditions.

SeaTouch: A Haptic and Auditory Maritime Environment for Non Visual Cognitive Mapping of Blind Sailors

NASA Astrophysics Data System (ADS)

Simonnet, Mathieu; Jacobson, Dan; Vieilledent, Stephane; Tisseau, Jacques

Navigating consists of coordinating egocentric and allocentric spatial frames of reference. Virtual environments have afforded researchers in the spatial community with tools to investigate the learning of space. The issue of the transfer between virtual and real situations is not trivial. A central question is the role of frames of reference in mediating spatial knowledge transfer to external surroundings, as is the effect of different sensory modalities accessed in simulated and real worlds. This challenges the capacity of blind people to use virtual reality to explore a scene without graphics. The present experiment involves a haptic and auditory maritime virtual environment. In triangulation tasks, we measure systematic errors and preliminary results show an ability to learn configurational knowledge and to navigate through it without vision. Subjects appeared to take advantage of getting lost in an egocentric “haptic” view in the virtual environment to improve performances in the real environment.

Improvement of Visuo-spatial Function Assessed by Raven’s Colored Progressive Matrices in Dementia with Lewy Bodies by Donepezil Treatment

PubMed Central

Yoshino, Yuta; Mori, Takaaki; Yoshida, Taku; Toyota, Yasutaka; Shimizu, Hideaki; Iga, Jun-ichi; Nishitani, Shusaku; Ueno, Shu-ichi

2017-01-01

Objective Donepezil is used to improve cognitive impairment of dementia with Lewy bodies (DLB). Visuo-spatial dysfunction is a well-known symptom of DLB. Non-verbal Raven’s Colored Progressive Matrices (RCPM) were used to assess both visual perception and reasoning ability in DLB subjects treated with donepezil. Methods Twenty-one DLB patients (mean age, 78.7±4.5 years) were enrolled. RCPM assessment was performed at the time of starting donepezil and within one year after starting donepezil. Results There were significant improvements of RCPM in the total scores between one year donepezil treatment (p=0.013), in both Set A score (p=0.002) and Set AB score (p=0.015), but trend in the Set B score (p=0.083). Conclusion Donepezil is useful for improving visuo-spatial impairment in DLB, but not for problem-solving impairment. PMID:28783933

Study of Earthquake Disaster Prediction System of Langfang city Based on GIS

NASA Astrophysics Data System (ADS)

Huang, Meng; Zhang, Dian; Li, Pan; Zhang, YunHui; Zhang, RuoFei

2017-07-01

In this paper, according to the status of China’s need to improve the ability of earthquake disaster prevention, this paper puts forward the implementation plan of earthquake disaster prediction system of Langfang city based on GIS. Based on the GIS spatial database, coordinate transformation technology, GIS spatial analysis technology and PHP development technology, the seismic damage factor algorithm is used to predict the damage of the city under different intensity earthquake disaster conditions. The earthquake disaster prediction system of Langfang city is based on the B / S system architecture. Degree and spatial distribution and two-dimensional visualization display, comprehensive query analysis and efficient auxiliary decision-making function to determine the weak earthquake in the city and rapid warning. The system has realized the transformation of the city’s earthquake disaster reduction work from static planning to dynamic management, and improved the city’s earthquake and disaster prevention capability.