Nurture affects gender differences in spatial abilities.

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Hoffman, Moshe; Gneezy, Uri; List, John A

2011-09-06

Women remain significantly underrepresented in the science, engineering, and technology workforce. Some have argued that spatial ability differences, which represent the most persistent gender differences in the cognitive literature, are partly responsible for this gap(.) The underlying forces at work shaping the observed spatial ability differences revolve naturally around the relative roles of nature and nurture. Although these forces remain among the most hotly debated in all of the sciences, the evidence for nurture is tenuous, because it is difficult to compare gender differences among biologically similar groups with distinct nurture. In this study, we use a large-scale incentivized experiment with nearly 1,300 participants to show that the gender gap in spatial abilities, measured by time to solve a puzzle, disappears when we move from a patrilineal society to an adjoining matrilineal society. We also show that about one-third of the effect can be explained by differences in education. Given that none of our participants have experience with puzzle solving and that villagers from both societies have the same means of subsistence and shared genetic background, we argue that these results show the role of nurture in the gender gap in cognitive abilities.

Visuo-spatial abilities are key for young children's verbal number skills.

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Cornu, Véronique; Schiltz, Christine; Martin, Romain; Hornung, Caroline

2018-02-01

Children's development of verbal number skills (i.e., counting abilities and knowledge of the number names) presents a milestone in mathematical development. Different factors such as visuo-spatial and verbal abilities have been discussed as contributing to the development of these foundational skills. To understand the cognitive nature of verbal number skills in young children, the current study assessed the relation of preschoolers' verbal and visuo-spatial abilities to their verbal number skills. In total, 141 children aged 5 or 6 years participated in the current study. Verbal number skills were regressed on vocabulary, phonological awareness and visuo-spatial abilities, and verbal and visuo-spatial working memory in a structural equation model. Only visuo-spatial abilities emerged as a significant predictor of verbal number skills in the estimated model. Our results suggest that visuo-spatial abilities contribute to a larger extent to children's verbal number skills than verbal abilities. From a theoretical point of view, these results suggest a visuo-spatial, rather than a verbal, grounding of verbal number skills. These results are potentially informative for the conception of early mathematics assessments and interventions. Copyright © 2017 Elsevier Inc. All rights reserved.

Pre-Service Primary School Teachers' Spatial Abilities

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Marchis, Iuliana

2017-01-01

Spatial abilities are used in many aspects of everyday life, thus developing these abilities should be one of the most important goal of Mathematics Education. These abilities should be developed starting with early school years, thus pre-school and primary school teachers have an important role in setting the foundation of these abilities. A…

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

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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…

Expanding Talent Search Procedures by Including Measures of Spatial Ability: CTY's Spatial Test Battery

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Stumpf, Heinrich; Mills, Carol J.; Brody, Linda E.; Baxley, Philip G.

2013-01-01

The importance of spatial ability for success in a variety of domains, particularly in science, technology, engineering, and mathematics (STEM), is widely acknowledged. Yet, students with high spatial ability are rarely identified, as Talent Searches for academically talented students focus on identifying high mathematical and verbal abilities.…

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

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Anastasia Krasheninnikova

Full Text Available 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.

Spatial ability of slow learners based on Hubert Maier theory

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Permatasari, I.; Pramudya, I.; Kusmayadi, T. A.

2018-03-01

Slow learners are children who have low learning achievement (under the average of normal children) in one or all of the academic field, but they are not classified as a mentally retarded children. Spatial ability developed according to age and level of knowledge possessed, both from the neighborhood and formal education. Analyzing the spatial ability of students is important for teachers, as an effort to improve the quality of learning for slow learners. Especially on the implementation of inclusion school which is developing in Indonesia. This research used a qualitative method and involved slow learner students as the subject. Based on the data analysis it was found the spatial ability of slow learners, there were: spatial perception, students were able to describe the other shape of object when its position changed; spatial visualisation, students were able to describe the materials that construct an object; mental rotation, students cannot describe the object being rotated; spatial relation, students cannot describe the relations of same objects; spatial orientation, students were able to describe object from the others perspective.

Measurement of Spatial Ability in an Introductory Graphic Communications Course

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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…

Predicting space telerobotic operator training performance from human spatial ability assessment

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Liu, Andrew M.; Oman, Charles M.; Galvan, Raquel; Natapoff, Alan

2013-11-01

Our goal was to determine whether existing tests of spatial ability can predict an astronaut's qualification test performance after robotic training. Because training astronauts to be qualified robotics operators is so long and expensive, NASA is interested in tools that can predict robotics performance before training begins. Currently, the Astronaut Office does not have a validated tool to predict robotics ability as part of its astronaut selection or training process. Commonly used tests of human spatial ability may provide such a tool to predict robotics ability. We tested the spatial ability of 50 active astronauts who had completed at least one robotics training course, then used logistic regression models to analyze the correlation between spatial ability test scores and the astronauts' performance in their evaluation test at the end of the training course. The fit of the logistic function to our data is statistically significant for several spatial tests. However, the prediction performance of the logistic model depends on the criterion threshold assumed. To clarify the critical selection issues, we show how the probability of correct classification vs. misclassification varies as a function of the mental rotation test criterion level. Since the costs of misclassification are low, the logistic models of spatial ability and robotic performance are reliable enough only to be used to customize regular and remedial training. We suggest several changes in tracking performance throughout robotics training that could improve the range and reliability of predictive models.

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

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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.

Sustainable spatial development in higher education

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Maja Terlević

2015-06-01

Full Text Available Sustainable development is not only a great challenge for society as a whole, but also for higher education institutions, which have been rapidly including sustainable development in their educational process in the last two decades. Directly or indirectly, education for sustainable spatial development includes all aspects of sustainable development: environmental, economic, social and cultural. Space is a junction of various interests, which requires coordinating the entire process of spatial planning, taking into account the goal of sustainable spatial development. The existing values of space are insufficient for the rapid implementation of a sustainable spatial development paradigm. Suitable education is needed by both individuals and spatial planning professionals and at all levels of education. It is therefore necessary to transform some of the academic programs in the higher education curriculum by integrating teaching content and methods that include long-term knowledge and holistic thinking, taking into account the importance of interdisciplinary integration. This article reviews literature in sustainable development in higher education from 2002 to 2013. Topics discussed include students’ and teachers’ conceptions of sustainable development, the presence of sustainable development and sustainable spatial development in higher education and the reasons for the slow introduction of this material into the curriculum. Based on a literature analysis, the last section identifies important drivers that can contribute to a more rapid integration of a sustainable spatial development paradigm into higher education.

Students’ Spatial Ability through Open-Ended Approach Aided by Cabri 3D

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Priatna, N.

2017-09-01

The use of computer software such as Cabri 3D for learning activities is very unlimited. Students can adjust their learning speed according to their level of ability. Open-ended approach strongly supports the use of computer software in learning, because the goal of open-ended learning is to help developing creative activities and mathematical mindset of students through problem solving simultaneously. In other words, creative activities and mathematical mindset of students should be developed as much as possible in accordance with the ability of spatial ability of each student. Spatial ability is the ability of students in constructing and representing geometry models. This study aims to determine the improvement of spatial ability of junior high school students who obtained learning with open-ended approach aided by Cabri 3D. It adopted a quasi-experimental method with the non-randomized control group pretest-posttest design and the 2×3 factorial model. The instrument of the study is spatial ability test. Based on analysis of the data, it is found that the improvement of spatial ability of students who received open-ended learning aided by Cabri 3D was greater than students who received expository learning, both as a whole and based on the categories of students’ initial mathematical ability.

Spatial Ability Improvement and Curriculum Content

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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…

Engineering Play: Exploring Associations with Executive Function, Mathematical Ability, and Spatial Ability in Preschool

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Gold, Zachary Samuel

Engineering play is a new perspective on preschool education that views constructive play as an engineering design process that parallels the way engineers think and work when they develop engineered solutions to human problems (Bairaktarova, Evangelou, Bagiati, & Brophy, 2011). Early research from this perspective supports its use in framing play as a key learning context. However, no research to date has examined associations between engineering play and other factors linked with early school success, such as executive function, mathematical ability, and spatial ability. Additionally, more research is needed to further validate a new engineering play observational measure. This study had two main goals: (1) to gather early validity data on the engineering play measure as a potentially useful instrument for documenting the occurrence of children's engineering play behaviors in educational contexts, such as block play. This was done by testing the factor structure of the engineering play behaviors in this sample and their association with preschoolers' planning, a key aspect of the engineering design process; (2) to explore associations between preschoolers' engineering play and executive function, mathematical ability, and spatial ability. Participants included 110 preschoolers (62 girls; 48 boys; M = 58.47 months) from 10 classrooms in the Midwest United States coded for their frequency of engagement in each of the nine engineering play behaviors. A confirmatory factor analysis resulted in one engineering play factor including six of the engineering play behaviors. A series of marginal regression models revealed that the engineering play factor was significantly and positively associated with the spatial horizontal rotation transformation. However, engineering play was not significantly related to planning ability, executive function, informal mathematical abilities, or other spatial transformation skills. Follow-up analyses revealed significant positive

The Interrelationship of Sex, Visual Spatial Abilities, and Mathematical Problem Solving Ability in Grade Seven. Parts 1, 2, and 3.

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Schonberger, Ann Koch

This three-volume report deals with the hypothesis that males are more successful at solving mathematical and spatial problems than females. The general relationship between visual spatial abilities and mathematical problem-solving ability is also investigated. The research sample consisted of seventh graders. Each pupil took five spatial tests…

Young children's spatial structuring ability and emerging number sense

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van Nes, F.T.

2009-01-01

This thesis documents research into the role of young children’s spatial structuring ability in the development of number sense, particularly in terms of insight into numerical relations. We take Battista and Clements’ (1996, p. 503) definition to define the act of spatial structuring as “the mental

Teaching Geosciences With Visualizations: Challenges for Spatial Thinking and Abilities

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Montello, D. R.

2004-12-01

It is widely recognized that the geosciences are very spatial disciplines. Their subject matter includes phenomena on, under, and above the Earth surface whose spatial properties are critical to understanding them. Important spatial properties of geoscience structures and processes include location (both absolute and relative), size, shape, and pattern; temporal changes in spatial properties are also of interest. Information visualizations that depict spatiality are thus critically important to teaching in the geosciences, at all levels from K-12 to Ph.D. work; verbal and mathematical descriptions are quite insufficient by themselves. Such visualizations range from traditional maps and diagrams to digital animations and virtual environments. These visualizations are typically rich and complex because they are attempts to communicate rich and complex realities. Thus, understanding geoscience visualizations accurately and efficiently involves complex spatial thinking. Over a century of psychometric and experimental research reveals some of the cognitive components of spatial thinking, and provides insight into differences among individuals and groups of people in their abilities to think spatially. Some research has specifically examined these issues within the context of geoscience education, and recent research is expanding these investigations into the realm of new digital visualizations that offer the hope of using visualizations to teach complex geoscience concepts with unprecedented effectiveness. In this talk, I will briefly highlight some of the spatial cognitive challenges to understanding geoscience visualizations, including the pervasive and profound individual and group differences in spatial abilities. I will also consider some visualization design issues that arise because of the cognitive and ability challenges. I illustrate some of these research issues with examples from research being conducted by my colleagues and me, research informed by

The Relationship Between Utilization of Computer Games and Spatial Abilities Among High School Students

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Vahid Motamedi

2015-07-01

Full Text Available This study aimed at investigating the relationship between computer game use and spatial abilities among high school students. The sample consisted of 300 high school male students selected through multi-stage cluster sampling. Data gathering tools consisted of a researcher made questionnaire (to collect information on computer game usage and the Newton and Bristol spatial ability questionnaire with reliability value of .85. Data were analyzed using Pearson’s correlation coefficient. Results showed that there was a meaningful relationship between the use of computer games and spatial ability (r = .59 and p = 00.00, there was a meaningful relationship between the use of computer games and the spatial perceived ability (r = .60 and p = .00, there was a meaningful relationship between the use of computer games and mental rotation ability (r = .48 and p = .00 and there was a meaningful relationship between computer game use and spatial visualization ability (r = .48 and p = .00. In general, the findings showed there was a positive and a significant relationship between the use of computer games and spatial abilities in students.

Spatial ability and training in virtual neuroanatomy.

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Plumley, Leah; Armstrong, Ryan; De Ribaupierre, Sandrine; Eagleson, Roy

2013-01-01

Neuroanatomy is one of the most challenging sections of anatomy to learn, partially related to the intricate relation of multiple 3D structures. As part of the medical student curriculum, it is usually taught in 2D using illustrations and plastinated brain section, since the number of hours devoted to anatomy have dropped in the curriculum, making the dissection of brain too time-consuming to be done. In this study we are analyzing the role of innate spatial ability of novices in learning some basic structures and placing them back in a 3D volumetric brain. Two tasks are performed after a short training session: the first one is to localize the ventricular tip as would be required during a temporal lobectomy, and the second task requires that the subject 'reconstruct' 3D anatomical structures within the context of our 3D brain model. We report our findings on the performance scores obtained from a population of subjects of differing backgrounds and spatial abilities.

Implicit and Explicit Gender Beliefs in Spatial Ability: Stronger Stereotyping in Boys than Girls

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Karin Vander Heyden

2016-07-01

Full Text Available Sex differences in spatial ability are a seriously debated topic, given the importance of spatial ability for success in the fields of science, technology, engineering and mathematics (STEM and girls’ underrepresentation in these domains. In the current study we investigated the presence of stereotypic gender beliefs on spatial ability (i.e., ‘spatial ability is for boys’ in 10- and 12-year-old children. We used both an explicit measure (i.e., a self-report questionnaire and an implicit measure (i.e., a child IAT. Results of the explicit measure showed that both sexes associated spatial ability with boys, with boys holding more male stereotyped attitudes than girls. On the implicit measure, boys associated spatial ability with boys, while girls were gender-neutral. In addition, we examined the effects of gender beliefs on spatial performance, by experimentally activating gender beliefs within a pretest – instruction – posttest design. We compared three types of instruction: boys are better, girls are better, and no sex differences. No effects of these gender belief instructions were found on children’s spatial test performance (i.e., mental rotation and paper folding. The finding that children of this age already have stereotypic beliefs about the spatial capacities of their own sex is important, as these beliefs may influence children’s choices for spatial leisure activities and educational tracks in the STEM domain.

Implicit and Explicit Gender Beliefs in Spatial Ability: Stronger Stereotyping in Boys than Girls.

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Vander Heyden, Karin M; van Atteveldt, Nienke M; Huizinga, Mariette; Jolles, Jelle

2016-01-01

Sex differences in spatial ability are a seriously debated topic, given the importance of spatial ability for success in the fields of science, technology, engineering, and mathematics (STEM) and girls' underrepresentation in these domains. In the current study we investigated the presence of stereotypic gender beliefs on spatial ability (i.e., "spatial ability is for boys") in 10- and 12-year-old children. We used both an explicit measure (i.e., a self-report questionnaire) and an implicit measure (i.e., a child IAT). Results of the explicit measure showed that both sexes associated spatial ability with boys, with boys holding more male stereotyped attitudes than girls. On the implicit measure, boys associated spatial ability with boys, while girls were gender-neutral. In addition, we examined the effects of gender beliefs on spatial performance, by experimentally activating gender beliefs within a pretest-instruction-posttest design. We compared three types of instruction: boys are better, girls are better, and no sex differences. No effects of these gender belief instructions were found on children's spatial test performance (i.e., mental rotation and paper folding). The finding that children of this age already have stereotypic beliefs about the spatial capacities of their own sex is important, as these beliefs may influence children's choices for spatial leisure activities and educational tracks in the STEM domain.

Components of Spatial Thinking: Evidence from a Spatial Thinking Ability Test

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Lee, Jongwon; Bednarz, Robert

2012-01-01

This article introduces the development and validation of the spatial thinking ability test (STAT). The STAT consists of sixteen multiple-choice questions of eight types. The STAT was validated by administering it to a sample of 532 junior high, high school, and university students. Factor analysis using principal components extraction was applied…

The Role of Visual-Spatial Abilities in Dyslexia: Age Differences in Children's Reading?

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Giovagnoli, Giulia; Vicari, Stefano; Tomassetti, Serena; Menghini, Deny

2016-01-01

Reading is a highly complex process in which integrative neurocognitive functions are required. Visual-spatial abilities play a pivotal role because of the multi-faceted visual sensory processing involved in reading. Several studies show that children with developmental dyslexia (DD) fail to develop effective visual strategies and that some reading difficulties are linked to visual-spatial deficits. However, the relationship between visual-spatial skills and reading abilities is still a controversial issue. Crucially, the role that age plays has not been investigated in depth in this population, and it is still not clear if visual-spatial abilities differ across educational stages in DD. The aim of the present study was to investigate visual-spatial abilities in children with DD and in age-matched normal readers (NR) according to different educational stages: in children attending primary school and in children and adolescents attending secondary school. Moreover, in order to verify whether visual-spatial measures could predict reading performance, a regression analysis has been performed in younger and older children. The results showed that younger children with DD performed significantly worse than NR in a mental rotation task, a more-local visual-spatial task, a more-global visual-perceptual task and a visual-motor integration task. However, older children with DD showed deficits in the more-global visual-perceptual task, in a mental rotation task and in a visual attention task. In younger children, the regression analysis documented that reading abilities are predicted by the visual-motor integration task, while in older children only the more-global visual-perceptual task predicted reading performances. Present findings showed that visual-spatial deficits in children with DD were age-dependent and that visual-spatial abilities engaged in reading varied across different educational stages. In order to better understand their potential role in affecting reading

SHARP: A Spatially Higher-order, Relativistic Particle-in-cell Code

Energy Technology Data Exchange (ETDEWEB)

Shalaby, Mohamad; Broderick, Avery E. [Department of Physics and Astronomy, University of Waterloo, 200 University Avenue West, Waterloo, ON, N2L 3G1 (Canada); Chang, Philip [Department of Physics, University of Wisconsin-Milwaukee, 1900 E. Kenwood Boulevard, Milwaukee, WI 53211 (United States); Pfrommer, Christoph [Leibniz-Institut für Astrophysik Potsdam (AIP), An der Sternwarte 16, D-14482 Potsdam (Germany); Lamberts, Astrid [Theoretical Astrophysics, California Institute of Technology, Pasadena, CA 91125 (United States); Puchwein, Ewald, E-mail: mshalaby@live.ca [Institute of Astronomy and Kavli Institute for Cosmology, University of Cambridge, Madingley Road, Cambridge, CB3 0HA (United Kingdom)

2017-05-20

Numerical heating in particle-in-cell (PIC) codes currently precludes the accurate simulation of cold, relativistic plasma over long periods, severely limiting their applications in astrophysical environments. We present a spatially higher-order accurate relativistic PIC algorithm in one spatial dimension, which conserves charge and momentum exactly. We utilize the smoothness implied by the usage of higher-order interpolation functions to achieve a spatially higher-order accurate algorithm (up to the fifth order). We validate our algorithm against several test problems—thermal stability of stationary plasma, stability of linear plasma waves, and two-stream instability in the relativistic and non-relativistic regimes. Comparing our simulations to exact solutions of the dispersion relations, we demonstrate that SHARP can quantitatively reproduce important kinetic features of the linear regime. Our simulations have a superior ability to control energy non-conservation and avoid numerical heating in comparison to common second-order schemes. We provide a natural definition for convergence of a general PIC algorithm: the complement of physical modes captured by the simulation, i.e., those that lie above the Poisson noise, must grow commensurately with the resolution. This implies that it is necessary to simultaneously increase the number of particles per cell and decrease the cell size. We demonstrate that traditional ways for testing for convergence fail, leading to plateauing of the energy error. This new PIC code enables us to faithfully study the long-term evolution of plasma problems that require absolute control of the energy and momentum conservation.

Spatial abilities and technical skills performance in health care: a systematic review.

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Langlois, Jean; Bellemare, Christian; Toulouse, Josée; Wells, George A

2015-11-01

The aim of this study was to conduct a systematic review and meta-analysis of the relationship between spatial abilities and technical skills performance in health care in beginners and to compare this relationship with those in intermediate and autonomous learners. Search criteria included 'spatial abilities' and 'technical skills'. Keywords related to these criteria were defined. A literature search was conducted to 20 December, 2013 in Scopus (including MEDLINE) and in several databases on EBSCOhost platforms (CINAHL Plus with Full Text, ERIC, Education Source and PsycINFO). Citations were obtained and reviewed by two independent reviewers. Articles related to retained citations were reviewed and a final list of eligible articles was determined. Articles were assessed for quality using the Scottish Intercollegiate Guidelines Network-50 assessment instrument. Data were extracted from articles in a systematic way. Correlations between spatial abilities test scores and technical skills performance were identified. A series of 8289 citations was obtained. Eighty articles were retained and fully reviewed, yielding 36 eligible articles. The systematic review found a tendency for spatial abilities to be negatively correlated with the duration of technical skills and positively correlated with the quality of technical skills performance in beginners and intermediate learners. Pooled correlations of studies were -0.46 (p = 0.03) and -0.38 (95% confidence interval [CI] -0.53 to -0.21) for duration and 0.33 (95% CI 0.20-0.44) and 0.41 (95% CI 0.26-0.54) for quality of technical skills performance in beginners and intermediate learners, respectively. However, correlations between spatial abilities test scores and technical skills performance were not statistically significant in autonomous learners. Spatial abilities are an important factor to consider in selecting and training individuals in technical skills in health care. © 2015 John Wiley & Sons Ltd.

Training the elderly on the ability factors of spatial orientation and inductive reasoning.

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Willis, S L; Schaie, K W

1986-09-01

We examined the effects of cognitive training with elderly participants from the Seattle Longitudinal Study. Subjects were classified as having remained stable or having declined over the previous 14-year interval on each of two primary abilities, spatial orientation and inductive reasoning. Subjects who had declined on one of these abilities received training on that ability; subjects who had declined on both abilities or who had remained stable on both were randomly assigned to the spatial orientation or inductive reasoning training programs. Training outcomes were examined within an ability-measurement framework with empirically determined factorial structure. Significant training effects, at the level of the latent ability constructs, occurred for both spatial orientation and inductive reasoning. These effects were general, in that no significant interactions with decline status or gender were found. Thus, training interventions were effective both in remediating cognitive decline on the target abilities and in improving the performance of stable subjects.

Effects of Gender Differences and Spatial Abilities within a Digital Pentominoes Game

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Yang, Jie Chi; Chen, Sherry Y.

2010-01-01

Spatial ability is a critical skill in geometric learning. Several studies investigate how to use digital games to improve spatial abilities. However, not every learner favors this kind of support. To this end, there is a need to examine how human factors affect learners' reactions to the use of a digital game to support geometric learning. In…

Cabri 3D - assisted collaborative learning to enhance junior high school students’ spatial ability

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Muntazhimah; Miatun, A.

2018-01-01

The main purpose of this quasi-experimental study was to determine the enhancement of spatial ability of junior high school students who learned through Cabri-3D assisted collaborative learning. The methodology of this study was the nonequivalent group that was conducted to students of the eighth grade in a junior high school as a population. Samples consisted one class of the experimental group who studied with Cabri-3D assisted collaborative learning and one class as a control group who got regular learning activity. The instrument used in this study was a spatial ability test. Analyzing normalized gain of students’ spatial ability based on mathemathical prior knowledge (MPK) and its interactions was tested by two-way ANOVA at a significance level of 5% then continued with using Post Hoc Scheffe test. The research results showed that there was significant difference in enhancement of the spatial ability between students who learnt with Cabri 3D assisted collaborative learning and students who got regular learning, there was significant difference in enhancement of the spatial ability between students who learnt with cabri 3D assisted collaborative learning and students who got regular learning in terms of MPK and there is no significant interaction between learning (Cabri-3D assisted collaborative learning and regular learning) with students’ MPK (high, medium, and low) toward the enhancement of students’ spatial abilities. From the above findings, it can be seen that cabri-3D assisted collaborative learning could enhance spatial ability of junior high school students.

A Tale of Two Types of Perspective Taking: Sex Differences in Spatial Ability.

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Tarampi, Margaret R; Heydari, Nahal; Hegarty, Mary

2016-11-01

Sex differences in favor of males have been documented in measures of spatial perspective taking. In this research, we examined whether social factors (i.e., stereotype threat and the inclusion of human figures in tasks) account for these differences. In Experiment 1, we evaluated performance when perspective-taking tests were framed as measuring either spatial or social (empathetic) perspective-taking abilities. In the spatial condition, tasks were framed as measures of spatial ability on which males have an advantage. In the social condition, modified tasks contained human figures and were framed as measures of empathy on which females have an advantage. Results showed a sex difference in favor of males in the spatial condition but not the social condition. Experiments 2 and 3 indicated that both stereotype threat and including human figures contributed to these effects. Results suggest that females may underperform on spatial tests in part because of negative performance expectations and the character of the spatial tests rather than because of actual lack of abilities. © The Author(s) 2016.

Spatial Thinking Ability Assessment in Rwandan Secondary Schools: Baseline Results

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Tomaszewski, Brian; Vodacek, Anthony; Parody, Robert; Holt, Nicholas

2015-01-01

This article discusses use and modification of Lee and Bednarz's (2012) Spatial Thinking Ability Test (STAT) as a spatial thinking assessment device in Rwandan secondary schools. After piloting and modifying the STAT, 222 students total from our rural and urban test schools and one control school were tested. Statistical analysis revealed that…

Cell Matrix Remodeling Ability Shown by Image Spatial Correlation

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Chiu, Chi-Li; Digman, Michelle A.; Gratton, Enrico

2013-01-01

Extracellular matrix (ECM) remodeling is a critical step of many biological and pathological processes. However, most of the studies to date lack a quantitative method to measure ECM remodeling at a scale comparable to cell size. Here, we applied image spatial correlation to collagen second harmonic generation (SHG) images to quantitatively evaluate the degree of collagen remodeling by cells. We propose a simple statistical method based on spatial correlation functions to determine the size of high collagen density area around cells. We applied our method to measure collagen remodeling by two breast cancer cell lines (MDA-MB-231 and MCF-7), which display different degrees of invasiveness, and a fibroblast cell line (NIH/3T3). We found distinct collagen compaction levels of these three cell lines by applying the spatial correlation method, indicating different collagen remodeling ability. Furthermore, we quantitatively measured the effect of Latrunculin B and Marimastat on MDA-MB-231 cell line collagen remodeling ability and showed that significant collagen compaction level decreases with these treatments. PMID:23935614

3D-CAD Effects on Creative Design Performance of Different Spatial Abilities Students

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Chang, Y.

2014-01-01

Students' creativity is an important focus globally and is interrelated with students' spatial abilities. Additionally, three-dimensional computer-assisted drawing (3D-CAD) overcomes barriers to spatial expression during the creative design process. Does 3D-CAD affect students' creative abilities? The purpose of this study was to explore the…

Cognitive specialization for verbal vs. spatial ability in men and women : Neural and behavioral correlates

NARCIS (Netherlands)

Yeo, Ronald A.; Ryman, Sephira G.; Thompson, Melissa E.; van den Heuvel, Martijn P.; de Reus, Marcel A.; Pommy, Jessica; Seaman, Brandi; Jung, Rex E.

2016-01-01

An important dimension of individual differences, independent of general cognitive ability (GCA), is specialization for verbal or spatial ability. In this study we investigated neuroanatomic, network, and personality features associated with verbal vs. spatial ability. Healthy young adults (N = 244)

Cognitive maps, spatial abilities and human wayfinding.

OpenAIRE

Golledge, Reginald G.; Jacobson, R. Daniel; Kitchin, Rob; Blades, Mark

2000-01-01

In this paper we discuss the relations between cognitive maps, spatial abilities and human wayfinding, particularly in the context of traveling without the use of sight. Initially we discuss the nature of cognitive maps and the process of cognitive mapping as mechanisms for developing person to object (egocentric) and object to object (allocentric) internal representations. Imperfections in encoding either relations can introduce imperfections in representations of environments in memory. Thi...

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

Science.gov (United States)

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

Improving Junior High School Students' Spatial Reasoning Ability through Model Eliciting Activities with Cabri 3D

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Hartatiana; Darhim; Nurlaelah, Elah

2018-01-01

One of students' abilities which can facilitate them to understand geometric concepts is spatial reasoning ability. Spatial reasoning ability can be defined as an ability involving someone's cognitive processing to present and manipulate spatial figures, relationship, and figure formations. This research aims to find out significant difference on…

Influence of spatial perception abilities on reading in school-age children

Directory of Open Access Journals (Sweden)

Arnaud Saj

2015-12-01

Full Text Available Spatial perception abilities enable individuals to explore a visual field, to detect spatial position and to infer relationships between visual stimuli. Written words and text are conceptualized spatially along a horizontal mental line, but little is known about the way children develop these representations. The exact relationship between visuo-spatial perception and academic achievement has never been directly assessed. Therefore, our aim was to study the developmental trajectory of space perception abilities by assessing perceptual, attentional and memory components, the relationship between these abilities and reading achievement in school-age children. Forty-nine children aged between 6.5 and 11 years old were divided into four age groups and were assessed with visual bisection, visual search and visual memory location tasks. The results showed that the groups of older children, from the age of nine, improved significantly on the bisection and visual search tasks with respect to all visual fields, while the groups of younger children showed more errors in the left visual field (LVF. Performances on these tasks were correlated with reading level and age. Older children with a low reading score showed a LVF bias, similar to the youngest children. These results demonstrate how abnormal space perception might distort space representation and in turn affect reading and learning processes.

Implicit and Explicit Gender Beliefs in Spatial Ability : Stronger Stereotyping in Boys than Girls

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Vander Heyden, Karin M; van Atteveldt, Nienke M; Huizinga, Mariette; Jolles, Jelle

2016-01-01

Sex differences in spatial ability are a seriously debated topic, given the importance of spatial ability for success in the fields of science, technology, engineering, and mathematics (STEM) and girls' underrepresentation in these domains. In the current study we investigated the presence of

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

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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…

Neural network configuration and efficiency underlies individual differences in spatial orientation ability.

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Arnold, Aiden E G F; Protzner, Andrea B; Bray, Signe; Levy, Richard M; Iaria, Giuseppe

2014-02-01

Spatial orientation is a complex cognitive process requiring the integration of information processed in a distributed system of brain regions. Current models on the neural basis of spatial orientation are based primarily on the functional role of single brain regions, with limited understanding of how interaction among these brain regions relates to behavior. In this study, we investigated two sources of variability in the neural networks that support spatial orientation--network configuration and efficiency--and assessed whether variability in these topological properties relates to individual differences in orientation accuracy. Participants with higher accuracy were shown to express greater activity in the right supramarginal gyrus, the right precentral cortex, and the left hippocampus, over and above a core network engaged by the whole group. Additionally, high-performing individuals had increased levels of global efficiency within a resting-state network composed of brain regions engaged during orientation and increased levels of node centrality in the right supramarginal gyrus, the right primary motor cortex, and the left hippocampus. These results indicate that individual differences in the configuration of task-related networks and their efficiency measured at rest relate to the ability to spatially orient. Our findings advance systems neuroscience models of orientation and navigation by providing insight into the role of functional integration in shaping orientation behavior.

The malleability of spatial ability under treatment of a FIRST LEGO League-based robotics unit

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Coxon, Steven Vincent

Spatial ability is important to science, technology, engineering, and math (STEM) success, but spatial talents are rarely developed in schools. Likewise, the gifted may become STEM innovators, but they are rarely provided with pedagogy appropriate to develop their abilities in schools. A stratified random sample of volunteer participants (n=75) ages 9-14 was drawn from 16 public school districts' gifted programs, including as many females (n=28) and children from groups traditionally underrepresented in gifted programs (n=18) as available. Participants were randomly divided into an experimental (n=38) and a control group (n=37) for an intervention study. All participants took the CogAT (form 6) Verbal Battery and the Project TALENT Spatial Ability Assessments. The experimental group participated in a simulation of the FIRST LEGO League (FLL) competition for 20 hours total over five consecutive days. All participants took the spatial measure another time. Experimental males evidenced significant and meaningful gains in measured spatial ability (Cohen's d = 0.87). Females did not evidence significant gains in measured spatial ability. This may be due to sampling error, gender differences in prior experience with LEGO, or differences in facets of spatial ability in the treatment or measurements. Further research studies with larger samples of females, other treatments and measurement tools, and longer treatment periods are recommended. The literature review revealed that FLL is beneficial for STEM engagement in both genders and its use in schools is recommended. The present study provides additional evidence for FLL's usefulness in increasing the number of individuals in the STEM pipeline. Keywords: spatial, gilled, talent, robotics, FIRST LEGO League, science

Spatial Visualization ability improves with and without studying Technical Drawing.

Science.gov (United States)

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.

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

Science.gov (United States)

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…

The contribution of spatial ability to mathematics achievement in middle childhood.

Science.gov (United States)

Gilligan, Katie A; Flouri, Eirini; Farran, Emily K

2017-11-01

Strong spatial skills are associated with success in science, technology, engineering, and mathematics (STEM) domains. Although there is convincing evidence that spatial skills are a reliable predictor of mathematical achievement in preschool children and in university students, there is a lack of research exploring associations between spatial and mathematics achievement during the primary school years. To address this question, this study explored associations between mathematics and spatial skills in children aged 5 and 7years. The study sample included 12,099 children who participated in both Wave 3 (mean age=5; 02 [years; months]) and Wave 4 (mean age=7; 03) of the Millennium Cohort Study. Measures included a standardised assessment of mathematics and the Pattern Construction subscale of the British Ability Scales II to assess intrinsic-dynamic spatial skills. Spatial skills at 5 and 7years of age explained a significant 8.8% of the variation in mathematics achievement at 7years, above that explained by other predictors of mathematics, including gender, socioeconomic status, ethnicity, and language skills. This percentage increased to 22.6% without adjustment for language skills. This study expands previous findings by using a large-scale longitudinal sample of primary school children, a population that has been largely omitted from previous research exploring associations between spatial ability and mathematics achievement. The finding that early and concurrent spatial skills contribute to mathematics achievement at 7years of age highlights the potential of spatial skills as a novel target in the design of mathematics interventions for children in this age range. Crown Copyright © 2017. Published by Elsevier Inc. All rights reserved.

Fluctuation in Spatial Ability Scores during the Menstrual Cycle.

Science.gov (United States)

Moody, M. Suzanne

Whether or not fluctuations in spatial ability as measured by S. G. Vandenberg's Mental Rotations Test occur during the menstrual cycle was studied with 133 female students from 9 undergraduate educational psychology and nursing classes. For comparison, 28 male students also took the test. Scores from 55 females fell into the relevant menstrual…

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

Science.gov (United States)

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.

The Malleability of Spatial Ability under Treatment of a FIRST LEGO League-Based Robotics Unit

Science.gov (United States)

Coxon, Steven Vincent

2012-01-01

Spatial ability is important to science, technology, engineering, and math (STEM) success, but spatial talents are rarely developed in schools. Likewise, the gifted may become STEM innovators, but they are rarely provided with pedagogy appropriate to develop their abilities in schools. A stratified random sample of volunteer participants (n = 75)…

The relationship between language and spatial ability an analysis of spatial language for reconstructing the solving of spatial tasks

CERN Document Server

Mizzi, Angel

2017-01-01

This work investigates how different fifth-grade students solve spatial-verbal tasks and the role of language in this process. Based on a synthesis of theoretical foundations and methodological issues for supporting the relationship between spatial ability and language, this present study examines and classifies strategies used by students as well as the obstacles they encounter when solving spatial tasks in the reconstruction method. Contents Theoretical Framework Design and Implementation Results and Discussion from the Inductive Data Analyses Target Groups Scholars and students of mathematics education Teachers of mathematics in primary and secondary schools About the Author Angel Mizzi works as a research assistant and lecturer at the University of Duisburg-Essen, where he has successfully completed his PhD studies in mathematics education.

The Effects of Dynamic Geometry Software and Physical Manipulatives on Pre-Service Primary Teachers’ Van Hiele Levels and Spatial Abilities

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Fatih Karakuş

2015-12-01

Full Text Available The purpose of the study was to compare the influence of dynamic geometry software activities and influence of the physical manipulatives and drawing activities on the spatial ability and van Hiele levels of pre-service primary school teachers in a geometry course. A quasi-experimental statistical design was used in the study. The participants were 61 pre-service primary teachers in the second year of their undergraduate program in the Department of Elementary Education at Afyon Kocatepe University. A total of 32 pre-service teachers (computer group were trained in the dynamic geometry based activities and 29 pre-service teachers (physical-drawing group were trained in the physical manipulative and drawing based activities. In order to determine the two groups of the pre-service teachers’ geometric thinking levels, the van Hiele Geometry Test and in order to determine the two groups of the pre-service teachers’ spatial ability, The Purdue Spatial Visualization Test was used as the pre-test and post-test. The results of the study showed that there was no difference on the post-test of the two groups related to the van Hiele levels and spatial abilities. Moreover, both groups have significantly higher achievement on the post-test compared to the pre-test.

Repeated Sleep Restriction in Adolescent Rats Altered Sleep Patterns and Impaired Spatial Learning/Memory Ability

Science.gov (United States)

Yang, Su-Rong; Sun, Hui; Huang, Zhi-Li; Yao, Ming-Hui; Qu, Wei-Min

2012-01-01

Study Objectives: To investigate possible differences in the effect of repeated sleep restriction (RSR) during adolescence and adulthood on sleep homeostasis and spatial learning and memory ability. Design: The authors examined electroencephalograms of rats as they were subjected to 4-h daily sleep deprivation that continued for 7 consecutive days and assessed the spatial learning and memory by Morris water maze test (WMT). Participants: Adolescent and adult rats. Measurements and Results: Adolescent rats exhibited a similar amount of rapid eye movement (REM) and nonrapid eye movement (NREM) sleep with higher slow wave activity (SWA, 0.5-4 Hz) and fewer episodes and conversions with prolonged durations, indicating they have better sleep quality than adult rats. After RSR, adult rats showed strong rebound of REM sleep by 31% on sleep deprivation day 1; this value was 37% on sleep deprivation day 7 in adolescents compared with 20-h baseline level. On sleep deprivation day 7, SWA in adult and adolescent rats increased by 47% and 33%, and such elevation lasted for 5 h and 7 h, respectively. Furthermore, the authors investigated the effects of 4-h daily sleep deprivation immediately after the water maze training sessions on spatial cognitive performance. Adolescent rats sleep-restricted for 7 days traveled a longer distance to find the hidden platform during the acquisition training and had fewer numbers of platform crossings in the probe trial than those in the control group, something that did not occur in the sleep-deprived adult rats. Conclusions: Repeated sleep restriction (RSR) altered sleep profiles and mildly impaired spatial learning and memory capability in adolescent rats. Citation: Yang SR; Sun H; Huang ZL; Yao MH; Qu WM. Repeated sleep restriction in adolescent rats altered sleep patterns and impaired spatial learning/memory ability. SLEEP 2012;35(6):849-859. PMID:22654204

Object-Spatial Visualization and Verbal Cognitive Styles, and Their Relation to Cognitive Abilities and Mathematical Performance

Science.gov (United States)

Haciomeroglu, Erhan Selcuk

2016-01-01

The present study investigated the object-spatial visualization and verbal cognitive styles among high school students and related differences in spatial ability, verbal-logical reasoning ability, and mathematical performance of those students. Data were collected from 348 students enrolled in Advanced Placement calculus courses at six high…

RELATION BETWEEN EMOTIONAL INTELLIGENCE AND REASONING ABILITY OF HIGHER SECONDARY STUDENTS

OpenAIRE

C. Daisy Nambikkai; Dr. A.Veliappan

2017-01-01

The present study aims to find out the relationship between emotional intelligence and reasoning ability of the higher secondary students. Among the population, 724 samples of higher secondary students were selected randomly from Puducherry region. Findings of the study were i) significant difference is found between male and female higher secondary students in their reasoning ability in science on analogical reasoning, classification as reasoning, eclectic reasoning, deductive reasoning and ...

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

Science.gov (United States)

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 infinity in higher dimensional spacetimes

International Nuclear Information System (INIS)

Shiromizu, Tetsuya; Tomizawa, Shinya

2004-01-01

Motivated by recent studies on the uniqueness or nonuniqueness of higher dimensional black hole spacetime, we investigate the asymptotic structure of spatial infinity in n-dimensional spacetimes (n≥4). It turns out that the geometry of spatial infinity does not have maximal symmetry due to the nontrivial Weyl tensor (n-1) C abcd in general. We also address static spacetime and its multipole moments P a 1 a 2 ···a s . Contrasting with four dimensions, we stress that the local structure of spacetimes cannot be unique under fixed multipole moments in static vacuum spacetimes. For example, we consider the generalized Schwarzschild spacetimes which are deformed black hole spacetimes with the same multipole moments as spherical Schwarzschild black holes. To specify the local structure of the static vacuum solution we need some additional information, at least the Weyl tensor (n-2) C abcd at spatial infinity

Cultural and Gender Differences in Spatial Ability of Young Children.

Science.gov (United States)

Seng, Alice Seok Hoon; Tan, Lee Choo

This study reports on cultural and gender differences in the spatial abilities of children based on the Water Level Task. The Piagetian theory of age-related developmental differences in performance on the Water Level Task was explored with Chinese and Malay children living in Singapore. Results indicate that children in this study did not perform…

Testing of spatial ability: construction and evaluation of a new instrument

Czech Academy of Sciences Publication Activity Database

Květon, Petr; Jelínek, Martin; Vobořil, Dalibor

2014-01-01

Roč. 56, č. 3 (2014), s. 233-252 ISSN 0039-3320 R&D Projects: GA ČR(CZ) GAP407/11/2397 Institutional support: RVO:68081740 Keywords : spatial ability * testing * psychometrics Subject RIV: AN - Psychology Impact factor: 0.442, year: 2014

Development of the Spatial Ability Test for Middle School Students

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Yildiz, Sevda Göktepe; Özdemir, Ahmet Sükrü

2017-01-01

The purpose of this study was to develop a test to determine spatial ability of middle school students. The participants were 704 middle school students (6th, 7th and 8th grade) who were studying at different schools from Istanbul. Item analysis, exploratory and confirmatory factor analysis, reliability analysis were used to analyse the data.…

Does Spatial Ability Help the Learning of Anatomy in a Biomedical Science Course?

Science.gov (United States)

Sweeney, Kevin; Hayes, Jennifer A.; Chiavaroli, Neville

2014-01-01

A three-dimensional appreciation of the human body is the cornerstone of clinical anatomy. Spatial ability has previously been found to be associated with students' ability to learn anatomy and their examination performance. The teaching of anatomy has been the subject of major change over the last two decades with the reduction in time spent…

The influence of spatial ability and experience on performance during spaceship rendezvous and docking.

Science.gov (United States)

Du, Xiaoping; Zhang, Yijing; Tian, Yu; Huang, Weifen; Wu, Bin; Zhang, Jingyu

2015-01-01

Manual rendezvous and docking (manual RVD) is a challenging space task for astronauts. Previous research showed a correlation between spatial ability and manual RVD skills among participants at early stages of training, but paid less attention to experts. Therefore, this study tried to explore the role of spatial ability in manual RVD skills in two groups of trainees, one relatively inexperienced and the other experienced operators. Additionally, mental rotation has been proven essential in RVD and was tested in this study among 27 male participants, 15 novices, and 12 experts. The participants performed manual RVD tasks in a high fidelity simulator. Results showed that experience moderated the relation between mental rotation ability and manual RVD performance. On one hand, novices with high mental rotation ability tended to perform that RVD task more successfully; on the other hand, experts with high mental rotation ability showed not only no performance advantage in the final stage of the RVD task, but had certain disadvantages in their earlier processes. Both theoretical and practical implications were discussed.

The Influence of Spatial Ability and Experience on Spacecraft Rendezvous and Docking Operation Performance

Directory of Open Access Journals (Sweden)

Xiaoping eDu

2015-07-01

Full Text Available Manual rendezvous and docking (manual RVD is a challenging space task for astronauts. Previous research showed a correlation between spatial ability and manual RVD skills among participants at early stages of training, but paid less attention to experts. Therefore, this study tried to explore the role of spatial ability in manual RVD skills in two groups of trainees, one relatively inexperienced and the other experienced operators. Additionally, mental rotation has been proven essential in RVD and was tested in this study among 27 male participants, 15 novices and 12 experts. The participants performed manual RVD tasks in a high fidelity simulator. Results showed that experience moderated the relation between mental rotation ability and manual RVD performance. On one hand, novices with high mental rotation ability tended to perform that RVD task more successfully; on the other hand, experts with high mental rotation ability showed not only no performance advantage in the final stage of the RVD task, but had certain disadvantages in their earlier processes. Both theoretical and practical implications were discussed.

The influence of spatial ability and experience on performance during spaceship rendezvous and docking

Science.gov (United States)

Du, Xiaoping; Zhang, Yijing; Tian, Yu; Huang, Weifen; Wu, Bin; Zhang, Jingyu

2015-01-01

Manual rendezvous and docking (manual RVD) is a challenging space task for astronauts. Previous research showed a correlation between spatial ability and manual RVD skills among participants at early stages of training, but paid less attention to experts. Therefore, this study tried to explore the role of spatial ability in manual RVD skills in two groups of trainees, one relatively inexperienced and the other experienced operators. Additionally, mental rotation has been proven essential in RVD and was tested in this study among 27 male participants, 15 novices, and 12 experts. The participants performed manual RVD tasks in a high fidelity simulator. Results showed that experience moderated the relation between mental rotation ability and manual RVD performance. On one hand, novices with high mental rotation ability tended to perform that RVD task more successfully; on the other hand, experts with high mental rotation ability showed not only no performance advantage in the final stage of the RVD task, but had certain disadvantages in their earlier processes. Both theoretical and practical implications were discussed. PMID:26236252

Exploring the association between visual perception abilities and reading of musical notation.

Science.gov (United States)

Lee, Horng-Yih

2012-06-01

In the reading of music, the acquisition of pitch information depends primarily upon the spatial position of notes as well as upon an individual's spatial processing ability. This study investigated the relationship between the ability to read single notes and visual-spatial ability. Participants with high and low single-note reading abilities were differentiated based upon differences in musical notation-reading abilities and their spatial processing; object recognition abilities were then assessed. It was found that the group with lower note-reading abilities made more errors than did the group with a higher note-reading abilities in the mental rotation task. In contrast, there was no apparent significant difference between the two groups in the object recognition task. These results suggest that note-reading may be related to visual spatial processing abilities, and not to an individual's ability with object recognition.

Retention of katakana as foreign scripts: The effects of mnemonics and spatial ability

Directory of Open Access Journals (Sweden)

Sachiko Matsunaga

2009-01-01

Full Text Available This paper reports the results of an experiment, which showed that: (a regardless of their Ll script type (Roman or nonRoman, learners of Japanese as a foreign language did not benefit from the conventional mnemonics for the short-term or long-term retention of katakana (introduced after hiragana; (b only the spatial ability of the Roman group (whose L1 employed Roman scripts had significant correlations with their immediate recall performances. By comparing these results with those of Matsunaga's (2003, 2005 studies on hiragana, this paper discusses: (a changes in learning strategies, (b the role of the spatial ability, (c the possibility of L1 script recognition strategy transfer, (d the role of practice, and (e pedagogical implications and suggestions for future studies.

Decision Performance Using Spatial Decision Support Systems: A Geospatial Reasoning Ability Perspective

Science.gov (United States)

Erskine, Michael A.

2013-01-01

As many consumer and business decision makers are utilizing Spatial Decision Support Systems (SDSS), a thorough understanding of how such decisions are made is crucial for the information systems domain. This dissertation presents six chapters encompassing a comprehensive analysis of the impact of geospatial reasoning ability on…

Dispersal Ability Determines the Role of Environmental, Spatial and Temporal Drivers of Metacommunity Structure

Science.gov (United States)

Padial, André A.; Ceschin, Fernanda; Declerck, Steven A. J.; De Meester, Luc; Bonecker, Cláudia C.; Lansac-Tôha, Fabio A.; Rodrigues, Liliana; Rodrigues, Luzia C.; Train, Sueli; Velho, Luiz F. M.; Bini, Luis M.

2014-01-01

Recently, community ecologists are focusing on the relative importance of local environmental factors and proxies to dispersal limitation to explain spatial variation in community structure. Albeit less explored, temporal processes may also be important in explaining species composition variation in metacommunities occupying dynamic systems. We aimed to evaluate the relative role of environmental, spatial and temporal variables on the metacommunity structure of different organism groups in the Upper Paraná River floodplain (Brazil). We used data on macrophytes, fish, benthic macroinvertebrates, zooplankton, periphyton, and phytoplankton collected in up to 36 habitats during a total of eight sampling campaigns over two years. According to variation partitioning results, the importance of predictors varied among biological groups. Spatial predictors were particularly important for organisms with comparatively lower dispersal ability, such as aquatic macrophytes and fish. On the other hand, environmental predictors were particularly important for organisms with high dispersal ability, such as microalgae, indicating the importance of species sorting processes in shaping the community structure of these organisms. The importance of watercourse distances increased when spatial variables were the main predictors of metacommunity structure. The contribution of temporal predictors was low. Our results emphasize the strength of a trait-based analysis and of better defining spatial variables. More importantly, they supported the view that “all-or- nothing” interpretations on the mechanisms structuring metacommunities are rather the exception than the rule. PMID:25340577

Disparities in visuo-spatial constructive abilities in Williams syndrome patients with typical deletion on chromosome 7q11.23.

Science.gov (United States)

Muramatsu, Yukako; Tokita, Yoshihito; Mizuno, Seiji; Nakamura, Miho

2017-02-01

Williams syndrome (WS) is known for its uneven cognitive abilities, especially the difficulty in visuo-spatial cognition, though there are some inter-individual phenotypic differences. It has been proposed that the difficulty in visuo-spatial cognition of WS patients can be attributed to a haploinsufficiency of some genes located on the deleted region in 7q11.23, based on an examination of atypical deletions identified in WS patients with atypical cognitive deficits. According to this hypothesis, the inter-individual differences in visuo-spatial cognitive ability arise from variations in deletion. We investigated whether there were inter-individual differences in the visuo-spatial constructive abilities of five unrelated WS patients with the typical deletion on chromosome 7q11.23 that includes the candidate genes contributing visuo-spatial difficulty in WS patients. We used tests with three-dimensional factors such as Benton's three-dimensional block construction test, which are considered to be more sensitive than those with only two-dimensional factors. There were diverse inter-individual differences in the visuo-spatial constructive abilities among the present participants who shared the same typical genomic deletion of WS. One of the participants showed almost equivalent performances to typically developing adults in those tests. In the present study, we found a wide range of cognitive abilities in visuo-spatial construction even among the patients with a common deletion pattern of WS. The findings suggest that attributing differences in the phenotypes entirely to genetic factors such as an atypical deletion may not be always correct. Copyright © 2016 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

Working Memory and Strategy Use Contribute to Gender Differences in Spatial Ability

Science.gov (United States)

Wang, Lu; Carr, Martha

2014-01-01

In this review, a new model that is grounded in information-processing theory is proposed to account for gender differences in spatial ability. The proposed model assumes that the relative strength of working memory, as expressed by the ratio of visuospatial working memory to verbal working memory, influences the type of strategies used on spatial…

Spatial Reasoning: Improvement of Imagery and Abilities in Sophomore Organic Chemistry. Perspective to Enhance Student Learning

Science.gov (United States)

Hornbuckle, Susan F.; Gobin, Latanya; Thurman, Stephanie N.

2014-01-01

Spatial reasoning has become a demanded skill for students pursuing a science emphasis to compete with the dynamic growth of our professional society. The ability to reason spatially includes explorations in memory recollection and problem solving capabilities as well as critical thinking and reasoning skills. With these advancements, educational…

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

Science.gov (United States)

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.

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

Science.gov (United States)

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.

Spatial hearing ability of the pigmented Guinea pig (Cavia porcellus): Minimum audible angle and spatial release from masking in azimuth.

Science.gov (United States)

Greene, Nathaniel T; Anbuhl, Kelsey L; Ferber, Alexander T; DeGuzman, Marisa; Allen, Paul D; Tollin, Daniel J

2018-08-01

Despite the common use of guinea pigs in investigations of the neural mechanisms of binaural and spatial hearing, their behavioral capabilities in spatial hearing tasks have surprisingly not been thoroughly investigated. To begin to fill this void, we tested the spatial hearing of adult male guinea pigs in several experiments using a paradigm based on the prepulse inhibition (PPI) of the acoustic startle response. In the first experiment, we presented continuous broadband noise from one speaker location and switched to a second speaker location (the "prepulse") along the azimuth prior to presenting a brief, ∼110 dB SPL startle-eliciting stimulus. We found that the startle response amplitude was systematically reduced for larger changes in speaker swap angle (i.e., greater PPI), indicating that using the speaker "swap" paradigm is sufficient to assess stimulus detection of spatially separated sounds. In a second set of experiments, we swapped low- and high-pass noise across the midline to estimate their ability to utilize interaural time- and level-difference cues, respectively. The results reveal that guinea pigs can utilize both binaural cues to discriminate azimuthal sound sources. A third set of experiments examined spatial release from masking using a continuous broadband noise masker and a broadband chirp signal, both presented concurrently at various speaker locations. In general, animals displayed an increase in startle amplitude (i.e., lower PPI) when the masker was presented at speaker locations near that of the chirp signal, and reduced startle amplitudes (increased PPI) indicating lower detection thresholds when the noise was presented from more distant speaker locations. In summary, these results indicate that guinea pigs can: 1) discriminate changes in source location within a hemifield as well as across the midline, 2) discriminate sources of low- and high-pass sounds, demonstrating that they can effectively utilize both low-frequency interaural

Design and Development Computer-Based E-Learning Teaching Material for Improving Mathematical Understanding Ability and Spatial Sense of Junior High School Students

Science.gov (United States)

Nurjanah; Dahlan, J. A.; Wibisono, Y.

2017-02-01

This paper aims to make a design and development computer-based e-learning teaching material for improving mathematical understanding ability and spatial sense of junior high school students. Furthermore, the particular aims are (1) getting teaching material design, evaluation model, and intrument to measure mathematical understanding ability and spatial sense of junior high school students; (2) conducting trials computer-based e-learning teaching material model, asessment, and instrument to develop mathematical understanding ability and spatial sense of junior high school students; (3) completing teaching material models of computer-based e-learning, assessment, and develop mathematical understanding ability and spatial sense of junior high school students; (4) resulting research product is teaching materials of computer-based e-learning. Furthermore, the product is an interactive learning disc. The research method is used of this study is developmental research which is conducted by thought experiment and instruction experiment. The result showed that teaching materials could be used very well. This is based on the validation of computer-based e-learning teaching materials, which is validated by 5 multimedia experts. The judgement result of face and content validity of 5 validator shows that the same judgement result to the face and content validity of each item test of mathematical understanding ability and spatial sense. The reliability test of mathematical understanding ability and spatial sense are 0,929 and 0,939. This reliability test is very high. While the validity of both tests have a high and very high criteria.

Innovative testing of spatial ability: interactive responding and the use of complex stimuli material

Czech Academy of Sciences Publication Activity Database

Jelínek, Martin; Květon, Petr; Vobořil, Dalibor

2015-01-01

Roč. 16, č. 1 (2015), s. 45-55 ISSN 1612-4782 R&D Projects: GA ČR(CZ) GAP407/11/2397 Institutional support: RVO:68081740 Keywords : Spatial ability * Navigation skill * Working memory Subject RIV: AN - Psychology Impact factor: 1.340, year: 2015

Wild genius - domestic fool? Spatial learning abilities of wild and domestic guinea pigs

Directory of Open Access Journals (Sweden)

Sachser Norbert

2010-03-01

Full Text Available Abstract Background Domestic animals and their wild relatives differ in a wide variety of aspects. The process of domestication of the domestic guinea pig (Cavia aperea f. porcellus, starting at least 4500 years ago, led to changes in the anatomy, physiology, and behaviour compared with their wild relative, the wild cavy, Cavia aperea. Although domestic guinea pigs are widely used as a laboratory animal, learning and memory capabilities are often disregarded as being very scarce. Even less is known about learning and memory of wild cavies. In this regard, one striking domestic trait is a reduction in relative brain size, which in the domesticated form of the guinea pig amounts to 13%. However, the common belief, that such a reduction of brain size in the course of domestication of different species is accomplished by less learning capabilities is not at all very well established in the literature. Indeed, domestic animals might also even outperform their wild conspecifics taking advantage of their adaptation to a man-made environment. In our study we compared the spatial learning abilities of wild and domestic guinea pigs. We expected that the two forms are different regarding their learning performance possibly related to the process of domestication. Therefore wild cavies as well as domestic guinea pigs of both sexes, aged 35 to 45 days, were tested in the Morris water maze to investigate their ability of spatial learning. Results Both, wild cavies and domestic guinea pigs were able to learn the task, proving the water maze to be a suitable test also for wild cavies. Regarding the speed of learning, male as well as female domestic guinea pigs outperformed their wild conspecifics significantly. Interestingly, only domestic guinea pigs showed a significant spatial association of the platform position, while other effective search strategies were used by wild cavies. Conclusion The results demonstrate that domestic guinea pigs do not at all

Wild genius - domestic fool? Spatial learning abilities of wild and domestic guinea pigs.

Science.gov (United States)

Lewejohann, Lars; Pickel, Thorsten; Sachser, Norbert; Kaiser, Sylvia

2010-03-25

Domestic animals and their wild relatives differ in a wide variety of aspects. The process of domestication of the domestic guinea pig (Cavia aperea f. porcellus), starting at least 4500 years ago, led to changes in the anatomy, physiology, and behaviour compared with their wild relative, the wild cavy, Cavia aperea. Although domestic guinea pigs are widely used as a laboratory animal, learning and memory capabilities are often disregarded as being very scarce. Even less is known about learning and memory of wild cavies. In this regard, one striking domestic trait is a reduction in relative brain size, which in the domesticated form of the guinea pig amounts to 13%. However, the common belief, that such a reduction of brain size in the course of domestication of different species is accomplished by less learning capabilities is not at all very well established in the literature. Indeed, domestic animals might also even outperform their wild conspecifics taking advantage of their adaptation to a man-made environment.In our study we compared the spatial learning abilities of wild and domestic guinea pigs. We expected that the two forms are different regarding their learning performance possibly related to the process of domestication. Therefore wild cavies as well as domestic guinea pigs of both sexes, aged 35 to 45 days, were tested in the Morris water maze to investigate their ability of spatial learning. Both, wild cavies and domestic guinea pigs were able to learn the task, proving the water maze to be a suitable test also for wild cavies. Regarding the speed of learning, male as well as female domestic guinea pigs outperformed their wild conspecifics significantly. Interestingly, only domestic guinea pigs showed a significant spatial association of the platform position, while other effective search strategies were used by wild cavies. The results demonstrate that domestic guinea pigs do not at all perform worse than their wild relatives in tests of spatial

The impact of design-based modeling instruction on seventh graders' spatial abilities and model-based argumentation

Science.gov (United States)

McConnell, William J.

Due to the call of current science education reform for the integration of engineering practices within science classrooms, design-based instruction is receiving much attention in science education literature. Although some aspect of modeling is often included in well-known design-based instructional methods, it is not always a primary focus. The purpose of this study was to better understand how design-based instruction with an emphasis on scientific modeling might impact students' spatial abilities and their model-based argumentation abilities. In the following mixed-method multiple case study, seven seventh grade students attending a secular private school in the Mid-Atlantic region of the United States underwent an instructional intervention involving design-based instruction, modeling and argumentation. Through the course of a lesson involving students in exploring the interrelatedness of the environment and an animal's form and function, students created and used multiple forms of expressed models to assist them in model-based scientific argument. Pre/post data were collected through the use of The Purdue Spatial Visualization Test: Rotation, the Mental Rotation Test and interviews. Other data included a spatial activities survey, student artifacts in the form of models, notes, exit tickets, and video recordings of students throughout the intervention. Spatial abilities tests were analyzed using descriptive statistics while students' arguments were analyzed using the Instrument for the Analysis of Scientific Curricular Arguments and a behavior protocol. Models were analyzed using content analysis and interviews and all other data were coded and analyzed for emergent themes. Findings in the area of spatial abilities included increases in spatial reasoning for six out of seven participants, and an immense difference in the spatial challenges encountered by students when using CAD software instead of paper drawings to create models. Students perceived 3D printed

The Relationship between Utilization of Computer Games and Spatial Abilities among High School Students

Science.gov (United States)

Motamedi, Vahid; Yaghoubi, Razeyah Mohagheghyan

2015-01-01

This study aimed at investigating the relationship between computer game use and spatial abilities among high school students. The sample consisted of 300 high school male students selected through multi-stage cluster sampling. Data gathering tools consisted of a researcher made questionnaire (to collect information on computer game usage) and the…

The relation between early constructive play and mathematical word problem solving is mediated by spatial ability. A path analysis in sixth grade students.

NARCIS (Netherlands)

Oostermeijer, M.; Boonen, A.J.H.; Jolles, J.

2014-01-01

The scientific literature shows that constructive play activities are positively related to children's spatial ability. Likewise, a close positive relation is found between spatial ability and mathematical word problem-solving performances. The relation between children's constructive play and their

Individual differences in frequency and saliency of speech-accompanying gestures: the role of cognitive abilities and empathy.

Science.gov (United States)

Chu, Mingyuan; Meyer, Antje; Foulkes, Lucy; Kita, Sotaro

2014-04-01

The present study concerns individual differences in gesture production. We used correlational and multiple regression analyses to examine the relationship between individuals' cognitive abilities and empathy levels and their gesture frequency and saliency. We chose predictor variables according to experimental evidence of the functions of gesture in speech production and communication. We examined 3 types of gestures: representational gestures, conduit gestures, and palm-revealing gestures. Higher frequency of representational gestures was related to poorer visual and spatial working memory, spatial transformation ability, and conceptualization ability; higher frequency of conduit gestures was related to poorer visual working memory, conceptualization ability, and higher levels of empathy; and higher frequency of palm-revealing gestures was related to higher levels of empathy. The saliency of all gestures was positively related to level of empathy. These results demonstrate that cognitive abilities and empathy levels are related to individual differences in gesture frequency and saliency.

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

Science.gov (United States)

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.

IQ as moderator of terminal decline in perceptual and motor speed, spatial, and verbal ability: Testing the cognitive reserve hypothesis in a population-based sample followed from age 70 until death.

Science.gov (United States)

Thorvaldsson, Valgeir; Skoog, Ingmar; Johansson, Boo

2017-03-01

Terminal decline (TD) refers to acceleration in within-person cognitive decline prior to death. The cognitive reserve hypothesis postulates that individuals with higher IQ are able to better tolerate age-related increase in brain pathologies. On average, they will exhibit a later onset of TD, but once they start to decline, their trajectory is steeper relative to those with lower IQ. We tested these predictions using data from initially nondemented individuals (n = 179) in the H70-study repeatedly measured at ages 70, 75, 79, 81, 85, 88, 90, 92, 95, 97, 99, and 100, or until death, on cognitive tests of perceptual-and-motor-speed and spatial and verbal ability. We quantified IQ using the Raven's Coloured Progressive Matrices (RCPM) test administrated at age 70. We fitted random change point TD models to the data, within a Bayesian framework, conditioned on IQ, age of death, education, and sex. In line with predictions, we found that 1 additional standard deviation on the IQ scale was associated with a delay in onset of TD by 1.87 (95% highest density interval [HDI; 0.20, 4.08]) years on speed, 1.96 (95% HDI [0.15, 3.54]) years on verbal ability, but only 0.88 (95% HDI [-0.93, 3.49]) year on spatial ability. Higher IQ was associated with steeper rate of decline within the TD phase on measures of speed and verbal ability, whereas results on spatial ability were nonconclusive. Our findings provide partial support for the cognitive reserve hypothesis and demonstrate that IQ can be a significant moderator of cognitive change trajectories in old age. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

A Study on the Spatial Abilities of Prospective Social Studies Teachers: A Mixed Method Research

Science.gov (United States)

Yurt, Eyüp; Tünkler, Vural

2016-01-01

This study investigated prospective social studies teachers' spatial abilities. It was conducted with 234 prospective teachers attending Social Studies Teaching departments at Education Faculties of two universities in Central and Southern Anatolia. This study, designed according to the explanatory-sequential design, is a mixed research method,…

Study on the Higher Vocational and Professional Specialty Ability Module of "Construction Management"

Science.gov (United States)

Gao, Qun

2008-01-01

The higher vocational and professional specialty of "construction management" of China begun late, and the talent training mode of various colleges are different, especially the analysis to the specialty ability modules on the higher vocational and professional layer is not mature. In this article, combining with the practice of Manjing…

Spatial variability of excess mortality during prolonged dust events in a high-density city: a time-stratified spatial regression approach.

Science.gov (United States)

Wong, Man Sing; Ho, Hung Chak; Yang, Lin; Shi, Wenzhong; Yang, Jinxin; Chan, Ta-Chien

2017-07-24

Dust events have long been recognized to be associated with a higher mortality risk. However, no study has investigated how prolonged dust events affect the spatial variability of mortality across districts in a downwind city. In this study, we applied a spatial regression approach to estimate the district-level mortality during two extreme dust events in Hong Kong. We compared spatial and non-spatial models to evaluate the ability of each regression to estimate mortality. We also compared prolonged dust events with non-dust events to determine the influences of community factors on mortality across the city. The density of a built environment (estimated by the sky view factor) had positive association with excess mortality in each district, while socioeconomic deprivation contributed by lower income and lower education induced higher mortality impact in each territory planning unit during a prolonged dust event. Based on the model comparison, spatial error modelling with the 1st order of queen contiguity consistently outperformed other models. The high-risk areas with higher increase in mortality were located in an urban high-density environment with higher socioeconomic deprivation. Our model design shows the ability to predict spatial variability of mortality risk during an extreme weather event that is not able to be estimated based on traditional time-series analysis or ecological studies. Our spatial protocol can be used for public health surveillance, sustainable planning and disaster preparation when relevant data are available.

Chronic stress impairs spatial memory and motivation for reward without disrupting motor ability and motivation to explore.

Science.gov (United States)

Kleen, Jonathan K; Sitomer, Matthew T; Killeen, Peter R; Conrad, Cheryl D

2006-08-01

This study uses an operant, behavioral model to assess the daily changes in the decay rate of short-term memory, motivation, and motor ability in rats exposed to chronic restraint. Restraint decreased reward-related motivation by 50% without altering memory decay rate or motor ability. Moreover, chronic restraint impaired hippocampal-dependent spatial memory on the Y maze (4-hr delay) and produced CA3 dendritic retraction without altering hippocampal-independent maze navigation (1-min delay) or locomotion. Thus, mechanisms underlying motivation for food reward differ from those underlying Y maze exploration, and neurobiological substrates of spatial memory, such as the hippocampus, differ from those that underlie short-term memory. Chronic restraint produces functional, neuromorphological, and physiological alterations that parallel symptoms of depression in humans. Copyright 2006 APA, all rights reserved.

Does peer learning or higher levels of e-learning improve learning abilities?

DEFF Research Database (Denmark)

Worm, Bjarne Skjødt; Jensen, Kenneth

2013-01-01

The fast development of e-learning and social forums demands us to update our understanding of e-learning and peer learning. We aimed to investigate if higher, pre-defined levels of e-learning or social interaction in web forums improved students' learning ability....

Integration of interactive three-dimensional image post-processing software into undergraduate radiology education effectively improves diagnostic skills and visual-spatial ability

Energy Technology Data Exchange (ETDEWEB)

Rengier, Fabian, E-mail: fabian.rengier@web.de [University Hospital Heidelberg, Department of Diagnostic and Interventional Radiology, Im Neuenheimer Feld 110, 69120 Heidelberg (Germany); Häfner, Matthias F. [University Hospital Heidelberg, Department of Radiation Oncology, Im Neuenheimer Feld 400, 69120 Heidelberg (Germany); Unterhinninghofen, Roland [Karlsruhe Institute of Technology (KIT), Institute for Anthropomatics, Department of Informatics, Adenauerring 2, 76131 Karlsruhe (Germany); Nawrotzki, Ralph; Kirsch, Joachim [University of Heidelberg, Institute of Anatomy and Cell Biology, Im Neuenheimer Feld 307, 69120 Heidelberg (Germany); Kauczor, Hans-Ulrich [University Hospital Heidelberg, Department of Diagnostic and Interventional Radiology, Im Neuenheimer Feld 110, 69120 Heidelberg (Germany); Giesel, Frederik L. [University of Heidelberg, Institute of Anatomy and Cell Biology, Im Neuenheimer Feld 307, 69120 Heidelberg (Germany); University Hospital Heidelberg, Department of Nuclear Medicine, Im Neuenheimer Feld 400, 69120 Heidelberg (Germany)

2013-08-15

Purpose: Integrating interactive three-dimensional post-processing software into undergraduate radiology teaching might be a promising approach to synergistically improve both visual-spatial ability and radiological skills, thereby reducing students’ deficiencies in image interpretation. The purpose of this study was to test our hypothesis that a hands-on radiology course for medical students using interactive three-dimensional image post-processing software improves radiological knowledge, diagnostic skills and visual-spatial ability. Materials and methods: A hands-on radiology course was developed using interactive three-dimensional image post-processing software. The course consisted of seven seminars held on a weekly basis. The 25 participating fourth- and fifth-year medical students learnt to systematically analyse cross-sectional imaging data and correlated the two-dimensional images with three-dimensional reconstructions. They were instructed by experienced radiologists and collegiate tutors. The improvement in radiological knowledge, diagnostic skills and visual-spatial ability was assessed immediately before and after the course by multiple-choice tests comprising 64 questions each. Wilcoxon signed rank test for paired samples was applied. Results: The total number of correctly answered questions improved from 36.9 ± 4.8 to 49.5 ± 5.4 (p < 0.001) which corresponded to a mean improvement of 12.6 (95% confidence interval 9.9–15.3) or 19.8%. Radiological knowledge improved by 36.0% (p < 0.001), diagnostic skills for cross-sectional imaging by 38.7% (p < 0.001), diagnostic skills for other imaging modalities – which were not included in the course – by 14.0% (p = 0.001), and visual-spatial ability by 11.3% (p < 0.001). Conclusion: The integration of interactive three-dimensional image post-processing software into undergraduate radiology education effectively improves radiological reasoning, diagnostic skills and visual-spatial ability, and thereby

Integration of interactive three-dimensional image post-processing software into undergraduate radiology education effectively improves diagnostic skills and visual-spatial ability

International Nuclear Information System (INIS)

Rengier, Fabian; Häfner, Matthias F.; Unterhinninghofen, Roland; Nawrotzki, Ralph; Kirsch, Joachim; Kauczor, Hans-Ulrich; Giesel, Frederik L.

2013-01-01

Purpose: Integrating interactive three-dimensional post-processing software into undergraduate radiology teaching might be a promising approach to synergistically improve both visual-spatial ability and radiological skills, thereby reducing students’ deficiencies in image interpretation. The purpose of this study was to test our hypothesis that a hands-on radiology course for medical students using interactive three-dimensional image post-processing software improves radiological knowledge, diagnostic skills and visual-spatial ability. Materials and methods: A hands-on radiology course was developed using interactive three-dimensional image post-processing software. The course consisted of seven seminars held on a weekly basis. The 25 participating fourth- and fifth-year medical students learnt to systematically analyse cross-sectional imaging data and correlated the two-dimensional images with three-dimensional reconstructions. They were instructed by experienced radiologists and collegiate tutors. The improvement in radiological knowledge, diagnostic skills and visual-spatial ability was assessed immediately before and after the course by multiple-choice tests comprising 64 questions each. Wilcoxon signed rank test for paired samples was applied. Results: The total number of correctly answered questions improved from 36.9 ± 4.8 to 49.5 ± 5.4 (p < 0.001) which corresponded to a mean improvement of 12.6 (95% confidence interval 9.9–15.3) or 19.8%. Radiological knowledge improved by 36.0% (p < 0.001), diagnostic skills for cross-sectional imaging by 38.7% (p < 0.001), diagnostic skills for other imaging modalities – which were not included in the course – by 14.0% (p = 0.001), and visual-spatial ability by 11.3% (p < 0.001). Conclusion: The integration of interactive three-dimensional image post-processing software into undergraduate radiology education effectively improves radiological reasoning, diagnostic skills and visual-spatial ability, and thereby

Integration of interactive three-dimensional image post-processing software into undergraduate radiology education effectively improves diagnostic skills and visual-spatial ability.

Science.gov (United States)

Rengier, Fabian; Häfner, Matthias F; Unterhinninghofen, Roland; Nawrotzki, Ralph; Kirsch, Joachim; Kauczor, Hans-Ulrich; Giesel, Frederik L

2013-08-01

Integrating interactive three-dimensional post-processing software into undergraduate radiology teaching might be a promising approach to synergistically improve both visual-spatial ability and radiological skills, thereby reducing students' deficiencies in image interpretation. The purpose of this study was to test our hypothesis that a hands-on radiology course for medical students using interactive three-dimensional image post-processing software improves radiological knowledge, diagnostic skills and visual-spatial ability. A hands-on radiology course was developed using interactive three-dimensional image post-processing software. The course consisted of seven seminars held on a weekly basis. The 25 participating fourth- and fifth-year medical students learnt to systematically analyse cross-sectional imaging data and correlated the two-dimensional images with three-dimensional reconstructions. They were instructed by experienced radiologists and collegiate tutors. The improvement in radiological knowledge, diagnostic skills and visual-spatial ability was assessed immediately before and after the course by multiple-choice tests comprising 64 questions each. Wilcoxon signed rank test for paired samples was applied. The total number of correctly answered questions improved from 36.9±4.8 to 49.5±5.4 (pability by 11.3% (psoftware into undergraduate radiology education effectively improves radiological reasoning, diagnostic skills and visual-spatial ability, and thereby even diagnostic skills for imaging modalities not included in the course. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Chronic Stress Impairs Spatial Memory and Motivation for Reward Without Disrupting Motor Ability and Motivation to Explore

OpenAIRE

Kleen, Jonathan K.; Sitomer, Matthew T.; Killeen, Peter R.; Conrad, Cheryl D.

2006-01-01

This study uses an operant, behavioral model to assess the daily changes in the decay rate of short-term memory, motivation, and motor ability in rats exposed to chronic restraint. Restraint decreased reward-related motivation by 50% without altering memory decay rate or motor ability. Moreover, chronic restraint impaired hippocampal-dependent spatial memory on the Y maze (4-hr delay) and produced CA3 dendritic retraction without altering hippocampal-independent maze navigation (1-min delay) ...

Ability Grouping's Effects on Grades and the Attainment of Higher Education: A Natural Experiment

Science.gov (United States)

Bygren, Magnus

2016-01-01

To test the effect of ability grouping on grades and the attainment of higher education, this study examines a naturally occurring experiment--an admission reform that dramatically increased ability sorting between schools in the municipality of Stockholm. Following six cohorts of students (N = 79,020) from the age of 16 to 26, I find a mean…

A Comparison of Spatial-Analytical Ability Levels of Gifted and Average Students (Üstün Zekâlı Olan ve Olmayan Öğrencilerin Görsel-Uzamsal Yeteneklerinin Düzeylerinin Karşılaştırılması

Directory of Open Access Journals (Sweden)

Melodi Özyaprak

2012-12-01

Full Text Available Purpose: The purpose of this study was to investigate the difference, if any, between the spatial-analytical ability level of gifted students and that of average students. The sample included 52 gifted students as identified by the Raven’s Advance Progressive Matrices and 110 students with average general intelligence. The sample was divided into 6 groups as 2ndgrade gifted students (n= 23 and non-gifted students (n=21 who were attending gifted classrooms as inclusion students and non-gifted students who were attending regular classrooms (n=24; and 3rd grade gifted students (n=29 and non-gifted students (n=29 who were attending gifted classrooms as inclusion students, and non-gifted students who were attending regular classrooms (n=33. Gifted students and those average students who were attending gifted classrooms were the students of the same inclusion classrooms. Students who scored in the top 5% on the Raven’s SPM were identified as gifted. Percentileof the A-2 and 3-5 forms of the DISCOVER-spatial analytical assessment were used to determine participants’ spatial analytical ability level. Results: Data analysis showed significant differences between the mean scores of the groups by ability level both for the second grade [F (2-67 =5.20; p<0.05] and the third grade [ F(2-90=9.31, p<0.01]. Findings showed that the mean of spatial analytical ability of the second grade gifted students (M=3.04; SD=0.88 were significantly higher than the mean of spatial analytical ability of the second grade average students (M=2.29; SD=0.55 who were attending regular classrooms. Similarly, the mean of spatial analytical ability of the third grade gifted students (M=2.86; SD=1.16 were significantly higher than the mean of spatial analytical ability of the third grade average students (M=1.70; SD=1.02 who were attending regular classrooms. However, no significant differences were found between gifted students and average students who were attending gifted

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

Science.gov (United States)

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

High and low schizotypal female subjects do not differ in spatial memory abilities in a virtual reality task.

Science.gov (United States)

García-Montes, José Manuel; Noguera, Carmen; Alvarez, Dolores; Ruiz, Marina; Cimadevilla Redondo, José Manuel

2014-01-01

Schizotypy is a psychological construct related to schizophrenia. The exact relationship between both entities is not clear. In recent years, schizophrenia has been associated with hippocampal abnormalities and spatial memory problems. The aim of this study was to determine possible links between high schizotypy (HS) and low schizotypy (LS) and spatial abilities, using virtual reality tasks. We hypothesised that the HS group would exhibit a lower performance in spatial memory tasks than the LS group. Two groups of female students were formed according to their score on the ESQUIZO-Q-A questionnaire. HS and LS subjects were tested on two different tasks: the Boxes Room task, a spatial memory task sensitive to hippocampal alterations and a spatial recognition task. Data showed that both groups mastered both tasks. Groups differed in personality features but not in spatial performance. These results provide valuable information about the schizotypy-schizophrenia connections. Schizotypal subjects are not impaired on spatial cognition and, accordingly, the schizotypy-schizophrenia relationship is not straightforward.

Investigating the Effect of Origami Instruction on Preservice Teachers' Spatial Ability and Geometric Knowledge for Teaching

Science.gov (United States)

Akayuure, Peter; Asiedu-Addo, S. K.; Alebna, Victor

2016-01-01

Whereas origami is said to have pedagogical benefits in geometry education, research is inclusive about its effect on spatial ability and geometric knowledge among preservice teachers. The study investigated the effect of origami instruction on these aspects using pretest posttest quasi-experiment design. The experimental group consisted of 52…

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

Science.gov (United States)

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…

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

Science.gov (United States)

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.

The Effect of Higher Order Thinking Skill Instruction on EFL Reading Ability

Directory of Open Access Journals (Sweden)

Nava Nourdad

2018-05-01

Full Text Available This quantitative and quasi-experimental study dealt with the effect of the teaching higher order thinking (HOT on the reading comprehension ability of foreign language learners. Since reading ability plays a crucial role in learners’ education, it is language teachers’ mission to be aware of the useful and beneficial strategies to improve their students’ reading comprehension ability. Considering the fruitful results of applying HOT skills in education, the present study was conducted to investigate the effect of their instruction on students’ reading comprehension ability. To achieve the objectives of the study, a group of 236 male and female university students majoring in various fields but all taking General English course was selected by convenience sampling. They were randomly assigned into two groups of control and experimental. PET test was applied to homogenize the participants of the two study groups. The study followed pre-test, treatment, post-test design. While the experimental group followed a nine-session treatment on strategies of HOT, the control group was instructed through conventional method determined by the course book. The results of independent samples t-test revealed the positive effect of teaching HOT skills on improving reading comprehension ability of adult EFL learners. Pedagogical implications of these findings for language learners, language teachers, course book developers, and educational policy makers are discussed.

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

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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…

Higher rates of sex evolve in spatially heterogeneous environments.

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Becks, Lutz; Agrawal, Aneil F

2010-11-04

The evolution and maintenance of sexual reproduction has puzzled biologists for decades. Although this field is rich in hypotheses, experimental evidence is scarce. Some important experiments have demonstrated differences in evolutionary rates between sexual and asexual populations; other experiments have documented evolutionary changes in phenomena related to genetic mixing, such as recombination and selfing. However, direct experiments of the evolution of sex within populations are extremely rare (but see ref. 12). Here we use the rotifer, Brachionus calyciflorus, which is capable of both sexual and asexual reproduction, to test recent theory predicting that there is more opportunity for sex to evolve in spatially heterogeneous environments. Replicated experimental populations of rotifers were maintained in homogeneous environments, composed of either high- or low-quality food habitats, or in heterogeneous environments that consisted of a mix of the two habitats. For populations maintained in either type of homogeneous environment, the rate of sex evolves rapidly towards zero. In contrast, higher rates of sex evolve in populations experiencing spatially heterogeneous environments. The data indicate that the higher level of sex observed under heterogeneity is not due to sex being less costly or selection against sex being less efficient; rather sex is sufficiently advantageous in heterogeneous environments to overwhelm its inherent costs. Counter to some alternative theories for the evolution of sex, there is no evidence that genetic drift plays any part in the evolution of sex in these populations.

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

International Nuclear Information System (INIS)

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

2015-01-01

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

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

Science.gov (United States)

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.

The computer game training effect for women may depend on initial spatial ability scores

OpenAIRE

Iversen, Robert

2010-01-01

In this project we tried to explore what it is in games that may enhance spatial abilities. Previous research has shown that action games may enhance gamers’ scores on the Mental Rotation test (MRT), while evidence is found both for and against that puzzle games could do the same. We used three different games, and one control group, with a total of 32 participants matched over these four groups. The games were Medal of Honor: Pacific Assault, which has been used as an action game in previous...

Ten-Structure as Strategy of Addition 1-20 by Involving Spatial Structuring Ability for First Grade Students

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Salmah, Ummy; Putri, Ratu Ilma Indra; Somakim

2015-01-01

The aim of this study is to design learning activities that can support students to develop strategies for the addition of number 1 to 20 in the first grade by involving students' spatial structuring ability. This study was conducted in Indonesia by involving 27 students. In this paper, one of three activities is discussed namely ten-box activity.…

Influences of reduced masticatory sensory input from soft-diet feeding upon spatial memory/learning ability in mice.

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Tsutsui, Keisuke; Kaku, Masato; Motokawa, Masahide; Tohma, Yuiko; Kawata, Toshitsugu; Fujita, Tadashi; Kohno, Shinya; Ohtani, Junji; Tenjoh, Kaoru; Nakano, Mao; Kamada, Hiroko; Tanne, Kazuo

2007-02-01

It has been reported that reduction of masticatory afferent stimulation might influence learning and memory function. In order to clarify the influences of reduced masticatory sensory input on spatial memory/learning ability and neuropathological changes, we conducted the Morris water maze experiment and investigated the number of hippocampal neurons in association with the differences in masticatory afferent stimuli from hard- and soft-diet feeding in mice. The water maze experiment showed no significant difference in learning ability between 180-day-old solid- and powderdiet groups. Meanwhile, the ability was significantly reduced in the 360-day-old powder-diet group as compared with the age-matched solid-diet group. The total number of pyramidal cells in the hippocampal CA1 and CA3 regions was significantly smaller in 360-day-old powder-diet group than in the remaining groups. These results demonstrate that reduction of masticatory afferent stimuli due to long-term soft-diet feeding may induce neuron loss in the hippocampus and reduced memory/learning ability.

The Effect of Teaching Geometry Which is Differentiated Based on the Parallel Curriculum for Gifted/Talented Students on Spatial Ability

Directory of Open Access Journals (Sweden)

Basak KOK

2014-06-01

Full Text Available The purpose of this research is to evaluate the effects of teaching geometry which is differentiated based on the parallel curriculum for gifted/talented students on spatial ability. For this purpose; two units as “Polygons” and “Geometric Objects” of 5th grade mathematics book has been taken and formed a new differentiated geometry unit. In this study, pretest and posttest designs of experimental model were used. The study was conducted in Istanbul Science and Art Center, which offers differentiated program to those who are gifted and talented students after school, in the city of İstanbul and participants were 30 students being 15 of them are experimental group and the other 15 are control group. Experimental group students were underwent a differentiated program on “Polygons” and “Geometric Objects” whereas the other group continued their normal program without any differentiation. Spatial Ability Test developed by Talented Youth Center of John Hopkins University was used to collect data. Above mentioned test was presented to both groups of the study. Collected data was analyzed by Mann Whitney-U and Wilcoxon Signed Rank Test which is in the statistics program. It is presented as a result of the study that the program prepared for the gifted and talented students raised their spatial thinking ability.

Playing an action video game reduces gender differences in spatial cognition.

Science.gov (United States)

Feng, Jing; Spence, Ian; Pratt, Jay

2007-10-01

We demonstrate a previously unknown gender difference in the distribution of spatial attention, a basic capacity that supports higher-level spatial cognition. More remarkably, we found that playing an action video game can virtually eliminate this gender difference in spatial attention and simultaneously decrease the gender disparity in mental rotation ability, a higher-level process in spatial cognition. After only 10 hr of training with an action video game, subjects realized substantial gains in both spatial attention and mental rotation, with women benefiting more than men. Control subjects who played a non-action game showed no improvement. Given that superior spatial skills are important in the mathematical and engineering sciences, these findings have practical implications for attracting men and women to these fields.

The space-math link in preschool boys and girls: Importance of mental transformation, targeting accuracy, and spatial anxiety.

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Wong, Wang I

2017-06-01

Spatial abilities are pertinent to mathematical competence, but evidence of the space-math link has largely been confined to older samples and intrinsic spatial abilities (e.g., mental transformation). The roles of gender and affective factors are also unclear. This study examined the correlations between counting ability, mental transformation, and targeting accuracy in 182 Hong Kong preschoolers, and whether these relationships were weaker at higher spatial anxiety levels. Both spatial abilities related with counting similarly for boys and girls. Targeting accuracy also mediated the male advantage in counting. Interestingly, spatial anxiety moderated the space-math links, but differently for boys and girls. For boys, spatial abilities were irrelevant to counting at high anxiety levels; for girls, the role of anxiety on the space-math link is less clear. Results extend the evidence base of the space-math link to include an extrinsic spatial ability (targeting accuracy) and have implications for intervention programmes. Statement of contribution What is already known on this subject? Much evidence of a space-math link in adolescent and adult samples and for intrinsic spatial abilities. What does this study add? Extended the space-math link to include both intrinsic and extrinsic spatial abilities in a preschool sample. Showed how spatial anxiety moderated the space-math link differently for boys and girls. © 2016 The British Psychological Society.

Spatial transformation abilities and their relation to later mathematics performance.

Science.gov (United States)

Frick, Andrea

2018-04-10

Using a longitudinal approach, this study investigated the relational structure of different spatial transformation skills at kindergarten age, and how these spatial skills relate to children's later mathematics performance. Children were tested at three time points, in kindergarten, first grade, and second grade (N = 119). Exploratory factor analyses revealed two subcomponents of spatial transformation skills: one representing egocentric transformations (mental rotation and spatial scaling), and one representing allocentric transformations (e.g., cross-sectioning, perspective taking). Structural equation modeling suggested that egocentric transformation skills showed their strongest relation to the part of the mathematics test tapping arithmetic operations, whereas allocentric transformations were strongly related to Numeric-Logical and Spatial Functions as well as geometry. The present findings point to a tight connection between early mental transformation skills, particularly the ones requiring a high level of spatial flexibility and a strong sense for spatial magnitudes, and children's mathematics performance at the beginning of their school career.

Laterality, spatial abilities, and accident proneness.

Science.gov (United States)

Voyer, Susan D; Voyer, Daniel

2015-01-01

Although handedness as a measure of cerebral specialization has been linked to accident proneness, more direct measures of laterality are rarely considered. The present study aimed to fill that gap in the existing research. In addition, individual difference factors in accident proneness were further examined with the inclusion of mental rotation and navigation abilities measures. One hundred and forty participants were asked to complete the Mental Rotations Test, the Santa Barbara Sense of Direction scale, the Greyscales task, the Fused Dichotic Word Test, the Waterloo Handedness Questionnaire, and a grip strength task before answering questions related to number of accidents in five areas. Results indicated that handedness scores, absolute visual laterality score, absolute response time on the auditory laterality index, and navigation ability were significant predictors of the total number of accidents. Results are discussed with respect to cerebral hemispheric specialization and risk-taking attitudes and behavior.

Development of allocentric spatial memory abilities in children from 18 months to 5 years of age.

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Ribordy, Farfalla; Jabès, Adeline; Banta Lavenex, Pamela; Lavenex, Pierre

2013-02-01

Episodic memories for autobiographical events that happen in unique spatiotemporal contexts are central to defining who we are. Yet, before 2 years of age, children are unable to form or store episodic memories for recall later in life, a phenomenon known as infantile amnesia. Here, we studied the development of allocentric spatial memory, a fundamental component of episodic memory, in two versions of a real-world memory task requiring 18 month- to 5-year-old children to search for rewards hidden beneath cups distributed in an open-field arena. Whereas children 25-42-months-old were not capable of discriminating three reward locations among 18 possible locations in absence of local cues marking these locations, children older than 43 months found the reward locations reliably. These results support previous findings suggesting that allocentric spatial memory, if present, is only rudimentary in children under 3.5 years of age. However, when tested with only one reward location among four possible locations, children 25-39-months-old found the reward reliably in absence of local cues, whereas 18-23-month-olds did not. Our findings thus show that the ability to form a basic allocentric representation of the environment is present by 2 years of age, and its emergence coincides temporally with the offset of infantile amnesia. However, the ability of children to distinguish and remember closely related spatial locations improves from 2 to 3.5 years of age, a developmental period marked by persistent deficits in long-term episodic memory known as childhood amnesia. These findings support the hypothesis that the differential maturation of distinct hippocampal circuits contributes to the emergence of specific memory processes during early childhood. Copyright © 2012 Elsevier Inc. All rights reserved.

Effect of catalpol on senile plaques and spatial learning and memory ability in amyloid-β protein precursor/presenilin 1 double transgenic mice

Institute of Scientific and Technical Information of China (English)

宋冲

2013-01-01

Objective To investigate whether catalpol affects senile plaque formation and spatial learning and memory ability in the amyloid-βprotein precursor/presenilin 1(APP/PS1)double transgenic mice.Methods

The Relation between Childhood Spatial Activities and Spatial Abilities in Adulthood

Science.gov (United States)

Doyle, Randi A.; Voyer, Daniel; Cherney, Isabelle D.

2012-01-01

This study investigated the relation between childhood spatial activities and cognitive gender differences in adults through the validation of the Childhood Activities Questionnaire developed by Cherney and Voyer (2010). A sample of 403 (133 males, 270 females) undergraduates in Introductory Psychology courses at University of New Brunswick, NB,…

Information Processing and Human Abilities

Science.gov (United States)

Kirby, John R.; Das, J. P.

1978-01-01

The simultaneous and successive processing model of cognitive abilities was compared to a traditional primary mental abilities model. Simultaneous processing was found to be primarily related to spatial ability; and to a lesser extent, to memory and inductive reasoning. Subjects were 104 fourth-grade urban males. (Author/GD C)

Genetic Variance in Processing Speed Drives Variation in Aging of Spatial and Memory Abilities

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Finkel, Deborah; Reynolds, Chandra A.; McArdle, John J.; Hamagami, Fumiaki; Pedersen, Nancy L.

2009-01-01

Previous analyses have identified a genetic contribution to the correlation between declines with age in processing speed and higher cognitive abilities. The goal of the current analysis was to apply the biometric dual change score model to consider the possibility of temporal dynamics underlying the genetic covariance between aging trajectories…

Children's Spatial Thinking: Does Talk about the Spatial World Matter?

Science.gov (United States)

Pruden, Shannon M.; Levine, Susan C.; Huttenlocher, Janellen

2011-01-01

In this paper we examine the relations between parent spatial language input, children's own production of spatial language, and children's later spatial abilities. Using a longitudinal study design, we coded the use of spatial language (i.e. words describing the spatial features and properties of objects; e.g. big, tall, circle, curvy, edge) from…

Photography activities for developing students’ spatial orientation and spatial visualization

Science.gov (United States)

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.

The age-related changes in figural perceptual abilities of pupils

Directory of Open Access Journals (Sweden)

Nešić Blagoje V.

2013-01-01

Full Text Available This paper is a part of a broader research in the field of development of different intellectual abilities in primary schools. Using a transverse - longitudinal research strategy, the pupils from nine to fifteen years of age are observed in order to find answers to the following questions: 1 Do the important developmental changes in the figural-perceptual abilities occur in this developmental period? 2 Is the pace of changes in these abilities the same at all ages, grades? 3 Do the developmental changes in these abilities depend on the type of tests, that is, mental operations which register the applied tests? Figural-perceptual abilities are defined as the ability to identify the elements in space, to imagine and transform the elements in space, the ability for spatial reasoning, perceptual shaping flexibility, the ability of eduction of relations and correlates, the ability to identify the elements that are injected into the right material, the ability to notice the difference in the forms and dimensions of the characters, speed observations of similarities and differences between elements in the field of perception. The measurement (assessment of these abilities was performed with the help of 11 tests of intellectual abilities of the figural content. The individual progresses as baseline data were used for the data analysis. The progresses of the subjects were compared with the analysis and the results are the following: 1 The pupils from third to eighth grade showed positive changes in the figurative perceptive abilities. This is shown in all the tests that were used and progresses are statistically significant in all tests 2 There is a tendency that the pupils in the sixth grade made the best progress, and the seventh-grade pupils made the least progress. 3 However, when the progresses are compared in certain tests, then significant differences in the pace of development of these abilities are determined. Namely, the pupils in the higher

The influence of spatial grain size on the suitability of the higher-taxon approach in continental priority-setting

DEFF Research Database (Denmark)

Larsen, Frank Wugt; Rahbek, Carsten

2005-01-01

The higher-taxon approach may provide a pragmatic surrogate for the rapid identification of priority areas for conservation. To date, no continent-wide study has examined the use of higher-taxon data to identify complementarity-based networks of priority areas, nor has the influence of spatial gr...... grain size been assessed. We used data obtained from 939 sub-Saharan mammals to analyse the performance of higher-taxon data for continental priority-setting and to assess the influence of spatial grain sizes in terms of the size of selection units (1°× 1°, 2°× 2° and 4°× 4° latitudinal...... as effectively as species-based priority areas, genus-based areas perform considerably less effectively than species-based areas for the 1° and 2° grain size. Thus, our results favour the higher-taxon approach for continental priority-setting only when large grain sizes (= 4°) are used.......The higher-taxon approach may provide a pragmatic surrogate for the rapid identification of priority areas for conservation. To date, no continent-wide study has examined the use of higher-taxon data to identify complementarity-based networks of priority areas, nor has the influence of spatial...

Effects of Spatial Ability, Gender Differences, and Pictorial Training on Children Using 2-D and 3-D Environments to Recall Landmark Locations from Memory

Science.gov (United States)

Kopcha, Theodore J.; Otumfuor, Beryl A.; Wang, Lu

2015-01-01

This study examines the effects of spatial ability, gender differences, and pictorial training on fourth grade students' ability to recall landmark locations from memory. Ninety-six students used Google Earth over a 3-week period to locate landmarks (3-D) and mark their location on a 2-D topographical map. Analysis of covariance on posttest scores…

Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education.

NARCIS (Netherlands)

Busato, V.V.; Prins, F.J.; Elshout, J.J.; Hamaker, C.

2000-01-01

This study is directed towards an integration of intellectual ability, learning style, personality and achievement motivation as predictors of academic success in higher education. Correlational analyses partly confirmed and partly disconfirmed our expectations in a sample of 409 first-year

The effects of industrial noise of higher spectrum on the workers’ auditory perception abilities.

Science.gov (United States)

Mihailović, Dobrivoje; Đurić, Nenad; Kovačević, Ivana; Mihailović, Đorđe

2016-08-01

Results of previous studies gave support to the idea that machines in power plants produce noise of different levels of loudness and frequency, and that it could cause deterioration of the hearing ability of workers. As a matter of fact, noiseinduced hearing loss is the most widespread occupational disease nowadays. As noise is a complex acoustic phenomenon, more factors have to be considered when studying it, such as frequency, intensity and the period of exposure. The aim of this study was to find if there are differences in the absolute threshold of hearing between workers in the factory production lines that are constantly exposed to the industrial noise of higher spectrum and those exposed to the noise of standard spectrum at different frequencies of sound. In the research plan, there were 308 workers employed in the production line of the Factory “Knjaz Miloš”, Aranđelovac. A total of 205 of them were working in the conditions of higher spectrum noise (4,000 Hz – 8,000 Hz) and 103 workers were exposed to standard noise spectrum (31.5 Hz – 2,000.0 Hz). The objective measures of noise (frequency and amplitude) were acquired by phonometer, and measures of absolute threshold of hearing for both ears were obtained by audiometer by exposure to nine sound frequency levels. Data were statistically analyzed by establishing the significance of differences between absolute thresholds of hearing for both groups and for all nine frequency levels. It was found that the absolute threshold of hearing is significantly higher for the group exposed to highfrequency noise at the 4,000 Hz and 8,000 Hz levels of frequency. Reduction of hearing sensitivity is evident for those exposed to higher spectrum noise, which is particularly evident at the higher frequency levels. Employees are often unaware of its effects because they are the results of prolonged exposure. Therefore, working in those conditions requires preventive measures and regular testing of the hearing

Androgens and cognitive abilities: Mental rotations skills and handedness in adult females with congenital adrenal hyperplasia

DEFF Research Database (Denmark)

Ripa, Caroline P.L.; Johannsen, T.H.; Mortensen, E.L.

2006-01-01

Research on animal and human populations has suggested elevated spatial abilities as well as higher incidence of left-handedness in genetic females exposed to abnormally high androgen levels perinatally. However, findings in humans are inconsistent. We administered the Mental Rotations Test...

Students’ Spatial Performance: Cognitive Style and Sex Differences

Science.gov (United States)

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.

Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years.

Science.gov (United States)

Hodgkiss, Alex; Gilligan, Katie A; Tolmie, Andrew K; Thomas, Michael S C; Farran, Emily K

2018-01-22

Prior longitudinal and correlational research with adults and adolescents indicates that spatial ability is a predictor of science learning and achievement. However, there is little research to date with primary-school aged children that addresses this relationship. Understanding this association has the potential to inform curriculum design and support the development of early interventions. This study examined the relationship between primary-school children's spatial skills and their science achievement. Children aged 7-11 years (N = 123) completed a battery of five spatial tasks, based on a model of spatial ability in which skills fall along two dimensions: intrinsic-extrinsic; static-dynamic. Participants also completed a curriculum-based science assessment. Controlling for verbal ability and age, mental folding (intrinsic-dynamic spatial ability), and spatial scaling (extrinsic-static spatial ability) each emerged as unique predictors of overall science scores, with mental folding a stronger predictor than spatial scaling. These spatial skills combined accounted for 8% of the variance in science scores. When considered by scientific discipline, mental folding uniquely predicted both physics and biology scores, and spatial scaling accounted for additional variance in biology and variance in chemistry scores. The children's embedded figures task (intrinsic-static spatial ability) only accounted for variance in chemistry scores. The patterns of association were consistent across the age range. Spatial skills, particularly mental folding, spatial scaling, and disembedding, are predictive of 7- to 11-year-olds' science achievement. These skills make a similar contribution to performance for each age group. © 2018 The Authors. British Journal of Education Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.

The Bayesian group lasso for confounded spatial data

Science.gov (United States)

Hefley, Trevor J.; Hooten, Mevin B.; Hanks, Ephraim M.; Russell, Robin E.; Walsh, Daniel P.

2017-01-01

Generalized linear mixed models for spatial processes are widely used in applied statistics. In many applications of the spatial generalized linear mixed model (SGLMM), the goal is to obtain inference about regression coefficients while achieving optimal predictive ability. When implementing the SGLMM, multicollinearity among covariates and the spatial random effects can make computation challenging and influence inference. We present a Bayesian group lasso prior with a single tuning parameter that can be chosen to optimize predictive ability of the SGLMM and jointly regularize the regression coefficients and spatial random effect. We implement the group lasso SGLMM using efficient Markov chain Monte Carlo (MCMC) algorithms and demonstrate how multicollinearity among covariates and the spatial random effect can be monitored as a derived quantity. To test our method, we compared several parameterizations of the SGLMM using simulated data and two examples from plant ecology and disease ecology. In all examples, problematic levels multicollinearity occurred and influenced sampling efficiency and inference. We found that the group lasso prior resulted in roughly twice the effective sample size for MCMC samples of regression coefficients and can have higher and less variable predictive accuracy based on out-of-sample data when compared to the standard SGLMM.

Professional Competence and Basic Ability-Oriented Game Theory Analysis of China's Higher Vocational College English Teaching

Science.gov (United States)

Zhang, Jian

2012-01-01

To strengthen the professional competence and basic ability is the objective requirements of the Chinese higher vocational college English teaching, while the positioning of the teaching objectives is partial to a "prisoner's dilemma" in game situations that any party will result in. To get rid of the "dilemma", we have to…

A conceptual framework to identify spatial implications of new ways of learning in higher education

NARCIS (Netherlands)

Beckers, R; van der Voordt, Theo; Dewulf, G

2015-01-01

Purpose - The purpose of this paper is to explore the spatial implications of new learning theories and the use of Information and Communication Technologies (ICT) in higher education.
Design/methodology/approach - Based on a review of literature, a theoretical framework has been developed that

A conceptual framework to identify spatial implications of new ways of learning in higher education

NARCIS (Netherlands)

Geert Dewulf; Theo van der Voordt; Ronald Beckers

2015-01-01

Purpose – The purpose of this paper is to explore the spatial implications of new learning theories and the use of information and communication technologies (ICT) in higher education. Design/methodology/approach – Based on a review of the literature, a theoretical framework has been developed

A conceptual framework to identify spatial implications of new ways of learning in higher education

NARCIS (Netherlands)

Beckers, Ronald; van der Voordt, Theo; Dewulf, Geert P.M.R.

2015-01-01

Purpose – The purpose of this paper is to explore the spatial implications of new learning theories and the use of information and communication technologies (ICT) in higher education. Design/methodology/approach – Based on a review of the literature, a theoretical framework has been developed that

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

Science.gov (United States)

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)

Creativity, visualization abilities, and visual cognitive style.

Science.gov (United States)

Kozhevnikov, Maria; Kozhevnikov, Michael; Yu, Chen Jiao; Blazhenkova, Olesya

2013-06-01

Despite the recent evidence for a multi-component nature of both visual imagery and creativity, there have been no systematic studies on how the different dimensions of creativity and imagery might interrelate. The main goal of this study was to investigate the relationship between different dimensions of creativity (artistic and scientific) and dimensions of visualization abilities and styles (object and spatial). In addition, we compared the contributions of object and spatial visualization abilities versus corresponding styles to scientific and artistic dimensions of creativity. Twenty-four undergraduate students (12 females) were recruited for the first study, and 75 additional participants (36 females) were recruited for an additional experiment. Participants were administered a number of object and spatial visualization abilities and style assessments as well as a number of artistic and scientific creativity tests. The results show that object visualization relates to artistic creativity and spatial visualization relates to scientific creativity, while both are distinct from verbal creativity. Furthermore, our findings demonstrate that style predicts corresponding dimension of creativity even after removing shared variance between style and visualization ability. The results suggest that styles might be a more ecologically valid construct in predicting real-life creative behaviour, such as performance in different professional domains. © 2013 The British Psychological Society.

Discrimination performance in aging is vulnerable to interference and dissociable from spatial memory

Science.gov (United States)

Johnson, Sarah A.; Sacks, Patricia K.; Turner, Sean M.; Gaynor, Leslie S.; Ormerod, Brandi K.; Maurer, Andrew P.; Bizon, Jennifer L.

2016-01-01

Hippocampal-dependent episodic memory and stimulus discrimination abilities are both compromised in the elderly. The reduced capacity to discriminate between similar stimuli likely contributes to multiple aspects of age-related cognitive impairment; however, the association of these behaviors within individuals has never been examined in an animal model. In the present study, young and aged F344×BN F1 hybrid rats were cross-characterized on the Morris water maze test of spatial memory and a dentate gyrus-dependent match-to-position test of spatial discrimination ability. Aged rats showed overall impairments relative to young in spatial learning and memory on the water maze task. Although young and aged learned to apply a match-to-position response strategy in performing easy spatial discriminations within a similar number of trials, a majority of aged rats were impaired relative to young in performing difficult spatial discriminations on subsequent tests. Moreover, all aged rats were susceptible to cumulative interference during spatial discrimination tests, such that error rate increased on later trials of test sessions. These data suggest that when faced with difficult discriminations, the aged rats were less able to distinguish current goal locations from those of previous trials. Increasing acetylcholine levels with donepezil did not improve aged rats’ abilities to accurately perform difficult spatial discriminations or reduce their susceptibility to interference. Interestingly, better spatial memory abilities were not significantly associated with higher performance on difficult spatial discriminations. This observation, along with the finding that aged rats made more errors under conditions in which interference was high, suggests that match-to-position spatial discrimination performance may rely on extra-hippocampal structures such as the prefrontal cortex, in addition to the dentate gyrus. PMID:27317194

Gender differences in spatial cognition

NARCIS (Netherlands)

de Goede, M.

2009-01-01

Spatial abilities, such as wayfinding and memorizing object locations, seem to be equally important for every individual. Yet both common belief and scientific literature claim that men and women differ in these abilities. Whereas ‘spatial ability’ used to be considered as a unitary capacity, on

Puerarin protects against damage to spatial learning and memory ability in mice with chronic alcohol poisoning

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S.Q. Cui

2015-06-01

Full Text Available We evaluated the effect of puerarin on spatial learning and memory ability of mice with chronic alcohol poisoning. A total of 30 male C57BL/6 mice were randomly divided into model, puerarin, and control groups (n=10 each. The model group received 60% (v/v ethanol by intragastric administration followed by intraperitoneal injection of normal saline 30 min later. The puerarin group received intragastric 60% ethanol followed by intraperitoneal puerarin 30 min later, and the control group received intragastric saline followed by intraperitoneal saline. Six weeks after treatment, the Morris water maze and Tru Scan behavioral tests and immunofluorescence staining of cerebral cortex and hippocampal neurons (by Neu-N and microglia (by Ib1 were conducted. Glutamic acid (Glu and gamma amino butyric acid (GABA in the cortex and hippocampus were assayed by high-performance liquid chromatography (HPLC, and tumor necrosis factor (TNF-α and interleukin (IL-1β were determined by ELISA. Compared with mice in the control group, escape latency and distance were prolonged, and spontaneous movement distance was shortened (P<0.05 by puerarin. The number of microglia was increased in both the cortex and hippocampal dentate gyrus (P<0.01, and neurons were reduced only in the hippocampal dentate gyrus (P<0.01 in puerarin-treated mice. In the model group, Glu and GABA levels decreased (P<0.05, and Glu/GABA, TNF-α, and IL-1β increased (P<0.01 with puerarin treatment, returning to near normal levels. In conclusion, puerarin protected against the effects of chronic alcohol poisoning on spatial learning and memory ability primarily because of anti-inflammatory activity and regulation of the balance of Glu and GABA.

The Ability of implementing Cloud Computing in Higher Education - KRG

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Zanyar Ali Ahmed

2017-06-01

Full Text Available Cloud computing is a new technology. CC is an online service can store and retrieve information, without the requirement for physical access to the files on hard drives. The information is available on a system, server where it can be accessed by clients when it’s needed. Lack of the ICT infrastructure of universities of the Kurdistan Regional Government (KRG can use  this new technology, because of economical advantages, enhanced data managements, better maintenance, high performance, improve availability and accessibility therefore achieving an easy maintenance  of organizational  institutes. The aim of this research is to find the ability and possibility to implement the cloud computing in higher education of the KRG. This research will help the universities to start establishing a cloud computing in their services. A survey has been conducted to evaluate the CC services that have been applied to KRG universities have by using cloud computing services. The results showed that the most of KRG universities are using SaaS. MHE-KRG universities and institutions are confronting many challenges and concerns in term of security, user privacy, lack of integration with current systems, and data and documents ownership.

Object Categorization in Finer Levels Relies More on Higher Spatial Frequencies and Takes Longer.

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Ashtiani, Matin N; Kheradpisheh, Saeed R; Masquelier, Timothée; Ganjtabesh, Mohammad

2017-01-01

advantage of the superordinate (resp. basic) level to basic (resp. subordinate) level is mainly due to the computational constraints (the visual system processes higher spatial frequencies more slowly, and categorization in finer levels depends more on these higher spatial frequencies).

Calibration of neutron moisture gauges and their ability to spatially determine soil water content in environmental studies

International Nuclear Information System (INIS)

Nyhan, J.W.; Martinez, J.L.; Langhorst, G.J.

1994-10-01

Several neutron moisture gauges were calibrated, and their ability to spatially determine soil water content was evaluated. In 1982, the midpoint of sensitivity of each neutron probe to the detection of hydrogen was determined, as well as the radius of investigation of each probe in crushed Bandelier Tuff with varying water contents. After determining the response of one of the moisture gauges to changes in soil water at the soil-air interface, a neutron transport model was successfully calibrated to predict spatial variations in soil water content. The model was then used to predict various shapes and volumes of crushed Bandelier Tuff interrogated by the neutron moisture gauge. From 1991 through 1994, six neutron moisture gauges were calibrated for soil water determinations in a local topsoil and crushed Bandelier Tuff, as well as for a sample of fine sand and soils from a field experiment at Hill Air Force Base. Statistical analysis of the calibration results is presented and summarized, and a final summary of practical implications for future neutron moisture gauge studies at Los Alamos is included

Walking and non-walking space in an equivalent virtual reality task: Sexual dimorphism and aging decline of spatial abilities.

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Tascón, Laura; Castillo, Joaquín; León, Irene; Cimadevilla, José Manuel

2018-07-16

Spatial memory enables us to locate places and objects in space, to determine our position and manage spatial relationships in our environment. Our operations are displayed in a space that sometimes is inaccessible. In this case, the impossibility of movement within the context forces individuals to rely on the information gathered from limited viewpoints. This study investigates the use of walking and non-walking spaces using two equivalent virtual reality tasks in which displacement is only permitted in one of them. One hundred and fifty participants were divided into three age groups: 50-59, 60-69 and 70-79 year-old subjects. The starting position changed pseudo-randomly and two difficulty levels were set, with one and three positions to be found. Results provided evidence for 70-79 year-old people impairment of their spatial abilities compared with 50-59 and 60-69 year-old groups. In both difficulty conditions, participants made more errors in the non-walking space than in the walking space. All participants showed an improvement in the last trials of the task. Moreover, sexual dimorphism was registered in the high level of difficulty, in which men outperformed women. This study supports the idea that aging impairs the organization of spatial representations of the environment, and that this aspect is more noticeable in conditions where displacement is limited. Copyright © 2018 Elsevier B.V. All rights reserved.

Spatial Frequency Discrimination: Effects of Age, Reward, and Practice.

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Carlijn van den Boomen

Full Text Available Social interaction starts with perception of the world around you. This study investigated two fundamental issues regarding the development of discrimination of higher spatial frequencies, which are important building blocks of perception. Firstly, it mapped the typical developmental trajectory of higher spatial frequency discrimination. Secondly, it developed and validated a novel design that could be applied to improve atypically developed vision. Specifically, this study examined the effect of age and reward on task performance, practice effects, and motivation (i.e., number of trials completed in a higher spatial frequency (reference frequency: 6 cycles per degree discrimination task. We measured discrimination thresholds in children aged between 7 to 12 years and adults (N = 135. Reward was manipulated by presenting either positive reinforcement or punishment. Results showed a decrease in discrimination thresholds with age, thus revealing that higher spatial frequency discrimination continues to develop after 12 years of age. This development continues longer than previously shown for discrimination of lower spatial frequencies. Moreover, thresholds decreased during the run, indicating that discrimination abilities improved. Reward did not affect performance or improvement. However, in an additional group of 5-6 year-olds (N = 28 punishments resulted in the completion of fewer trials compared to reinforcements. In both reward conditions children aged 5-6 years completed only a fourth or half of the run (64 to 128 out of 254 trials and were not motivated to continue. The design thus needs further adaptation before it can be applied to this age group. Children aged 7-12 years and adults completed the run, suggesting that the design is successful and motivating for children aged 7-12 years. This study thus presents developmental differences in higher spatial frequency discrimination thresholds. Furthermore, it presents a design that can be

Spatial Frequency Discrimination: Effects of Age, Reward, and Practice.

Science.gov (United States)

van den Boomen, Carlijn; Peters, Judith Carolien

2017-01-01

Social interaction starts with perception of the world around you. This study investigated two fundamental issues regarding the development of discrimination of higher spatial frequencies, which are important building blocks of perception. Firstly, it mapped the typical developmental trajectory of higher spatial frequency discrimination. Secondly, it developed and validated a novel design that could be applied to improve atypically developed vision. Specifically, this study examined the effect of age and reward on task performance, practice effects, and motivation (i.e., number of trials completed) in a higher spatial frequency (reference frequency: 6 cycles per degree) discrimination task. We measured discrimination thresholds in children aged between 7 to 12 years and adults (N = 135). Reward was manipulated by presenting either positive reinforcement or punishment. Results showed a decrease in discrimination thresholds with age, thus revealing that higher spatial frequency discrimination continues to develop after 12 years of age. This development continues longer than previously shown for discrimination of lower spatial frequencies. Moreover, thresholds decreased during the run, indicating that discrimination abilities improved. Reward did not affect performance or improvement. However, in an additional group of 5-6 year-olds (N = 28) punishments resulted in the completion of fewer trials compared to reinforcements. In both reward conditions children aged 5-6 years completed only a fourth or half of the run (64 to 128 out of 254 trials) and were not motivated to continue. The design thus needs further adaptation before it can be applied to this age group. Children aged 7-12 years and adults completed the run, suggesting that the design is successful and motivating for children aged 7-12 years. This study thus presents developmental differences in higher spatial frequency discrimination thresholds. Furthermore, it presents a design that can be used in future

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

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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.

Proprioceptive Ability of Fencing and Table Tennis Practioners

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Bańkosz Ziemowit

2014-09-01

Full Text Available Purpose. The aim of the study was to compare the spatial component of proprioceptive ability by reproducing a upper limb movement typical in table tennis and fencing. Methods. The research comprised 41 young males of which 12 were table tennis players, 14 fencers, and 15 not involved in any competitive sports as a control. The experiment was based on assessing the precision of pronation and supination of the forearm at the elbow joint in recreating a set movement range by use of a goniometer. Results and conclusions. The results point to a higher level of proprioceptive ability in fencers and table tennis players than the control group but only in respect to the tasks executed with the dominant limb. This is inferred to be the result from the specific character of both sports (i.e. the intensive use of one limb and the consequent laterality of that limb causing higher sensitivity and proprioception. This may provide a link between swordplay, table tennis, and the level of proprioception. The research methodology used herein may be useful in monitoring fencing training. Although not unequivocally statistically significant, the results indicate the potential for further research in this area.

The spatial resolution of epidemic peaks.

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Harriet L Mills

2014-04-01

Full Text Available The emergence of novel respiratory pathogens can challenge the capacity of key health care resources, such as intensive care units, that are constrained to serve only specific geographical populations. An ability to predict the magnitude and timing of peak incidence at the scale of a single large population would help to accurately assess the value of interventions designed to reduce that peak. However, current disease-dynamic theory does not provide a clear understanding of the relationship between: epidemic trajectories at the scale of interest (e.g. city; population mobility; and higher resolution spatial effects (e.g. transmission within small neighbourhoods. Here, we used a spatially-explicit stochastic meta-population model of arbitrary spatial resolution to determine the effect of resolution on model-derived epidemic trajectories. We simulated an influenza-like pathogen spreading across theoretical and actual population densities and varied our assumptions about mobility using Latin-Hypercube sampling. Even though, by design, cumulative attack rates were the same for all resolutions and mobilities, peak incidences were different. Clear thresholds existed for all tested populations, such that models with resolutions lower than the threshold substantially overestimated population-wide peak incidence. The effect of resolution was most important in populations which were of lower density and lower mobility. With the expectation of accurate spatial incidence datasets in the near future, our objective was to provide a framework for how to use these data correctly in a spatial meta-population model. Our results suggest that there is a fundamental spatial resolution for any pathogen-population pair. If underlying interactions between pathogens and spatially heterogeneous populations are represented at this resolution or higher, accurate predictions of peak incidence for city-scale epidemics are feasible.

The Structure of Spatial Ability Items: A Faceted Analysis.

Science.gov (United States)

Guttman, Ruth; Shoham, Ilana

1982-01-01

Eight spatial tests assembled with a mapping sentence of four content facets (rule type, dimensionality, presence or absence of rotation, and test format) were administered to 800 individuals. Smallest Space Analysis of an intercorrelation matrix yielded three facets which formed distinct regions in a two-dimensional projection of a…

Generation of infrared supercontinuum radiation: spatial mode dispersion and higher-order mode propagation in ZBLAN step-index fibers

DEFF Research Database (Denmark)

Ramsay, Jacob Søndergaard; Dupont, Sune Vestergaard Lund; Johansen, Mikkel Willum

2013-01-01

Using femtosecond upconversion we investigate the time and wavelength structure of infrared supercontinuum generation. It is shown that radiation is scattered into higher order spatial modes (HOMs) when generating a supercontinuum using fibers that are not single-moded, such as a step-index ZBLAN...... fiber. As a consequence of intermodal scattering and the difference in group velocity for the modes, the supercontinuum splits up spatially and temporally. Experimental results indicate that a significant part of the radiation propagates in HOMs. Conventional simulations of super-continuum generation do...

Geography literation to improve spatial intelligence of high school student

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Utami, WS; Zain, IM

2018-01-01

Spatial intelligence is deeply related to success in the STEM disciplines (science,technology, engineering, and math). spatial intelligence as a transversal capacity which is useful for everyday life but which cannot be characterized in any specific and distinctive way, as are, for example, linguistic or mathematical ability. The ability of geographical literacy relates to spatial intelligence. test results prove that the ability of high-liter geography of high school students found in students who have a good spatial intelligence score

Change of direction ability test differentiates higher level and lower level soccer referees

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Los, Arcos A; Grande, I; Casajús, JA

2016-01-01

This report examines the agility and level of acceleration capacity of Spanish soccer referees and investigates the possible differences between field referees of different categories. The speed test consisted of 3 maximum acceleration stretches of 15 metres. The change of direction ability (CODA) test used in this study was a modification of the Modified Agility Test (MAT). The study included a sample of 41 Spanish soccer field referees from the Navarre Committee of Soccer Referees divided into two groups: i) the higher level group (G1, n = 20): 2ndA, 2ndB and 3rd division referees from the Spanish National Soccer League (28.43 ± 1.39 years); and ii) the lower level group (G2, n = 21): Navarre Provincial League soccer referees (29.54 ± 1.87 years). Significant differences were found with respect to the CODA between G1 (5.72 ± 0.13 s) and G2 (6.06 ± 0.30 s), while no differences were encountered between groups in acceleration ability. No significant correlations were obtained in G1 between agility and the capacity to accelerate. Significant correlations were found between sprint and agility times in the G2 and in the total group. The results of this study showed that agility can be used as a discriminating factor for differentiating between national and regional field referees; however, no observable differences were found over the 5 and 15 m sprint tests. PMID:27274111

Enhancing Allocentric Spatial Recall in Pre-schoolers through Navigational Training Programme

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Maddalena Boccia

2017-10-01

Full Text Available Unlike for other abilities, children do not receive systematic spatial orientation training at school, even though navigational training during adulthood improves spatial skills. We investigated whether navigational training programme (NTP improved spatial orientation skills in pre-schoolers. We administered 12-week NTP to seventeen 4- to 5-year-old children (training group, TG. The TG children and 17 age-matched children (control group, CG who underwent standard didactics were tested twice before (T0 and after (T1 the NTP using tasks that tap into landmark, route and survey representations. We determined that the TG participants significantly improved their performances in the most demanding navigational task, which is the task that taps into survey representation. This improvement was significantly higher than that observed in the CG, suggesting that NTP fostered the acquisition of survey representation. Such representation is typically achieved by age seven. This finding suggests that NTP improves performance on higher-level navigational tasks in pre-schoolers.

An investigation of the validity of the virtual spatial navigation assessment

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Matthew eVentura

2013-12-01

Full Text Available This correlational study investigated a new measure of environmental spatial ability (i.e., large scale spatial ability called the Virtual Spatial Navigation Assessment (VSNA. In the VSNA, participants must find a set of gems in a virtual 3D environment using a first person avatar on a computer. The VSNA runs in a web browser and automatically collects the time taken to find each gem. The time taken to collect gems in the VSNA was significantly correlated to three oth-er spatial ability measures, math standardized test scores, and choice to be in a STEM (science, technology, engineering, or math career. These findings support the validity of the VSNA as a measure of environmental spatial ability. Finally, self-report video game experience was also significantly correlated to the VSNA suggesting that video game may improve environmental spatial ability. Recommendations are made for how the VSNA can be used to help guide individuals toward STEM career paths and identify weaknesses that might be addressed with large scale spatial navigation training.

High Ability and Learner Characteristics

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Huda Hindal

2013-01-01

Full Text Available The outstandingly able learner has been conceptualised, in terms of test and examination performance, as the learner showing superior academic performance which is markedly better than that of peers and in ways regarded as of value by wider society. In Kuwait, such superior examination performance leads to a classification regarded as being ‘gifted’. This study looks at the inter-correlations between performance in various subjects in examinations and then considers how examination performance correlates with measures of working memory capacity, extent of field dependency, extent of divergency and visual-spatial abilities. A very large sample of grade 7 Kuwaiti students (aged ~13 was involved, the sample being selected in such a way that it contained a high proportion of those regarded as ‘gifted’ under the procedures used in Kuwait. While specific learner characteristics have been related to examination performance, this study brings four different characteristics together to gain a picture of the way these characteristics may be seen in those who perform extremely well in examinations. Principal components analysis using varimax rotation, was used to look at the examination data and one factor accounted for 87% of the variance. A consideration of the examination papers led to the conclusion that the national examinations tested only recall-recognition. It was also found that those who performed best in all six subjects tended to be those who are highly divergent and strongly visual-spatial as well as those tending to have higher working memory capacities and being more field independent. The inter-correlations between the various learner characteristics are explained in terms of the way the brain is known to process information. The implications of the findings for assessment and for the way high ability is considered are discussed.

Effects of gender, imagery ability, and sports practice on the performance of a mental rotation task.

Science.gov (United States)

Habacha, Hamdi; Molinaro, Corinne; Dosseville, Fabrice

2014-01-01

Mental rotation is one of the main spatial abilities necessary in the spatial transformation of mental images and the manipulation of spatial parameters. Researchers have shown that mental rotation abilities differ between populations depending on several variables. This study uses a mental rotation task to investigate effects of several factors on the spatial abilities of 277 volunteers. The results demonstrate that high and low imagers performed equally well on this tasks. Athletes outperformed nonathletes regardless of their discipline, and athletes with greater expertise outperformed those with less experience. The results replicate the previously reported finding that men exhibit better spatial abilities than women. However, with high amounts of practice, the women in the current study were able to perform as well as men.

Processing of spatial and non-spatial information in rats with lesions of the medial and lateral entorhinal cortex: Environmental complexity matters.

Science.gov (United States)

Rodo, Christophe; Sargolini, Francesca; Save, Etienne

2017-03-01

The entorhinal-hippocampal circuitry has been suggested to play an important role in episodic memory but the contribution of the entorhinal cortex remains elusive. Predominant theories propose that the medial entorhinal cortex (MEC) processes spatial information whereas the lateral entorhinal cortex (LEC) processes non spatial information. A recent study using an object exploration task has suggested that the involvement of the MEC and LEC spatial and non-spatial information processing could be modulated by the amount of information to be processed, i.e. environmental complexity. To address this hypothesis we used an object exploration task in which rats with excitotoxic lesions of the MEC and LEC had to detect spatial and non-spatial novelty among a set of objects and we varied environmental complexity by decreasing the number of objects or amount of object diversity. Reducing diversity resulted in restored ability to process spatial and non-spatial information in MEC and LEC groups, respectively. Reducing the number of objects yielded restored ability to process non-spatial information in the LEC group but not the ability to process spatial information in the MEC group. The findings indicate that the MEC and LEC are not strictly necessary for spatial and non-spatial processing but that their involvement depends on the complexity of the information to be processed. Copyright © 2016 Elsevier B.V. All rights reserved.

Spatial Ability Mediates the Gender Difference in Middle School Students' Science Performance

Science.gov (United States)

Ganley, Colleen M.; Vasilyeva, Marina; Dulaney, Alana

2014-01-01

Prior research has demonstrated a male advantage in spatial skills and science achievement. The present research integrated these findings by testing the potential role of spatial skills in gender differences in the science performance of eighth-grade students (13-15 years old). In "Study 1" (N = 113), the findings showed that mental…

Flexible hydrological modeling - Disaggregation from lumped catchment scale to higher spatial resolutions

Science.gov (United States)

Tran, Quoc Quan; Willems, Patrick; Pannemans, Bart; Blanckaert, Joris; Pereira, Fernando; Nossent, Jiri; Cauwenberghs, Kris; Vansteenkiste, Thomas

2015-04-01

Based on an international literature review on model structures of existing rainfall-runoff and hydrological models, a generalized model structure is proposed. It consists of different types of meteorological components, storage components, splitting components and routing components. They can be spatially organized in a lumped way, or on a grid, spatially interlinked by source-to-sink or grid-to-grid (cell-to-cell) routing. The grid size of the model can be chosen depending on the application. The user can select/change the spatial resolution depending on the needs and/or the evaluation of the accuracy of the model results, or use different spatial resolutions in parallel for different applications. Major research questions addressed during the study are: How can we assure consistent results of the model at any spatial detail? How can we avoid strong or sudden changes in model parameters and corresponding simulation results, when one moves from one level of spatial detail to another? How can we limit the problem of overparameterization/equifinality when we move from the lumped model to the spatially distributed model? The proposed approach is a step-wise one, where first the lumped conceptual model is calibrated using a systematic, data-based approach, followed by a disaggregation step where the lumped parameters are disaggregated based on spatial catchment characteristics (topography, land use, soil characteristics). In this way, disaggregation can be done down to any spatial scale, and consistently among scales. Only few additional calibration parameters are introduced to scale the absolute spatial differences in model parameters, but keeping the relative differences as obtained from the spatial catchment characteristics. After calibration of the spatial model, the accuracies of the lumped and spatial models were compared for peak, low and cumulative runoff total and sub-flows (at downstream and internal gauging stations). For the distributed models, additional

Differences in Spatial Memory Recognition Due to Cognitive Style.

Science.gov (United States)

Tascón, Laura; Boccia, Maddalena; Piccardi, Laura; Cimadevilla, José M

2017-01-01

Field independence refers to the ability to perceive details from the surrounding context as a whole and to represent the environment by relying on an internal reference frame. Conversely, field dependence individuals tend to focus their attention on single environmental features analysing them individually. This cognitive style affects several visuo-spatial abilities including spatial memory. This study assesses both the effect of field independence and field dependence on performance displayed on virtual environments of different complexity. Forty young healthy individuals took part in this study. Participants performed the Embedded Figures Test for field independence or dependence assessment and a new spatial memory recognition test. The spatial memory recognition test demanded to memorize a green box location in a virtual room picture. Thereafter, during ten trials participants had to decide if a green box was located in the same position as in the sample picture. Five of the pictures were correct. The information available in the virtual room was manipulated. Hence, two different experimental conditions were tested: a virtual room containing all landmarks and a virtual room with only two cues. Accuracy and reaction time were registered. Analyses demonstrated that higher field independent individuals were related to better spatial memory performance in two landmarks condition and were faster in all landmark condition. In addition, men and women did not differ in their performance. These results suggested that cognitive style affects spatial memory performance and this phenomenon is modulated by environment complexity. This does not affect accuracy but time spent. Moreover, field dependent individuals are unable to organize the navigational field by relying on internal reference frames when few landmarks are available, and this causes them to commit more errors.

Visuospatial, visuoperceptual, and visuoconstructive abilities in congenital hypothyroidism.

Science.gov (United States)

Simic, Nevena; Khan, Sarah; Rovet, Joanne

2013-11-01

Individuals with congenital hypothyroidism (CH), even those diagnosed and treated early, experience selective cognitive deficits, the most striking of which involves the visuocognitive domain. However, the range and nature of their visuocognitive disturbances is not fully understood. We assessed a range of higher-order visuocognitive abilities in 19 children and adolescents with CH and 19 age- and sex-matched typically developing peers (TD) using a battery of neuropsychological tests and a novel self-report measure of sense of direction. CH scored lower than TD on direct tests of visuocognitive function (judging line orientation, parts-to-whole localization, copying three-dimensional block towers, discriminating designs, and matching unfamiliar faces in ¾ profile-view) as well as on self-reported problems in spatial ability. Visuocognitive problems were not global as CH and TD did not differ at copying two-dimensional block designs, mentally rotating and matching abstract shapes, or at matching unfamiliar front-view faces, design features, or designs that engaged either figure-ground segregation, visual constancy, or closure. Early and concurrent thyroid stimulating hormone (TSH) levels were associated with visuocognitive ability, although attention and working memory were not. Individuals with CH exhibit selective visuocognitive weaknesses, some of which are related to early and concurrent TSH levels.

Enhancing Spatial Attention and Working Memory in Younger and Older Adults.

Science.gov (United States)

Rolle, Camarin E; Anguera, Joaquin A; Skinner, Sasha N; Voytek, Bradley; Gazzaley, Adam

2017-09-01

Daily experiences demand both focused and broad allocation of attention for us to interact efficiently with our complex environments. Many types of attention have shown age-related decline, although there is also evidence that such deficits may be remediated with cognitive training. However, spatial attention abilities have shown inconsistent age-related differences, and the extent of potential enhancement of these abilities remains unknown. Here, we assessed spatial attention in both healthy younger and older adults and trained this ability in both age groups for 5 hr over the course of 2 weeks using a custom-made, computerized mobile training application. We compared training-related gains on a spatial attention assessment and spatial working memory task to age-matched controls who engaged in expectancy-matched, active placebo computerized training. Age-related declines in spatial attention abilities were observed regardless of task difficulty. Spatial attention training led to improved focused and distributed attention abilities as well as improved spatial working memory in both younger and older participants. No such improvements were observed in either of the age-matched control groups. Note that these findings were not a function of improvements in simple response time, as basic motoric function did not change after training. Furthermore, when using change in simple response time as a covariate, all findings remained significant. These results suggest that spatial attention training can lead to enhancements in spatial working memory regardless of age.

Enhancing Spatial Attention and Working Memory in Younger and Older Adults

Science.gov (United States)

Rolle, Camarin E.; Anguera, Joaquin A.; Skinner, Sasha N.; Voytek, Bradley; Gazzaley, Adam

2018-01-01

Daily experiences demand both focused and broad allocation of attention for us to interact efficiently with our complex environments. Many types of attention have shown age-related decline, although there is also evidence that such deficits may be remediated with cognitive training. However, spatial attention abilities have shown inconsistent age-related differences, and the extent of potential enhancement of these abilities remains unknown. Here, we assessed spatial attention in both healthy younger and older adults and trained this ability in both age groups for 5 hr over the course of 2 weeks using a custom-made, computerized mobile training application. We compared training-related gains on a spatial attention assessment and spatial working memory task to age-matched controls who engaged in expectancy-matched, active placebo computerized training. Age-related declines in spatial attention abilities were observed regardless of task difficulty. Spatial attention training led to improved focused and distributed attention abilities as well as improved spatial working memory in both younger and older participants. No such improvements were observed in either of the age-matched control groups. Note that these findings were not a function of improvements in simple response time, as basic motoric function did not change after training. Furthermore, when using change in simple response time as a covariate, all findings remained significant. These results suggest that spatial attention training can lead to enhancements in spatial working memory regardless of age. PMID:28654361

Deadlines in space: Selective effects of coordinate spatial processing in multitasking.

Science.gov (United States)

Todorov, Ivo; Del Missier, Fabio; Konke, Linn Andersson; Mäntylä, Timo

2015-11-01

Many everyday activities require coordination and monitoring of multiple deadlines. One way to handle these temporal demands might be to represent future goals and deadlines as a pattern of spatial relations. We examined the hypothesis that spatial ability, in addition to executive functioning, contributes to individual differences in multitasking. In two studies, participants completed a multitasking session in which they monitored four digital clocks running at different rates. In Study 1, we found that individual differences in spatial ability and executive functions were independent predictors of multiple-task performance. In Study 2, we found that individual differences in specific spatial abilities were selectively related to multiple-task performance, as only coordinate spatial processing, but not categorical, predicted multitasking, even beyond executive functioning and numeracy. In both studies, males outperformed females in spatial ability and multitasking and in Study 2 these sex differences generalized to a simulation of everyday multitasking. Menstrual changes moderated the effects on multitasking, in that sex differences in coordinate spatial processing and multitasking were observed between males and females in the luteal phase of the menstrual cycle, but not between males and females at menses. Overall, these findings suggest that multiple-task performance reflects independent contributions of spatial ability and executive functioning. Furthermore, our results support the distinction of categorical versus coordinate spatial processing, and suggest that these two basic relational processes are selectively affected by female sex hormones and differentially effective in transforming and handling temporal patterns as spatial relations in the context of multitasking.

The 3-D global spatial data model foundation of the spatial data infrastructure

CERN Document Server

Burkholder, Earl F

2008-01-01

Traditional methods for handling spatial data are encumbered by the assumption of separate origins for horizontal and vertical measurements. Modern measurement systems operate in a 3-D spatial environment. The 3-D Global Spatial Data Model: Foundation of the Spatial Data Infrastructure offers a new model for handling digital spatial data, the global spatial data model or GSDM. The GSDM preserves the integrity of three-dimensional spatial data while also providing additional benefits such as simpler equations, worldwide standardization, and the ability to track spatial data accuracy with greater specificity and convenience. This groundbreaking spatial model incorporates both a functional model and a stochastic model to connect the physical world to the ECEF rectangular system. Combining horizontal and vertical data into a single, three-dimensional database, this authoritative monograph provides a logical development of theoretical concepts and practical tools that can be used to handle spatial data mo...

The Importance of Spatial Reasoning Skills in Undergraduate Geology Students and the Effect of Weekly Spatial Skill Trainings

Science.gov (United States)

Gold, Anne; Pendergast, Philip; Stempien, Jennifer; Ormand, Carol

2016-04-01

Spatial reasoning is a key skill for student success in STEM disciplines in general and for students in geosciences in particular. However, spatial reasoning is neither explicitly trained, nor evenly distributed, among students and by gender. This uneven playing field allows some students to perform geoscience tasks easily while others struggle. A lack of spatial reasoning skills has been shown to be a barrier to success in the geosciences, and for STEM disciplines in general. Addressing spatial abilities early in the college experience might therefore be effective in retaining students, especially females, in STEM disciplines. We have developed and implemented a toolkit for testing and training undergraduate student spatial reasoning skills in the classroom. In the academic year 2014/15, we studied the distribution of spatial abilities in more than 700 undergraduate Geology students from 4 introductory and 2 upper level courses. Following random assignment, four treatment groups received weekly online training and intermittent hands-on trainings in spatial thinking while four control groups only participated in a pre- and a posttest of spatial thinking skills. In this presentation we summarize our results and describe the distribution of spatial skills in undergraduate students enrolled in geology courses. We first discuss the factors that best account for differences in baseline spatial ability levels, including general intelligence (using standardized test scores as a proxy), major, video gaming, and other childhood play experiences, which help to explain the gender gap observed in most research. We found a statistically significant improvement of spatial thinking still with large effect sizes for the students who received the weekly trainings. Self-report data further shows that students improve their spatial thinking skills and report that their improved spatial thinking skills increase their performance in geoscience courses. We conclude by discussing the

Spatial Processing in Infancy Predicts Both Spatial and Mathematical Aptitude in Childhood.

Science.gov (United States)

Lauer, Jillian E; Lourenco, Stella F

2016-10-01

Despite considerable interest in the role of spatial intelligence in science, technology, engineering, and mathematics (STEM) achievement, little is known about the ontogenetic origins of individual differences in spatial aptitude or their relation to later accomplishments in STEM disciplines. The current study provides evidence that spatial processes present in infancy predict interindividual variation in both spatial and mathematical competence later in development. Using a longitudinal design, we found that children's performance on a brief visuospatial change-detection task administered between 6 and 13 months of age was related to their spatial aptitude (i.e., mental-transformation skill) and mastery of symbolic-math concepts at 4 years of age, even when we controlled for general cognitive abilities and spatial memory. These results suggest that nascent spatial processes present in the first year of life not only act as precursors to later spatial intelligence but also predict math achievement during childhood.

Differences in Spatial Memory Recognition Due to Cognitive Style

Directory of Open Access Journals (Sweden)

Laura Tascón

2017-08-01

Full Text Available Field independence refers to the ability to perceive details from the surrounding context as a whole and to represent the environment by relying on an internal reference frame. Conversely, field dependence individuals tend to focus their attention on single environmental features analysing them individually. This cognitive style affects several visuo-spatial abilities including spatial memory. This study assesses both the effect of field independence and field dependence on performance displayed on virtual environments of different complexity. Forty young healthy individuals took part in this study. Participants performed the Embedded Figures Test for field independence or dependence assessment and a new spatial memory recognition test. The spatial memory recognition test demanded to memorize a green box location in a virtual room picture. Thereafter, during ten trials participants had to decide if a green box was located in the same position as in the sample picture. Five of the pictures were correct. The information available in the virtual room was manipulated. Hence, two different experimental conditions were tested: a virtual room containing all landmarks and a virtual room with only two cues. Accuracy and reaction time were registered. Analyses demonstrated that higher field independent individuals were related to better spatial memory performance in two landmarks condition and were faster in all landmark condition. In addition, men and women did not differ in their performance. These results suggested that cognitive style affects spatial memory performance and this phenomenon is modulated by environment complexity. This does not affect accuracy but time spent. Moreover, field dependent individuals are unable to organize the navigational field by relying on internal reference frames when few landmarks are available, and this causes them to commit more errors.

Assessing visuospatial abilities in healthy aging: A novel visuomotor task

Directory of Open Access Journals (Sweden)

Natalie eDe Bruin

2016-02-01

Full Text Available This study examined the efficacy of a novel reaching-and-grasping task in determining visuospatial abilities across adulthood. The task required male and female young (18-25 years and older adults (60-82 years to replicate a series of complex models by locating and retrieving the appropriate building blocks from an array. The task allows visuospatial complexity to be manipulated independently from the visuomotor demands. Mental rotation and spatial visualisation abilities were assessed. The results showed that the time taken to complete the tasks increased with increased mental rotation complexity. Patterns of hand use were also influenced by the complexity of the models being constructed with right hand use being greater for the less complex models. In addition, although older adults consistently performed the visuomotor tasks slower than the younger adults, their performance was comparable when expressed as the percent change in task demands. This is suggestive that spatial abilities are preserved in older adults. Given the ecologically validity, the described task is an excellent candidate for investigating (1 developmental, (2 sex-based and (3 pathology-based differences in spatial abilities in the visuomotor domain.

Two-colour chewing gum mixing ability: digitalisation and spatial heterogeneity analysis.

Science.gov (United States)

Weijenberg, R A F; Scherder, E J A; Visscher, C M; Gorissen, T; Yoshida, E; Lobbezoo, F

2013-10-01

Many techniques are available to assess masticatory performance, but not all are appropriate for every population. A proxy suitable for elderly persons suffering from dementia was lacking, and a two-colour chewing gum mixing ability test was investigated for this purpose. A fully automated digital analysis algorithm was applied to a mixing ability test using two-coloured gum samples in a stepwise increased number of chewing cycles protocol (Experiment 1: n = 14; seven men, 19-63 years), a test-retest assessment (Experiment 2: n = 10; four men, 20-49 years) and compared to an established wax cubes mixing ability test (Experiment 3: n = 13; 0 men, 21-31 years). Data were analysed with repeated measures anova (Experiment 1), the calculation of the intraclass correlation coefficient (ICC; Experiment 2) and Spearman's rho correlation coefficient (Experiment 3). The method was sensitive to increasing numbers of chewing cycles (F5,65 = 57·270, P = 0·000) and reliable in the test-retest (ICC value of 0·714, P = 0·004). There was no significant correlation between the two-coloured gum test and the wax cubes test. The two-coloured gum mixing ability test was able to adequately assess masticatory function and is recommended for use in a population of elderly persons with dementia. © 2013 John Wiley & Sons Ltd.

Spatial Thinking in Atmospheric Science Education

Science.gov (United States)

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

Dissociation of spatial memory systems in Williams syndrome.

Science.gov (United States)

Bostelmann, Mathilde; Fragnière, Emilie; Costanzo, Floriana; Di Vara, Silvia; Menghini, Deny; Vicari, Stefano; Lavenex, Pierre; Lavenex, Pamela Banta

2017-11-01

Williams syndrome (WS), a genetic deletion syndrome, is characterized by severe visuospatial deficits affecting performance on both tabletop spatial tasks and on tasks which assess orientation and navigation. Nevertheless, previous studies of WS spatial capacities have ignored the fact that two different spatial memory systems are believed to contribute parallel spatial representations supporting navigation. The place learning system depends on the hippocampal formation and creates flexible relational representations of the environment, also known as cognitive maps. The spatial response learning system depends on the striatum and creates fixed stimulus-response representations, also known as habits. Indeed, no study assessing WS spatial competence has used tasks which selectively target these two spatial memory systems. Here, we report that individuals with WS exhibit a dissociation in their spatial abilities subserved by these two memory systems. As compared to typically developing (TD) children in the same mental age range, place learning performance was impaired in individuals with WS. In contrast, their spatial response learning performance was facilitated. Our findings in individuals with WS and TD children suggest that place learning and response learning interact competitively to control the behavioral strategies normally used to support human spatial navigation. Our findings further suggest that the neural pathways supporting place learning may be affected by the genetic deletion that characterizes WS, whereas those supporting response learning may be relatively preserved. The dissociation observed between these two spatial memory systems provides a coherent theoretical framework to characterize the spatial abilities of individuals with WS, and may lead to the development of new learning strategies based on their facilitated response learning abilities. © 2017 Wiley Periodicals, Inc.

Higher-Order Asymptotics and Its Application to Testing the Equality of the Examinee Ability Over Two Sets of Items.

Science.gov (United States)

Sinharay, Sandip; Jensen, Jens Ledet

2018-06-27

In educational and psychological measurement, researchers and/or practitioners are often interested in examining whether the ability of an examinee is the same over two sets of items. Such problems can arise in measurement of change, detection of cheating on unproctored tests, erasure analysis, detection of item preknowledge, etc. Traditional frequentist approaches that are used in such problems include the Wald test, the likelihood ratio test, and the score test (e.g., Fischer, Appl Psychol Meas 27:3-26, 2003; Finkelman, Weiss, & Kim-Kang, Appl Psychol Meas 34:238-254, 2010; Glas & Dagohoy, Psychometrika 72:159-180, 2007; Guo & Drasgow, Int J Sel Assess 18:351-364, 2010; Klauer & Rettig, Br J Math Stat Psychol 43:193-206, 1990; Sinharay, J Educ Behav Stat 42:46-68, 2017). This paper shows that approaches based on higher-order asymptotics (e.g., Barndorff-Nielsen & Cox, Inference and asymptotics. Springer, London, 1994; Ghosh, Higher order asymptotics. Institute of Mathematical Statistics, Hayward, 1994) can also be used to test for the equality of the examinee ability over two sets of items. The modified signed likelihood ratio test (e.g., Barndorff-Nielsen, Biometrika 73:307-322, 1986) and the Lugannani-Rice approximation (Lugannani & Rice, Adv Appl Prob 12:475-490, 1980), both of which are based on higher-order asymptotics, are shown to provide some improvement over the traditional frequentist approaches in three simulations. Two real data examples are also provided.

Generation of infrared supercontinuum radiation: spatial mode dispersion and higher-order mode propagation in ZBLAN step-index fibers

DEFF Research Database (Denmark)

Ramsay, Jacob Søndergaard; Dupont, Sune Vestergaard Lund; Johansen, Mikkel Willum

2013-01-01

Using femtosecond upconversion we investigate the time and wavelength structure of infrared supercontinuum generation. It is shown that radiation is scattered into higher order spatial modes (HOMs) when generating a supercontinuum using fibers that are not single-moded, such as a step-index ZBLAN...... not include scattering into HOMs, and including this provides an extra degree of freedom for tailoring supercontinuum sources....

Effects of Chinese herbal medicine Yinsiwei compound on spatial learning and memory ability and the ultrastructure of hippocampal neurons in a rat model of sporadic Alzheimer disease.

Science.gov (United States)

Diwu, Yong-chang; Tian, Jin-zhou; Shi, Jing

2011-02-01

To study the effects of Chinese herbal medicine Yinsiwei compound (YSW) on spatial learning and memory ability in rats with sporadic Alzheimer disease (SAD) and the ultrastructural basis of the hippocampal neurons. A rat model of SAD was established by intracerebroventricular injection of streptozotocin. The rats were divided into six groups: sham-operation group, model group, donepezil control group, and YSW low, medium and high dose groups. Drug interventions were started on the 21st day after modeling and each treatment group was given the corresponding drugs by gavage for two months. Meanwhile, the model group and the sham-operation group were given the same volume of distilled water by gavage once a day for two months. The Morris water maze was adopted to test spatial learning and memory ability of the rats. The place navigation test and the spatial probe test were conducted. The escape latency, total swimming distance and swimming time in the target quadrant of the rats were recorded. Also, the hippocampus tissues of rats were taken out and the ultrastructure of hippocampus neurons were observed by an electron microscope. In the place navigation test, compared with the model group, the mean escape latency and the total swimming distance of the donepezil group and the YSW low, medium and high dose groups were significantly shortened (Pmicroscope also confirmed the efficacy of the drug treatment. Chinese herbal medicine YSW compound can improve spatial learning and memory impairment of rats with SAD. The ultrastructural basis may be that it can protect the microtubule structures of hippocampal neurons and prevent nerve axons from being damaged.

Spatial navigation by congenitally blind individuals

OpenAIRE

Schinazi, Victor R.; Thrash, Tyler; Chebat, Daniel?Robert

2015-01-01

Spatial navigation in the absence of vision has been investigated from a variety of perspectives and disciplines. These different approaches have progressed our understanding of spatial knowledge acquisition by blind individuals, including their abilities, strategies, and corresponding mental representations. In this review, we propose a framework for investigating differences in spatial knowledge acquisition by blind and sighted people consisting of three longitudinal models (i.e., convergen...

Spatially variant periodic structures in electromagnetics

Science.gov (United States)

Rumpf, Raymond C.; Pazos, Javier J.; Digaum, Jennefir L.; Kuebler, Stephen M.

2015-01-01

Spatial transforms are a popular technique for designing periodic structures that are macroscopically inhomogeneous. The structures are often required to be anisotropic, provide a magnetic response, and to have extreme values for the constitutive parameters in Maxwell's equations. Metamaterials and photonic crystals are capable of providing these, although sometimes only approximately. The problem still remains about how to generate the geometry of the final lattice when it is functionally graded, or spatially varied. This paper describes a simple numerical technique to spatially vary any periodic structure while minimizing deformations to the unit cells that would weaken or destroy the electromagnetic properties. New developments in this algorithm are disclosed that increase efficiency, improve the quality of the lattices and provide the ability to design aplanatic metasurfaces. The ability to spatially vary a lattice in this manner enables new design paradigms that are not possible using spatial transforms, three of which are discussed here. First, spatially variant self-collimating photonic crystals are shown to flow unguided waves around very tight bends using ordinary materials with low refractive index. Second, multi-mode waveguides in spatially variant band gap materials are shown to guide waves around bends without mixing power between the modes. Third, spatially variant anisotropic materials are shown to sculpt the near-field around electric components. This can be used to improve electromagnetic compatibility between components in close proximity. PMID:26217058

An obesogenic bias in women's spatial memory for high calorie snack food.

Science.gov (United States)

Allan, K; Allan, J L

2013-08-01

To help maintain a positive energy balance in ancestral human habitats, evolution appears to have designed a functional bias in spatial memory that enhances our ability to remember the location of high-calorie foodstuffs. Here, we investigated whether this functional bias has obesogenic consequences for individuals living in a modern urban environment. Spatial memory, dietary intentions, and perceived desirability, for high-calorie snacks and lower-calorie fruits and vegetables were measured using a computer-based task in 41 women (age: 18-35, body mass index: 18.5-30.0). Using multiple linear regression, we analyzed whether enhanced spatial memory for high-calorie snacks versus fruits and vegetables predicted BMI, controlling for dietary intention strength and perceived food desirability. We observed that enhanced spatial memory for high-calorie snacks (both independently, and relative to that for fruits and vegetables), significantly predicted higher BMI. The evolved function of high-calorie bias in human spatial memory, to promote positive energy balance, would therefore appear to be intact. But our data reveal that this function may contribute to higher, less healthy BMI in individuals in whom the memory bias is most marked. Our findings reveal a novel cognitive marker of vulnerability to weight gain that, once the proximal mechanisms are understood, may offer new possibilities for weight control interventions. Copyright © 2013 Elsevier Ltd. All rights reserved.

Effects of a classroom intervention with spatial play materials on children's object and viewer transformation abilities

NARCIS (Netherlands)

Vander Heyden, Karin; Huizinga, Mariette; Jolles, Jelle

Children practice their spatial skills when playing with spatial toys, such as construction materials, board games, and puzzles. Sex and SES differences are observed in the engagement in such spatial play activities at home, which relate to individual differences in spatial performance. The current

Higher-order Spatial Accuracy in Diffeomorphic Image Registration

DEFF Research Database (Denmark)

Jacobs, Henry O.; Sommer, Stefan

-jets. We show that the solutions convergence to optimal solutions of the original cost functional as the number of particles increases with a convergence rate of O(hd+k) where h is a resolution parameter. The effect of this approach over traditional particle methods is illustrated on synthetic examples......We discretize a cost functional for image registration problems by deriving Taylor expansions for the matching term. Minima of the discretized cost functionals can be computed with no spatial discretization error, and the optimal solutions are equivalent to minimal energy curves in the space of kk...

Prospects for higher spatial resolution quantitative X-ray analysis using transition element L-lines

Science.gov (United States)

Statham, P.; Holland, J.

2014-03-01

Lowering electron beam kV reduces electron scattering and improves spatial resolution of X-ray analysis. However, a previous round robin analysis of steels at 5 - 6 kV using Lα-lines for the first row transition elements gave poor accuracies. Our experiments on SS63 steel using Lα-lines show similar biases in Cr and Ni that cannot be corrected with changes to self-absorption coefficients or carbon coating. The inaccuracy may be caused by different probabilities for emission and anomalous self-absorption for the La-line between specimen and pure element standard. Analysis using Ll(L3-M1)-lines gives more accurate results for SS63 plausibly because the M1-shell is not so vulnerable to the atomic environment as the unfilled M4,5-shell. However, Ll-intensities are very weak and WDS analysis may be impractical for some applications. EDS with large area SDD offers orders of magnitude faster analysis and achieves similar results to WDS analysis with Lα-lines but poorer energy resolution precludes the use of Ll-lines in most situations. EDS analysis of K-lines at low overvoltage is an alternative strategy for improving spatial resolution that could give higher accuracy. The trade-off between low kV versus low overvoltage is explored in terms of sensitivity for element detection for different elements.

Effect of BDNF Val66Met polymorphism on digital working memory and spatial localization in a healthy Chinese Han population.

Science.gov (United States)

Gong, Pingyuan; Zheng, Anyun; Chen, Dongmei; Ge, Wanhua; Lv, Changchao; Zhang, Kejin; Gao, Xiaocai; Zhang, Fuchang

2009-07-01

Cognitive abilities are complex human traits influenced by genetic factors. Brain-derived neurotrophic factor (BDNF), a unique polypeptide growth factor, has an influence on the differentiation and survival of neurons in the nervous system. A single-nucleotide polymorphism (rs6265) in the human gene, resulting in a valine to methionine substitution in the pro-BDNF protein, was thought to associate with psychiatric disorders and might play roles in the individual difference of cognitive abilities. However, the specific roles of the gene in cognition remain unclear. To investigate the relationships between the substitution and cognitive abilities, a healthy population-based study and the PCR-SSCP method were performed. The results showed the substitution was associated with digital working memory (p = 0.02) and spatial localization (p = 0.03), but not with inhibition, shifting, updating, visuo-spatial working memory, long-term memory, and others (p > 0.05) among the compared genotype groups analyzed by general linear model. On the other hand, the participants with BDNF (GG) had higher average performance in digital working memory and spatial localization than the ones with BDNF (AA). The findings of the present work implied that the variation in BDNF might play positive roles in human digital working memory and spatial localization.

Learning Abilities and Disabilities: Generalist Genes, Specialist Environments.

Science.gov (United States)

Kovas, Yulia; Plomin, Robert

2007-10-01

Twin studies comparing identical and fraternal twins consistently show substantial genetic influence on individual differences in learning abilities such as reading and mathematics, as well as in other cognitive abilities such as spatial ability and memory. Multivariate genetic research has shown that the same set of genes is largely responsible for genetic influence on these diverse cognitive areas. We call these "generalist genes." What differentiates these abilities is largely the environment, especially nonshared environments that make children growing up in the same family different from one another. These multivariate genetic findings of generalist genes and specialist environments have far-reaching implications for diagnosis and treatment of learning disabilities and for understanding the brain mechanisms that mediate these effects.

Improved Spatial Ability Correlated with Left Hemisphere Dysfunction in Turner's Syndrome. Implications for Mechanism.

Science.gov (United States)

Rovet, Joanne F.

This study contrasts the performance of a 17-year-old female subject with Turner's syndrome before and after developing left temporal lobe seizures, as a means of identifying the mechanism responsible for the Turner's syndrome spatial impairment. The results revealed a deficit in spatial processing before onset of the seizure disorder. Results…

[Appraisal of occupational stress and work ability].

Science.gov (United States)

Yang, Xinwei; Wang, Zhiming; Lan, Yajia; Wang, Mianzhen

2004-01-01

This study was conducted to assess occupational stress and work ability. A test of occupational stress and work ability was carry out with revised occupational stress inventory (OSI-R) and work ability index(WAI) for 2270 workers. (1) The occupational stress and strain in male was significantly higher than those in female, but self-care and social support in female werehigher than in male(P < 0.01). The level of occupational stress, strain except interpersonal strain increased with age, while work ability decreased(P < 0.05). (2) Among 6 items of occupational role questionnaire, the score of role boundary and responsibility were obviously higher in college education (P < 0.05). The score of occupational role, psychological strain, physical strain was higher in maried, divorce than unmarried(P < 0.05). (3) The score of occupational role, strain in good work ability category was significantly lower than others, but personal resources were higher(P < 0.05). (4) The correlation of work ability and occupational stress, strain, personal resources were significant(P < 0.01), occupational role and personal strain were positively correlated, both of which correlated negatively to the personal resources(P < 0.01). (5) The major influential factors of personal strain were age, recreation, self-care, social support, rational/cognitive, role insufficiency, role ambiguity and role boundary.

Does peer learning or higher levels of e-learning improve learning abilities? A randomized controlled trial.

Science.gov (United States)

Worm, Bjarne Skjødt; Jensen, Kenneth

2013-01-01

Background and aims The fast development of e-learning and social forums demands us to update our understanding of e-learning and peer learning. We aimed to investigate if higher, pre-defined levels of e-learning or social interaction in web forums improved students' learning ability. Methods One hundred and twenty Danish medical students were randomized to six groups all with 20 students (eCases level 1, eCases level 2, eCases level 2+, eTextbook level 1, eTextbook level 2, and eTextbook level 2+). All students participated in a pre-test, Group 1 participated in an interactive case-based e-learning program, while Group 2 was presented with textbook material electronically. The 2+ groups were able to discuss the material between themselves in a web forum. The subject was head injury and associated treatment and observation guidelines in the emergency room. Following the e-learning, all students completed a post-test. Pre- and post-tests both consisted of 25 questions randomly chosen from a pool of 50 different questions. Results All students concluded the study with comparable pre-test results. Students at Level 2 (in both groups) improved statistically significant compared to students at level 1 (p>0.05). There was no statistically significant difference between level 2 and level 2+. However, level 2+ was associated with statistically significant greater student's satisfaction than the rest of the students (p>0.05). Conclusions This study applies a new way of comparing different types of e-learning using a pre-defined level division and the possibility of peer learning. Our findings show that higher levels of e-learning does in fact provide better results when compared with the same type of e-learning at lower levels. While social interaction in web forums increase student satisfaction, learning ability does not seem to change. Both findings are relevant when designing new e-learning materials.

Does peer learning or higher levels of e-learning improve learning abilities? A randomized controlled trial

Science.gov (United States)

Worm, Bjarne Skjødt; Jensen, Kenneth

2013-01-01

Background and aims The fast development of e-learning and social forums demands us to update our understanding of e-learning and peer learning. We aimed to investigate if higher, pre-defined levels of e-learning or social interaction in web forums improved students’ learning ability. Methods One hundred and twenty Danish medical students were randomized to six groups all with 20 students (eCases level 1, eCases level 2, eCases level 2+, eTextbook level 1, eTextbook level 2, and eTextbook level 2+). All students participated in a pre-test, Group 1 participated in an interactive case-based e-learning program, while Group 2 was presented with textbook material electronically. The 2+ groups were able to discuss the material between themselves in a web forum. The subject was head injury and associated treatment and observation guidelines in the emergency room. Following the e-learning, all students completed a post-test. Pre- and post-tests both consisted of 25 questions randomly chosen from a pool of 50 different questions. Results All students concluded the study with comparable pre-test results. Students at Level 2 (in both groups) improved statistically significant compared to students at level 1 (p>0.05). There was no statistically significant difference between level 2 and level 2+. However, level 2+ was associated with statistically significant greater student's satisfaction than the rest of the students (p>0.05). Conclusions This study applies a new way of comparing different types of e-learning using a pre-defined level division and the possibility of peer learning. Our findings show that higher levels of e-learning does in fact provide better results when compared with the same type of e-learning at lower levels. While social interaction in web forums increase student satisfaction, learning ability does not seem to change. Both findings are relevant when designing new e-learning materials. PMID:24229729

Does peer learning or higher levels of e-learning improve learning abilities? A randomized controlled trial

Directory of Open Access Journals (Sweden)

Bjarne Skjødt Worm

2013-11-01

Full Text Available Background and aims : The fast development of e-learning and social forums demands us to update our understanding of e-learning and peer learning. We aimed to investigate if higher, pre-defined levels of e-learning or social interaction in web forums improved students’ learning ability. Methods : One hundred and twenty Danish medical students were randomized to six groups all with 20 students (eCases level 1, eCases level 2, eCases level 2+, eTextbook level 1, eTextbook level 2, and eTextbook level 2+. All students participated in a pre-test, Group 1 participated in an interactive case-based e-learning program, while Group 2 was presented with textbook material electronically. The 2+ groups were able to discuss the material between themselves in a web forum. The subject was head injury and associated treatment and observation guidelines in the emergency room. Following the e-learning, all students completed a post-test. Pre- and post-tests both consisted of 25 questions randomly chosen from a pool of 50 different questions. Results : All students concluded the study with comparable pre-test results. Students at Level 2 (in both groups improved statistically significant compared to students at level 1 (p>0.05. There was no statistically significant difference between level 2 and level 2+. However, level 2+ was associated with statistically significant greater student's satisfaction than the rest of the students (p>0.05. Conclusions : This study applies a new way of comparing different types of e-learning using a pre-defined level division and the possibility of peer learning. Our findings show that higher levels of e-learning does in fact provide better results when compared with the same type of e-learning at lower levels. While social interaction in web forums increase student satisfaction, learning ability does not seem to change. Both findings are relevant when designing new e-learning materials.

Differences in Spatial Memory Recognition Due to Cognitive Style

OpenAIRE

Tasc?n, Laura; Boccia, Maddalena; Piccardi, Laura; Cimadevilla, Jos? M.

2017-01-01

Field independence refers to the ability to perceive details from the surrounding context as a whole and to represent the environment by relying on an internal reference frame. Conversely, field dependence individuals tend to focus their attention on single environmental features analysing them individually. This cognitive style affects several visuo-spatial abilities including spatial memory. This study assesses both the effect of field independence and field dependence on performance displa...

The Cultivating Approach for Quality-ability Combincd Talents in Higher Vocational Education%浅析高职教育素能结合型人才的培养路径

Institute of Scientific and Technical Information of China (English)

修丽娟

2012-01-01

In order to prorate students＇ quality and ability, it cannot be lack of the cultivation of professional quality andprofessional ability, such as profcssional knowledge; professional idea profcssional personality and professional ethics. It alsocannot work without the cultivation of comprehensive quality and univevsal ability, sych as mind and body quality, and innovative quality, The talentsi culfivati6n with quality-ability combinatio in vocational education is good for training students＇ quality and ability. With body of higher vocational colleges employers and higher vocational students, it has the training content of professional ability, other profossional quality, universal ability and other comprehensive quality. It can promote higher vocational students＇quality and ability from five ,approachesi including theory study, practical training, the second classroom and various a cringes, internship, and employment and startup business to figure： higher vocational quality-ability combined talents.%提高学生的素质和能力既离不开专业知识、职业理想、职业个性、职业道德等职业素质和职业能力方面的培养，也离不开身心素质、创新素质等综合素质和通用能力的培养。高职教育素能结合型人才培养能够提升学生的素质和能力，它以高职院校、用人单位、高职学生为主体，以职业能力和其他职业素质、通用能力和其他综合素质为培养内容，通过理论学习、实训、第二课堂和各类活动、实习、就业或创业五条路径来提高高职学生的素盾和能力．塑造高职素能结合型人才．

Augmented reality to training spatial skills

OpenAIRE

Martin-Gutierrez, Jorge; Contero, Manuel; Alcañiz Raya, Mariano Luis

2015-01-01

La Laguna University has been offering courses for the development of spatial skills since 2004. Each year since that time spatial ability of engineering students has been measured before and after the courses to check progress after each training session. We have developed a spatial skills training course based on augmented reality and graphic engineering contents, and designed the AR_Dehaes tool, which is based on its own library the uses computer vision techniques for incorporating vis...

LDPC coding for QKD at higher photon flux levels based on spatial entanglement of twin beams in PDC

International Nuclear Information System (INIS)

Daneshgaran, Fred; Mondin, Marina; Bari, Inam

2014-01-01

Twin beams generated by Parametric Down Conversion (PDC) exhibit quantum correlations that has been effectively used as a tool for many applications including calibration of single photon detectors. By now, detection of multi-mode spatial correlations is a mature field and in principle, only depends on the transmission and detection efficiency of the devices and the channel. In [2, 4, 5], the authors utilized their know-how on almost perfect selection of modes of pairwise correlated entangled beams and the optimization of the noise reduction to below the shot-noise level, for absolute calibration of Charge Coupled Device (CCD) cameras. The same basic principle is currently being considered by the same authors for possible use in Quantum Key Distribution (QKD) [3, 1]. The main advantage in such an approach would be the ability to work with much higher photon fluxes than that of a single photon regime that is theoretically required for discrete variable QKD applications (in practice, very weak laser pulses with mean photon count below one are used).The natural setup of quantization of CCD detection area and subsequent measurement of the correlation statistic needed to detect the presence of the eavesdropper Eve, leads to a QKD channel model that is a Discrete Memoryless Channel (DMC) with a number of inputs and outputs that can be more than two (i.e., the channel is a multi-level DMC). This paper investigates the use of Low Density Parity Check (LDPC) codes for information reconciliation on the effective parallel channels associated with the multi-level DMC. The performance of such codes are shown to be close to the theoretical limits.

Solar PV resource for higher penetration through a combined spatial aggregation with wind

CSIR Research Space (South Africa)

Bischof-Niemz, ST

2016-06-01

Full Text Available between wind and solar PV and how these would be reflected in the power system. The benefits of spatial distribution of renewables are well understood, but the impact of the combined spatial aggregation of wind and solar PV is central to the design...

Microdevelopment of Complex Featural and Spatial Integration with Contextual Support

Directory of Open Access Journals (Sweden)

Pamela L. Hirsch

2015-01-01

Full Text Available Complex spatial decisions involve the ability to combine featural and spatial information in a scene. In the present work, 4- through 9-year-old children completed a complex map-scene correspondence task under baseline and supported conditions. Children compared a photographed scene with a correct map and with map-foils that made salient an object feature or spatial property. Map-scene matches were analyzed for the effects of age and featural-spatial information on children’s selections. In both conditions children significantly favored maps that highlighted object detail and object perspective rather than color, landmark, and metric elements. Children’s correct performance did not differ by age and was suboptimal, but their ability to choose correct maps improved significantly when contextual support was provided. Strategy variability was prominent for all age groups, but at age 9 with support children were more likely to give up their focus on features and transition to the use of spatial strategies. These findings suggest the possibility of a U-shaped curve for children’s development of geometric knowledge: geometric coding is predominant early on, diminishes for a time in middle childhood in favor of a preference for features, and then reemerges along with the more advanced abilities to combine featural and spatial information.

Students’ Errors in Geometry Viewed from Spatial Intelligence

Science.gov (United States)

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.

Two-colour chewing gum mixing ability: digitalisation and spatial heterogeneity analysis

NARCIS (Netherlands)

Weijenberg, R.A.F.; Scherder, E.J.A.; Visscher, C.M.; Gorissen, T.; Yoshida, E.; Lobbezoo, F.

2013-01-01

Many techniques are available to assess masticatory performance, but not all are appropriate for every population. A proxy suitable for elderly persons suffering from dementia was lacking, and a two-colour chewing gum mixing ability test was investigated for this purpose. A fully automated digital

Higher Education Outcomes at the National Level on the Example of the Project “Collegiate Learning Assessment”

Directory of Open Access Journals (Sweden)

Sabelnikova E. V.

2015-08-01

Full Text Available We discuss the interpretation of the concept of “learning outcomes”. Theoretical analysis widely represents the interpretations of the learning outcomes of a high school student: academic skills: understanding, application of knowledge to solve problems, synthesis, analysis and evaluation; basic skills and basic knowledge, and skills of a higher order and advanced knowledge; skills of a higher order represented as a system of critical thinking, analytic reasoning, problem solving and written communication; wide abilities interpreted as verbal, quantitative and spatial thinking, understanding, problem solving and decision making. We conclude that each considered approach distinguishes meta-subjective skills, i.e. skills to interact with the quality of information regardless of the context. The ability to measure the meta-skills is discussed on an example of the “Collegiate learning assessment”, realized in the United States

The perceptual basis of spatial sound perception

NARCIS (Netherlands)

Kohlrausch, A.G.

2003-01-01

Our ability to derive spatial impressions from a sound field is based on the facts that we have two sensors which are spatially separated by typically 18 cm and that the space in between these sensors is filled by acoustically nontransparant material. The first fact leads to a time difference at the

Cueing spatial attention through timing and probability.

Science.gov (United States)

Girardi, Giovanna; Antonucci, Gabriella; Nico, Daniele

2013-01-01

Even when focused on an effortful task we retain the ability to detect salient environmental information, and even irrelevant visual stimuli can be automatically detected. However, to which extent unattended information affects attentional control is not fully understood. Here we provide evidences of how the brain spontaneously organizes its cognitive resources by shifting attention between a selective-attending and a stimulus-driven modality within a single task. Using a spatial cueing paradigm we investigated the effect of cue-target asynchronies as a function of their probabilities of occurrence (i.e., relative frequency). Results show that this accessory information modulates attentional shifts. A valid spatial cue improved participants' performance as compared to an invalid one only in trials in which target onset was highly predictable because of its more robust occurrence. Conversely, cuing proved ineffective when spatial cue and target were associated according to a less frequent asynchrony. These patterns of response depended on asynchronies' probability and not on their duration. Our findings clearly demonstrate that through a fine decision-making, performed trial-by-trial, the brain utilizes implicit information to decide whether or not voluntarily shifting spatial attention. As if according to a cost-planning strategy, the cognitive effort of shifting attention depending on the cue is performed only when the expected advantages are higher. In a trade-off competition for cognitive resources, voluntary/automatic attending may thus be a more complex process than expected. Copyright © 2011 Elsevier Ltd. All rights reserved.

Spatial Experiences of High Academic Achievers: Insights from a Developmental Perspective

Science.gov (United States)

Weckbacher, Lisa Marie; Okamoto, Yukari

2012-01-01

The study explored the relationship between types of spatial experiences and spatial abilities among 13- to 14-year-old high academic achievers. Each participant completed two spatial tasks and a survey assessing favored spatial activities across five categories (computers, toys, sports, music, and art) and three developmental periods (early…

Students' Ability to Solve Process-Diagram Problems in Secondary Biology Education

Science.gov (United States)

Kragten, Marco; Admiraal, Wilfried; Rijlaarsdam, Gert

2015-01-01

Process diagrams are important tools in biology for explaining processes such as protein synthesis, compound cycles and the like. The aim of the present study was to measure the ability to solve process-diagram problems in biology and its relationship with prior knowledge, spatial ability and working memory. For this purpose, we developed a test…

Mechanisms for Human Spatial Competence

Science.gov (United States)

Gunzelmann, Glenn; Lyon, Don R.

Research spanning decades has generated a long list of phenomena associated with human spatial information processing. Additionally, a number of theories have been proposed about the representation, organization and processing of spatial information by humans. This paper presents a broad account of human spatial competence, integrated with the ACT-R cognitive architecture. Using a cognitive architecture grounds the research in a validated theory of human cognition, enhancing the plausibility of the overall account. This work posits a close link of aspects of spatial information processing to vision and motor planning, and integrates theoretical perspectives that have been proposed over the history of research in this area. In addition, the account is supported by evidence from neuropsychological investigations of human spatial ability. The mechanisms provide a means of accounting for a broad range of phenomena described in the experimental literature.

The influence of pre-deployment cognitive ability on post-traumatic stress disorder symptoms and trajectories

DEFF Research Database (Denmark)

Sørensen, Holger J; Andersen, Søren B; Karstoft, Karen-Inge

2016-01-01

(based on logical, verbal, numerical and spatial reasoning) were converted to a mean of 100 and with a standard deviation of 15. Results Higher pre-deployment cognitive ability scores were associated with lower risk of PTSD symptoms as assessed by the Posttraumatic Stress Disorder Checklist......-Civilian Version (PCL-C) 2.5 years post-deployment (OR=0.97; 95% CI 0.95-1.00) after adjustment for educational length, baseline PCL-C score and perceived war-zone stress. Compared to a resilient trajectory, a non-resilient relieved-worsening trajectory (high baseline mental symptoms, being symptom free during...

Ultra high spatial and temporal resolution breast imaging at 7T.

Science.gov (United States)

van de Bank, B L; Voogt, I J; Italiaander, M; Stehouwer, B L; Boer, V O; Luijten, P R; Klomp, D W J

2013-04-01

There is a need to obtain higher specificity in the detection of breast lesions using MRI. To address this need, Dynamic Contrast-Enhanced (DCE) MRI has been combined with other structural and functional MRI techniques. Unfortunately, owing to time constraints structural images at ultra-high spatial resolution can generally not be obtained during contrast uptake, whereas the relatively low spatial resolution of functional imaging (e.g. diffusion and perfusion) limits the detection of small lesions. To be able to increase spatial as well as temporal resolution simultaneously, the sensitivity of MR detection needs to increase as well as the ability to effectively accelerate the acquisition. The required gain in signal-to-noise ratio (SNR) can be obtained at 7T, whereas acceleration can be obtained with high-density receiver coil arrays. In this case, morphological imaging can be merged with DCE-MRI, and other functional techniques can be obtained at higher spatial resolution, and with less distortion [e.g. Diffusion Weighted Imaging (DWI)]. To test the feasibility of this concept, we developed a unilateral breast coil for 7T. It comprises a volume optimized dual-channel transmit coil combined with a 30-channel receive array coil. The high density of small coil elements enabled efficient acceleration in any direction to acquire ultra high spatial resolution MRI of close to 0.6 mm isotropic detail within a temporal resolution of 69 s, high spatial resolution MRI of 1.5 mm isotropic within an ultra high temporal resolution of 6.7 s and low distortion DWI at 7T, all validated in phantoms, healthy volunteers and a patient with a lesion in the right breast classified as Breast Imaging Reporting and Data System (BI-RADS) IV. Copyright © 2012 John Wiley & Sons, Ltd.

Indoor Spatial Updating with Reduced Visual Information

OpenAIRE

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 (S...

Individual Differences in Spatial Relation Processing: Effects of Strategy, Ability, and Gender

Science.gov (United States)

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.…

Humor Ability Reveals Intelligence, Predicts Mating Success, and Is Higher in Males

Science.gov (United States)

Greengross, Gil; Miller, Geoffrey

2011-01-01

A good sense of humor is sexually attractive, perhaps because it reveals intelligence, creativity, and other "good genes" or "good parent" traits. If so, intelligence should predict humor production ability, which in turn should predict mating success. In this study, 400 university students (200 men and 200 women) completed…

Does social environment influence learning ability in a family-living lizard?

Science.gov (United States)

Riley, Julia L; Noble, Daniel W A; Byrne, Richard W; Whiting, Martin J

2017-05-01

Early developmental environment can have profound effects on individual physiology, behaviour, and learning. In birds and mammals, social isolation during development is known to negatively affect learning ability; yet in other taxa, like reptiles, the effect of social isolation during development on learning ability is unknown. We investigated how social environment affects learning ability in the family-living tree skink (Egernia striolata). We hypothesized that early social environment shapes cognitive development in skinks and predicted that skinks raised in social isolation would have reduced learning ability compared to skinks raised socially. Offspring were separated at birth into two rearing treatments: (1) raised alone or (2) in a pair. After 1 year, we quantified spatial learning ability of skinks in these rearing treatments (N = 14 solitary, 14 social). We found no effect of rearing treatment on learning ability. The number of skinks to successfully learn the task, the number of trials taken to learn the task, the latency to perform the task, and the number of errors in each trial did not differ between isolated and socially reared skinks. Our results were unexpected, yet the facultative nature of this species' social system may result in a reduced effect of social isolation on behaviour when compared to species with obligate sociality. Overall, our findings do not provide evidence that social environment affects development of spatial learning ability in this family-living lizard.

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

Science.gov (United States)

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.

Deletion of PEA-15 in mice is associated with specific impairments of spatial learning abilities

Directory of Open Access Journals (Sweden)

Hale Gregory

2009-11-01

Full Text Available Abstract Background PEA-15 is a phosphoprotein that binds and regulates ERK MAP kinase and RSK2 and is highly expressed throughout the brain. PEA-15 alters c-Fos and CREB-mediated transcription as a result of these interactions. To determine if PEA-15 contributes to the function of the nervous system we tested mice lacking PEA-15 in a series of experiments designed to measure learning, sensory/motor function, and stress reactivity. Results We report that PEA-15 null mice exhibited impaired learning in three distinct spatial tasks, while they exhibited normal fear conditioning, passive avoidance, egocentric navigation, and odor discrimination. PEA-15 null mice also had deficient forepaw strength and in limited instances, heightened stress reactivity and/or anxiety. However, these non-cognitive variables did not appear to account for the observed spatial learning impairments. The null mice maintained normal weight, pain sensitivity, and coordination when compared to wild type controls. Conclusion We found that PEA-15 null mice have spatial learning disabilities that are similar to those of mice where ERK or RSK2 function is impaired. We suggest PEA-15 may be an essential regulator of ERK-dependent spatial learning.

Common Ground for Spatial Cognition? A Behavioral and fMRI Study of Sex Differences in Mental Rotation and Spatial Working Memory

Directory of Open Access Journals (Sweden)

Sarah L. Levin

2005-01-01

Full Text Available Sex differences in spatial cognition are well documented; males typically outperform females on tasks dealing with mental rotation and spatial navigation, while females tend to outperform males on tasks dealing with object location, relational object location memory, or spatial working memory. Here we investigated both behavioral and neural sex differences in sex-specific spatial abilities. In Experiment 1, sixty-six (30 males, 36 females participants completed computerized mental rotation (MR and spatial working memory (SWM tasks. In Experiment 2, twelve (6 males, 6 females participants were given slightly modified versions of the same tasks during functional magnetic resonance imaging (fMRI. In both experiments, males outperformed females on the MR task, but no behavioral sex difference was observed on the SWM task. Males showed more activation in left parahippocampal gyrus, right medial frontal gyrus, inferior parietal lobe, inferior frontal gyrus in the MR task. Females showed activation in the left parahippocampal gyrus only. For the study condition of the spatial working memory task, females showed activation in left inferior frontal gyrus, while males activated left inferior parietal and medial frontal areas. In the test conditions, females showed activation in the right inferior frontal gyrus, left middle temporal gyrus, and left parahippocampal gyrus. Males activated right medial frontal gyrus and inferior parietal lobe. Interestingly, similar regions – parahippocampal gyrus, inferior parietal lobe, and middle temporal gyrus - were found to be active when males solved mental rotation tasks and females solved spatial working memory tasks. Further, performance was modulated by activation in the parahippocampal gyrus and middle temporal gyrus for males and the middle temporal gyrus and inferior frontal gyrus for females. These data extend previous claims for sex differences in sex specific spatial cognitive abilities by demonstrating

Lifestyle index and work ability.

Science.gov (United States)

Kaleta, Dorota; Makowiec-Dabrowska, Teresa; Jegier, Anna

2006-01-01

In many countries around the world, negative changes in lifestyles are observed. The aim of this study was to analyze the influence of selected lifestyle indicators on work ability among professionally active individuals. The study was performed in the randomly selected group of full-time employees (94 men and 93 women) living in the city of Lódź. Work ability was measured with the work ability index and lifestyle characteristic was assessed with the healthy lifestyle index. We analyzed four lifestyle indicators: non-smoking, healthy weight, fiber intake per day, and regular physical activity. Logistic regression was used to estimate odds ratios and 95% confidence intervals to control the effects of lifestyle and work ability. The analysis of lifestyle index indicated that 27.7, 30.9, 27.7 and 11.7% of men and 15.1, 21.5, 35.5 and 26.9% of women scored 0, 1, 2, 3 points, respectively. Only 2.1% of men and 1.1% of women met the criteria for the healthy lifestyle (score 4). Work ability was excellent, good and moderate in 38.3, 46.8 and 14.9% of men, and in 39.8, 14.9 and 19.3% of women, respectively. Poor work ability was found in 9.7% women. Work ability was strongly associated with lifestyle in both men and women. Among men with index score = 0, the risk of moderate work ability was nearly seven times higher than in men whose lifestyle index score exceeded 1 or more points (OR = 6.67; 95% CI: 1.94-22.90). Among women with lifestyle index score = 0, the risk of moderate or lower work ability was also highly elevated as compared to those with lifestyle index = 1 or higher (OR = 14.44; 95% CI: 3.53-59.04). Prophylactic schedules associated with the improvement of lifestyles should be addressed to all adults. Future programs aimed at increasing work ability should consider work- and lifestyle-related factors.

Music listening and cognitive abilities in 10- and 11-year-olds: the blur effect.

Science.gov (United States)

Schellenberg, E Glenn; Hallam, Susan

2005-12-01

The spatial abilities of a large sample of 10 and 11 year olds were tested after they listened to contemporary pop music, music composed by Mozart, or a discussion about the present experiment. After being assigned at random to one of the three listening experiences, each child completed two tests of spatial abilities. Performance on one of the tests (square completion) did not differ as a function of the listening experience, but performance on the other test (paper folding) was superior for children who listened to popular music compared to the other two groups. These findings are consistent with the view that positive benefits of music listening on cognitive abilities are most likely to be evident when the music is enjoyed by the listener.

Spatial navigation by congenitally blind individuals.

Science.gov (United States)

Schinazi, Victor R; Thrash, Tyler; Chebat, Daniel-Robert

2016-01-01

Spatial navigation in the absence of vision has been investigated from a variety of perspectives and disciplines. These different approaches have progressed our understanding of spatial knowledge acquisition by blind individuals, including their abilities, strategies, and corresponding mental representations. In this review, we propose a framework for investigating differences in spatial knowledge acquisition by blind and sighted people consisting of three longitudinal models (i.e., convergent, cumulative, and persistent). Recent advances in neuroscience and technological devices have provided novel insights into the different neural mechanisms underlying spatial navigation by blind and sighted people and the potential for functional reorganization. Despite these advances, there is still a lack of consensus regarding the extent to which locomotion and wayfinding depend on amodal spatial representations. This challenge largely stems from methodological limitations such as heterogeneity in the blind population and terminological ambiguity related to the concept of cognitive maps. Coupled with an over-reliance on potential technological solutions, the field has diffused into theoretical and applied branches that do not always communicate. Here, we review research on navigation by congenitally blind individuals with an emphasis on behavioral and neuroscientific evidence, as well as the potential of technological assistance. Throughout the article, we emphasize the need to disentangle strategy choice and performance when discussing the navigation abilities of the blind population. For further resources related to this article, please visit the WIREs website. © 2015 The Authors. WIREs Cognitive Science published by Wiley Periodicals, Inc.

Spatial Cognition and Range Use in Free-Range Laying Hens.

Science.gov (United States)

Campbell, Dana L M; Talk, Andrew C; Loh, Ziyang A; Dyall, Tim R; Lee, Caroline

2018-02-08

Radio-frequency identification tracking shows individual free-range laying hens vary in range use, with some never going outdoors. The range is typically more environmentally complex, requiring navigation to return to the indoor resources. Outdoor-preferring hens may have improved spatial abilities compared to indoor-preferring hens. Experiment 1 tested 32 adult ISA Brown hens in a T-maze learning task that showed exclusively-indoor birds were slowest to reach the learning success criterion ( p 0.05), the age that coincided with the onset of lay. Enriched birds that were faster to learn the maze task showed more range visits in the first 4 weeks of range access. Enriched and non-enriched birds showed no differences in telencephalon or hippocampal volume ( p > 0.05). Fear may reduce spatial abilities but further testing with more pen replicates per early rearing treatments would improve our understanding of the relationship between spatial cognitive abilities and range use.

Intentional switching in auditory selective attention: Exploring age-related effects in a spatial setup requiring speech perception.

Science.gov (United States)

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.

Spatial Cognition in Autism Spectrum Disorders: Superior, Impaired, or Just Intact?

Science.gov (United States)

Edgin, Jamie O.; Pennington, Bruce F.

2005-01-01

The profile of spatial ability is of interest across autism spectrum disorders (ASD) because of reported spatial strengths in ASD and due to the recent association of Asperger's syndrome with Nonverbal Learning Disability. Spatial functions were examined in relation to two cognitive theories in autism: the central coherence and executive function…

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

Science.gov (United States)

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…

From empowerment to response-ability: rethinking socio-spatial, environmental justice, and nature-culture binaries in the context of STEM education

Science.gov (United States)

Kayumova, Shakhnoza; McGuire, Chad J.; Cardello, Suzanne

2018-04-01

In this conceptual paper, we draw upon the insights of Feminist Science Studies, in particular Karen Barad's concept of agential realism, as a critical analytical tool to re-think nature and culture binaries in dominant science knowledge-making practices and explanatory accounts, and their possible implications for science education in the context of socio-spatial and environmental injustices. Barad's framework proposes a relational and more expansive approach to justice, which takes into account consequential effects of nature-culture practices on humans, non-humans, and more than human vitalities. In efforts to understand potentialities of Barad's theory of agential realism, we situate our argument in the "story" of local children who encounter a bottle of cyanide in a former manufacturing building. The story takes place in a post-industrial urban city located in the U.S., caught up in an inverse relationship between the technological and scientific advances observed "globally" and the deteriorating environmental and living conditions experienced "locally" as the result of erstwhile industrial activity. Based on agential realist readings of the story and taking into consideration children's developing subjectivities, we argue that equity-oriented scholarship in science education might not be able to achieve justice devoid of understanding of the relatedness to plurality of life forms. We invite our readers to consider (re)configuring socio-spatial and environmental issues as an ethical response-ability that is constituted through relationships of care, recognition, openness, and responsiveness to vitalities of humans and nonhumans equally, one which cannot be conceptualized from a priori and distant calculations, but rather continuous entangled relations.

Where Is the Square? Activities to Stimulate Spatial Reasoning

Science.gov (United States)

Obara, Samuel

2013-01-01

The National Council of Teachers of Mathematics (NCTM, 1989, 2000) and the new "Australian Curriculum: Mathematics" for senior secondary (ACARA, 2010) highlight the importance of teaching spatial reasoning as early as preschool when mathematics is introduced. Studies have shown that there is a relationship between spatial abilities and…

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

Science.gov (United States)

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.

Spatial Terahertz Modulator

Science.gov (United States)

Xie, Zhenwei; Wang, Xinke; Ye, Jiasheng; Feng, Shengfei; Sun, Wenfeng; Akalin, Tahsin; Zhang, Yan

2013-11-01

Terahertz (THz) technology is a developing and promising candidate for biological imaging, security inspection and communications, due to the low photon energy, the high transparency and the broad band properties of the THz radiation. However, a major encountered bottleneck is lack of efficient devices to manipulate the THz wave, especially to modulate the THz wave front. A wave front modulator should allow the optical or electrical control of the spatial transmission (or reflection) of an input THz wave and hence the ability to encode the information in a wave front. Here we propose a spatial THz modulator (STM) to dynamically control the THz wave front with photo-generated carriers. A computer generated THz hologram is projected onto a silicon wafer by a conventional spatial light modulator (SLM). The corresponding photo-generated carrier spatial distribution will be induced, which forms an amplitude hologram to modulate the wave front of the input THz beam. Some special intensity patterns and vortex beams are generated by using this method. This all-optical controllable STM is structure free, high resolution and broadband. It is expected to be widely used in future THz imaging and communication systems.

Spatial memory and integration processes in congenital blindness.

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Vecchi, Tomaso; Tinti, Carla; Cornoldi, Cesare

2004-12-22

The paper tests the hypothesis that difficulties met by the blind in spatial processing are due to the simultaneous treatment of independent spatial representations. Results showed that lack of vision does not impede the ability to process and transform mental images; however, blind people are significantly poorer in the recall of more than a single spatial pattern at a time than in the recall of the corresponding material integrated into a single pattern. It is concluded that the simultaneous maintenance of different spatial information is affected by congenital blindness, while cognitive processes that may involve sequential manipulation are not.

Evidence for cue-independent spatial representation in the human auditory cortex during active listening.

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Higgins, Nathan C; McLaughlin, Susan A; Rinne, Teemu; Stecker, G Christopher

2017-09-05

Few auditory functions are as important or as universal as the capacity for auditory spatial awareness (e.g., sound localization). That ability relies on sensitivity to acoustical cues-particularly interaural time and level differences (ITD and ILD)-that correlate with sound-source locations. Under nonspatial listening conditions, cortical sensitivity to ITD and ILD takes the form of broad contralaterally dominated response functions. It is unknown, however, whether that sensitivity reflects representations of the specific physical cues or a higher-order representation of auditory space (i.e., integrated cue processing), nor is it known whether responses to spatial cues are modulated by active spatial listening. To investigate, sensitivity to parametrically varied ITD or ILD cues was measured using fMRI during spatial and nonspatial listening tasks. Task type varied across blocks where targets were presented in one of three dimensions: auditory location, pitch, or visual brightness. Task effects were localized primarily to lateral posterior superior temporal gyrus (pSTG) and modulated binaural-cue response functions differently in the two hemispheres. Active spatial listening (location tasks) enhanced both contralateral and ipsilateral responses in the right hemisphere but maintained or enhanced contralateral dominance in the left hemisphere. Two observations suggest integrated processing of ITD and ILD. First, overlapping regions in medial pSTG exhibited significant sensitivity to both cues. Second, successful classification of multivoxel patterns was observed for both cue types and-critically-for cross-cue classification. Together, these results suggest a higher-order representation of auditory space in the human auditory cortex that at least partly integrates the specific underlying cues.

Sexual orientation and spatial memory.

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Cánovas, Ma Rosa; Cimadevilla, José Manuel

2011-11-01

The present study aimed at determining the influence of sexual orientation in human spatial learning and memory. Participants performed the Boxes Room, a virtual reality version of the Holeboard. In Experiment I, a reference memory task, the position of the hidden rewards remained constant during the whole experiment. In Experiment II, a working memory task, the position of rewards changed between blocks. Each block consisted of two trials: One trial for acquisition and another for retrieval. The results of Experiment I showed that heterosexual men performed better than homosexual men and heterosexual women. They found the rewarded boxes faster. Moreover, homosexual participants committed more errors than heterosexuals. Experiment II showed that working memory abilities are the same in groups of different sexual orientation. These results suggest that sexual orientation is related to spatial navigation abilities, but mostly in men, and limited to reference memory, which depends more on the function of the hippocampal system.

The level of selected coordinative motor abilities of basketball players aged 16-18.

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Popowczak, M; Struzik, A; Rokita, A; Pietraszewski, B

2015-10-01

Coordinative abilities play a very important role in sport. Unfortunately, researchers do not confine appropriate attention to this issue. Therefore, the aim of this study was an attempt at analysing results of the selected coordinative motor abilities: kinesthetic differentiation, quick reaction and spatial orientation. It was intended to find out whether the results of trials determining manifestations of the particular coordinative abilities exhibit any mutual relationships. Forasmuch as a static torque is a parameter determining the level of force components of the ability of kinaesthetic differentiation, it would like to find out whether its maximum level influences the final result. Research was carried out on 20 young basketball players with the use of a torque meter and Fusion Smart Speed System. It was noticed a lack of statistically significant relationships between the results of trials assessing manifestations of the ability of kinaesthetic differentiation, quick reaction and spatial orientation. However, it was noted statistically significant correlation between the maximum static torque and the accuracy of releasing a particular value of a static torque. The accuracy of releasing a particular value of a static torque ought to be classified as a comprehensive ability that comprises manifestations of strength abilities and kinaesthetic differentiation. Presented trials to evaluation manifestations of the selected coordinative abilities could be used by coaches during a training process. Coaches should also focus on the development of muscle strength of the upper body and upper limbs of basketball players.

Loss of ability to work and ability to live independently in Parkinson's disease.

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Jasinska-Myga, Barbara; Heckman, Michael G; Wider, Christian; Putzke, John D; Wszolek, Zbigniew K; Uitti, Ryan J

2012-02-01

Ability to work and live independently is of particular concern for patients with Parkinson's disease (PD). We studied a series of PD patients able to work or live independently at baseline, and evaluated potential risk factors for two separate outcomes: loss of ability to work and loss of ability to live independently. The series comprised 495 PD patients followed prospectively. Ability to work and ability to live independently were based on clinical interview and examination. Cox regression models adjusted for age and disease duration were used to evaluate associations of baseline characteristics with loss of ability to work and loss of ability to live independently. Higher UPDRS dyskinesia score, UPDRS instability score, UPDRS total score, Hoehn and Yahr stage, and presence of intellectual impairment at baseline were all associated with increased risk of future loss of ability to work and loss of ability to live independently (P ≤ 0.0033). Five years after initial visit, for patients ≤70 years of age with a disease duration ≤4 years at initial visit, 88% were still able to work and 90% to live independently. These estimates worsened as age and disease duration at initial visit increased; for patients >70 years of age with a disease duration >4 years, estimates at 5 years were 43% able to work and 57% able to live independently. The information provided in this study can offer useful information for PD patients in preparing for future ability to perform activities of daily living. Copyright © 2011 Elsevier Ltd. All rights reserved.

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

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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.

Making judgments about ability: the role of implicit theories of ability in moderating inferences from temporal and social comparison information.

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Butler, R

2000-05-01

Two studies examined the novel proposal that implicit theories of intelligence (C. S. Dweck & E. L. Leggett, 1988) moderate both the effects of performance trends on ability inferences and the perceived diagnosticity of temporal versus normative feedback. Results from 613 adolescents and 42 teachers confirmed that entity theorists perceived initial outcome as more diagnostic and inferred higher ability in another (Study 1) and in the self (Study 2) in a declining outcome condition; incremental theorists perceived last outcome as more diagnostic and inferred higher ability in an ascending condition. Experimental induction of beliefs about ability had similar effects. As predicted, self-appraisal was affected more by temporal feedback among incremental theorists and by normative feedback among entity theorists. Results help resolve prior mixed findings regarding order effects and responses to temporal and normative evaluation.

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

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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.

Global, broad, or specific cognitive differences? Using a MIMIC model to examine differences in CHC abilities in children with learning disabilities.

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Niileksela, Christopher R; Reynolds, Matthew R

2014-01-01

This study was designed to better understand the relations between learning disabilities and different levels of latent cognitive abilities, including general intelligence (g), broad cognitive abilities, and specific abilities based on the Cattell-Horn-Carroll theory of intelligence (CHC theory). Data from the Differential Ability Scales-Second Edition (DAS-II) were used to create a multiple-indicator multiple cause model to examine the latent mean differences in cognitive abilities between children with and without learning disabilities in reading (LD reading), math (LD math), and reading and writing(LD reading and writing). Statistically significant differences were found in the g factor between the norm group and the LD groups. After controlling for differences in g, the LD reading and LD reading and writing groups showed relatively lower latent processing speed, and the LD math group showed relatively higher latent comprehension-knowledge. There were also some differences in some specific cognitive abilities, including lower scores in spatial relations and numerical facility for the LD math group, and lower scores in visual memory for the LD reading and writing group. These specific mean differences were above and beyond any differences in the latent cognitive factor means.

Web-Based Spatial Training Using Handheld Touch Screen Devices

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Martin-Dorta, Norena; Saorin, Jose Luis; Contero, Manuel

2011-01-01

This paper attempts to harness the opportunities for mobility and the new user interfaces that handheld touch screen devices offer, in a non-formal learning context, with a view to developing spatial ability. This research has addressed two objectives: first, analyzing the effects that training can have on spatial visualisation using the…

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

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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.

A Matter of Balance: Motor Control is Related to Children’s Spatial and Proportional Reasoning Skills

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Frick, Andrea; Möhring, Wenke

2016-01-01

Recent research has shown close links between spatial and mathematical thinking and between spatial abilities and motor skills. However, longitudinal research examining the relations between motor, spatial, and mathematical skills is rare, and the nature of these relations remains unclear. The present study thus investigated the relation between children’s motor control and their spatial and proportional reasoning. We measured 6-year-olds’ spatial scaling (i.e., the ability to reason about different-sized spaces), their mental transformation skills, and their ability to balance on one leg as an index for motor control. One year later (N = 126), we tested the same children’s understanding of proportions. We also assessed several control variables (verbal IQ and socio-economic status) as well as inhibitory control, visuo-spatial and verbal working memory. Stepwise hierarchical regressions showed that, after accounting for effects of control variables, children’s balance skills significantly increased the explained variance in their spatial performance and proportional reasoning. Our results suggest specific relations between balance skills and spatial as well as proportional reasoning skills that cannot be explained by general differences in executive functioning or intelligence. PMID:26793157

A comparative study for spatial resolution and subjective image characteristics of a multi-slice CT and a cone-beam CT for dental use

International Nuclear Information System (INIS)

Watanabe, Hiroshi; Honda, Eiichi; Tetsumura, Akemi; Kurabayashi, Tohru

2011-01-01

Purpose: Multi-slice CT (MSCT) and cone-beam CT (CBCT) are widely used in dental practice. This study compared the spatial resolution of these CT systems to elucidate which CT modalities should be selected for various clinical cases. Materials and methods: As MSCT and CBCT apparatuses, Somatom Sensation 64 and 3D Accuitomo instruments, respectively, were used. As an objective evaluation of spatial resolution of these CT systems, modulation transfer function (MTF) analysis was performed employing an over-sampling method. The results of MTF analysis were confirmed with a line-pair test using CATPHAN. As a subjective evaluation, a microstructure visualization ability study was performed using a Jcl:SD rat and a head CT phantom. Results: MTF analysis showed that for the in-plane direction, the z-axis ultrahigh resolution mode (zUHR) of the Sensation 64 and 3D Accuitomo instruments had higher spatial resolutions than the conventional mode (64x) of the Sensation 64, but for the longitudinal direction, the 3D Accuitomo had clearly higher spatial resolution than either mode of the Sensation 64. A line-pair test study and microstructure visualization ability studies confirmed the results for MTF analysis. However, images of the rat and the CT phantom revealed that the 3D Accuitomo demonstrated the failure to visualize the soft tissues along with aliasing and beam-hardening artifacts, which were not observed in the Sensation 64. Conclusions: This study successfully applied spatial resolution analysis using MSCT and CBCT systems in a comparative manner. These findings could help in deciding which CT modality should be selected for various clinical cases.

The Relationship between Ethical Sensitivity, High Ability and Gender in Higher Education Students

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Schutte, Ingrid; Wolfensberger, Marca; Tirri, Kirsi

2014-01-01

This study examined the ethical sensitivity of high-ability undergraduate students (n=731) in the Netherlands who completed the 28-item Ethical Sensitivity Scale Questionnaire (ESSQ) developed by Tirri & Nokelainen (2007; 2011). The ESSQ is based on Narvaez' (2001) operationalization of ethical sensitivity in seven dimensions. The following…

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

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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 volleyball and tennis groups. As far as gender comparison is concerned, as expected in the non- sport group the males presented better values (p 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.

A Barnes Maze for Juvenile Rats Delineates the Emergence of Spatial Navigation Ability

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McHail, Daniel G.; Valibeigi, Nazanin; Dumas, Theodore C.

2018-01-01

The neural bases of cognition may be greatly informed by relating temporally defined developmental changes in behavior with concurrent alterations in neural function. A robust improvement in performance in spatial learning and memory tasks occurs at 3 wk of age in rodents. We reported that the developmental increase of spontaneous alternation in a…

Baseflow physical characteristics differ at multiple spatial scales in stream networks across diverse biomes

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Janine Ruegg; Walter K. Dodds; Melinda D. Daniels; Ken R. Sheehan; Christina L. Baker; William B. Bowden; Kaitlin J. Farrell; Michael B. Flinn; Tamara K. Harms; Jeremy B. Jones; Lauren E. Koenig; John S. Kominoski; William H. McDowell; Samuel P. Parker; Amy D. Rosemond; Matt T. Trentman; Matt Whiles; Wilfred M. Wollheim

2016-01-01

ContextSpatial scaling of ecological processes is facilitated by quantifying underlying habitat attributes. Physical and ecological patterns are often measured at disparate spatial scales limiting our ability to quantify ecological processes at broader spatial scales using physical attributes.

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

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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…

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

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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…

Simultaneous Assessment of Speech Identification and Spatial Discrimination

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Jennifer K. Bizley

2015-12-01

Full Text Available With increasing numbers of children and adults receiving bilateral cochlear implants, there is an urgent need for assessment tools that enable testing of binaural hearing abilities. Current test batteries are either limited in scope or are of an impractical duration for routine testing. Here, we report a behavioral test that enables combined testing of speech identification and spatial discrimination in noise. In this task, multitalker babble was presented from all speakers, and pairs of speech tokens were sequentially presented from two adjacent speakers. Listeners were required to identify both words from a closed set of four possibilities and to determine whether the second token was presented to the left or right of the first. In Experiment 1, normal-hearing adult listeners were tested at 15° intervals throughout the frontal hemifield. Listeners showed highest spatial discrimination performance in and around the frontal midline, with a decline at more eccentric locations. In contrast, speech identification abilities were least accurate near the midline and showed an improvement in performance at more lateral locations. In Experiment 2, normal-hearing listeners were assessed using a restricted range of speaker locations designed to match those found in clinical testing environments. Here, speakers were separated by 15° around the midline and 30° at more lateral locations. This resulted in a similar pattern of behavioral results as in Experiment 1. We conclude, this test offers the potential to assess both spatial discrimination and the ability to use spatial information for unmasking in clinical populations.

Exogenous orienting of attention depends upon the ability to execute eye movements.

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Smith, Daniel T; Rorden, Chris; Jackson, Stephen R

2004-05-04

Shifts of attention can be made overtly by moving the eyes or covertly with attention being allocated to a region of space that does not correspond to the current direction of gaze. However, the precise relationship between eye movements and the covert orienting of attention remains controversial. The influential premotor theory proposes that the covert orienting of attention is produced by the programming of (unexecuted) eye movements and thus predicts a strong relationship between the ability to execute eye movements and the operation of spatial attention. Here, we demonstrate for the first time that impaired spatial attention is observed in an individual (AI) who is neurologically healthy but who cannot execute eye movements as a result of a congenital impairment in the elasticity of her eye muscles. This finding provides direct support for the role of the eye-movement system in the covert orienting of attention and suggests that whereas intact cortical structures may be necessary for normal attentional reflexes, they are not sufficient. The ability to move our eyes is essential for the development of normal patterns of spatial attention.

Increased fusiform area activation in schizophrenia during processing of spatial frequency-degraded faces, as revealed by fMRI.

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Silverstein, S M; All, S D; Kasi, R; Berten, S; Essex, B; Lathrop, K L; Little, D M

2010-07-01

People with schizophrenia demonstrate perceptual organization impairments, and these are thought to contribute to their face processing difficulties. We examined the neural substrates of emotionally neutral face processing in schizophrenia by investigating neural activity under three stimulus conditions: faces characterized by the full spectrum of spatial frequencies, faces with low spatial frequency information removed [high spatial frequency (HSF) condition], and faces with high spatial frequency information removed [low spatial frequency (LSF) condition]. Face perception in the HSF condition is more reliant on local feature processing whereas perception in the LSF condition requires greater reliance on global form processing. Past studies of perceptual organization in schizophrenia indicate that patients perform relatively more poorly with degraded stimuli but also that, when global information is absent, patients may perform better than controls because of their relatively increased ability to initially process individual features. Therefore, we hypothesized that people with schizophrenia (n=14) would demonstrate greater face processing difficulties than controls (n=13) in the LSF condition, whereas they would demonstrate a smaller difference or superior performance in the HSF condition. In a gender-discrimination task, behavioral data indicated high levels of accuracy for both groups, with a trend toward an interaction involving higher patient performance in the HSF condition and poorer patient performance in the LSF condition. Patients demonstrated greater activity in the fusiform gyrus compared to controls in both degraded conditions. These data suggest that impairments in basic integration abilities may be compensated for by relatively increased activity in this region.

Spatial Skill Profile of Mathematics Pre-Service Teachers

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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.

Cognitive ability and the demand for redistribution.

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Johanna Mollerstrom

Full Text Available Empirical research suggests that the cognitively able are politically more influential than the less able, by being more likely to vote and to assume leadership positions. This study asks whether this pattern matters for public policy by investigating what role a person's cognitive ability plays in determining his preferences for redistribution of income among citizens in society. To answer this question, we use a unique Swedish data set that matches responses to a tailor-made questionnaire to administrative tax records and to military enlistment records for men, with the latter containing a measure of cognitive ability. On a scale of 0 to 100 percent redistribution, a one-standard-deviation increase in cognitive ability reduces the willingness to redistribute by 5 percentage points, or by the same amount as a $35,000 increase in mean annual income. We find support for two channels mediating this economically strong and statistically significant relation. First, higher ability is associated with higher income. Second, ability is positively correlated with the view that economic success is the result of effort, rather than luck. Both these factors are, in turn, related to lower demand for redistribution.

Creativity as Predictor of Mathematical Abilities in Fourth Graders in Addition to Number Sense and Working Memory

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Evelyn H. Kroesbergen

2017-12-01

Full Text Available In this study, it was investigated how domain-specific (number sense and domain-general (working memory, creativity factors explain the variance in mathematical abilities in primary school children. A total of 166 children aged 8 to 10 years old participated. Several tests to measure math ability, mathematical creativity, number sense, verbal and visual spatial working memory and creativity were administered. Data were analyzed with a series of correlation and regression analyses. Number sense, working memory and creativity were all found to be important predictors of academic and creative mathematical ability. Furthermore, groups with math learning disabilities (MLD and mathematical giftedness (MG were compared to a typically developing (TD group. The results show that the MLD group scored lower on number line estimation and visual spatial working memory than the TD group, while the MG group differed from the TD group on visual spatial working memory and creativity. It is concluded that creativity plays a significant role in mathematics, above working memory and number sense.

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

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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.

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

Directory of Open Access Journals (Sweden)

Chunjie Wang

Full Text Available 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.

Six Myths About Spatial Thinking

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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.

Higher Language Ability is Related to Angular Gyrus Activation Increase During Semantic Processing, Independent of Sentence Incongruency

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Van Ettinger-Veenstra, Helene; McAllister, Anita; Lundberg, Peter; Karlsson, Thomas; Engström, Maria

2016-01-01

This study investigates the relation between individual language ability and neural semantic processing abilities. Our aim was to explore whether high-level language ability would correlate to decreased activation in language-specific regions or rather increased activation in supporting language regions during processing of sentences. Moreover, we were interested if observed neural activation patterns are modulated by semantic incongruency similarly to previously observed changes upon syntactic congruency modulation. We investigated 27 healthy adults with a sentence reading task—which tapped language comprehension and inference, and modulated sentence congruency—employing functional magnetic resonance imaging (fMRI). We assessed the relation between neural activation, congruency modulation, and test performance on a high-level language ability assessment with multiple regression analysis. Our results showed increased activation in the left-hemispheric angular gyrus extending to the temporal lobe related to high language ability. This effect was independent of semantic congruency, and no significant relation between language ability and incongruency modulation was observed. Furthermore, there was a significant increase of activation in the inferior frontal gyrus (IFG) bilaterally when the sentences were incongruent, indicating that processing incongruent sentences was more demanding than processing congruent sentences and required increased activation in language regions. The correlation of high-level language ability with increased rather than decreased activation in the left angular gyrus, a region specific for language processing, is opposed to what the neural efficiency hypothesis would predict. We can conclude that no evidence is found for an interaction between semantic congruency related brain activation and high-level language performance, even though the semantic incongruent condition shows to be more demanding and evoking more neural activation. PMID

Higher language ability is related to angular gyrus activation increase during semantic processing, independent of sentence incongruency

Directory of Open Access Journals (Sweden)

Helene eVan Ettinger-Veenstra

2016-03-01

Full Text Available This study investigates the relation between individual language ability and neural semantic processing abilities. Our aim was to explore whether high-level language ability would correlate to decreased activation in language-specific regions or rather increased activation in supporting language regions during processing of sentences. Moreover, we were interested if observed neural activation patterns are modulated by semantic incongruency similarly to previously observed changes upon syntactic congruency modulation. We investigated 27 healthy adults with a sentence reading task - which tapped language comprehension and inference, and modulated sentence congruency - employing functional magnetic resonance imaging. We assessed the relation between neural activation, congruency modulation, and test performance on a high-level language ability assessment with multiple regression analysis. Our results showed increased activation in the left-hemispheric angular gyrus extending to the temporal lobe related to high language ability. This effect was independent of semantic congruency, and no significant relation between language ability and incongruency modulation was observed. Furthermore, a significant increase of activation in the inferior frontal gyrus bilaterally when the sentences were incongruent, indicating that processing incongruent sentences was more demanding than processing congruent sentences and required increased activation in language regions. The correlation of high-level language ability with increased rather than decreased activation in the left angular gyrus, a region specific for language processing is opposed to what the neural efficiency hypothesis would predict. We can conclude that there is no evidence found for an interaction between semantic congruency related brain activation and high-level language performance, even though the semantic incongruent condition shows to be more demanding and evoking more neural activation.

Entry into working life: Spatial mobility and the job match quality of higher-educated graduates

NARCIS (Netherlands)

Venhorst, Viktor; Cörvers, F.

2015-01-01

We estimate the impact of spatial mobility on job match quality by using a data set of recent Dutch university and college graduates We find positive wage returns related to spatial mobility. However, after controlling for the self-selection of migrants with an IV approach, this effect is no longer

BUILDING INTERACTIVITY IN HIGHER EDUCATION TO SUPPORT STUDENT ENGAGEMENT IN SPATIAL PROBLEM SOLVING AND PROGRAMMING

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E.-K. Gulland

2012-07-01

Full Text Available Problem-solving knowledge and skills are an important attribute of spatial sciences graduates. The challenge of higher education is to build a teaching and learning environment that enables students to acquire these skills in relevant and authentic applications. This study investigates the effectiveness of traditional face-to-face teaching and online learning technologies in supporting the student learning of problem-solving and computer programming skills, techniques and solutions. The student cohort considered for this study involves students in the surveying as well as geographic information science (GISc disciplines. Also, students studying across a range of learning modes including on-campus, distance and blended, are considered in this study. Student feedback and past studies reveal a lack of student interest and engagement in problem solving and computer programming. Many students do not see such skills as directly relevant and applicable to their perceptions of what future spatial careers hold. A range of teaching and learning methods for both face-to-face teaching and distance learning were introduced to address some of the perceived weaknesses of the learning environment. These included initiating greater student interaction in lectures, modifying assessments to provide greater feedback and student accountability, and the provision of more interactive and engaging online learning resources. The paper presents and evaluates the teaching methods used to support the student learning environment. Responses of students in relation to their learning experiences were collected via two anonymous, online surveys and these results were analysed with respect to student pass and retention rates. The study found a clear distinction between expectations and engagement of surveying students in comparison to GISc students. A further outcome revealed that students who were already engaged in their learning benefited the most from the interactive

Building Interactivity in Higher Education to Support Student Engagement in Spatial Problem Solving and Programming

Science.gov (United States)

Gulland, E.-K.; Veenendaal, B.; Schut, A. G. T.

2012-07-01

Problem-solving knowledge and skills are an important attribute of spatial sciences graduates. The challenge of higher education is to build a teaching and learning environment that enables students to acquire these skills in relevant and authentic applications. This study investigates the effectiveness of traditional face-to-face teaching and online learning technologies in supporting the student learning of problem-solving and computer programming skills, techniques and solutions. The student cohort considered for this study involves students in the surveying as well as geographic information science (GISc) disciplines. Also, students studying across a range of learning modes including on-campus, distance and blended, are considered in this study. Student feedback and past studies reveal a lack of student interest and engagement in problem solving and computer programming. Many students do not see such skills as directly relevant and applicable to their perceptions of what future spatial careers hold. A range of teaching and learning methods for both face-to-face teaching and distance learning were introduced to address some of the perceived weaknesses of the learning environment. These included initiating greater student interaction in lectures, modifying assessments to provide greater feedback and student accountability, and the provision of more interactive and engaging online learning resources. The paper presents and evaluates the teaching methods used to support the student learning environment. Responses of students in relation to their learning experiences were collected via two anonymous, online surveys and these results were analysed with respect to student pass and retention rates. The study found a clear distinction between expectations and engagement of surveying students in comparison to GISc students. A further outcome revealed that students who were already engaged in their learning benefited the most from the interactive learning resources and

A Virtual Reality Task Based on Animal Research - Spatial Learning and Memory in Patients after the First Episode of Schizophrenia

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Iveta eFajnerova

2014-05-01

Full Text Available Objective: Cognitive deficit is considered to be a characteristic feature of schizophrenia disorder. A similar cognitive dysfunction was demonstrated in animal models of schizophrenia. However, the poor comparability of methods used to assess cognition in animals and humans could be responsible for low predictive validity of current animal models. In order to assess spatial abilities in schizophrenia and compare our results with the data obtained in animal models we designed a virtual analogue of the Morris water maze (MWM, the virtual Four Goals Navigation (vFGN task.Method: Twenty-nine patients after the first psychotic episode with schizophrenia symptoms and a matched group of healthy volunteers performed the vFGN task. They were required to find and remember four hidden goal positions in an enclosed virtual arena. The task consisted of two parts. The Reference memory (RM session with a stable goal position was designed to test spatial learning. The Delayed-matching-to-place (DMP session presented a modified working memory protocol designed to test the ability to remember a sequence of three hidden goal positions.Results: Data obtained in the RM session show impaired spatial learning in schizophrenia patients compared to healthy controls in pointing and navigation accuracy. The DMP session showed impaired spatial memory in schizophrenia during the recall of spatial sequence and similar deficit in spatial bias in probe trials. The pointing accuracy and the quadrant preference showed higher sensitivity toward the cognitive deficit than the navigation accuracy. Direct navigation to the goal was affected by sex and age of the tested subjects. Age affected spatial performance only in healthy controls. Conclusions: Despite some limitations of the study, our results correspond well to previous studies in animal models of schizophrenia and support the decline of spatial cognition in schizophrenia, indicating the usefulness of the vFGN task in

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

Science.gov (United States)

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…

Abstract Spatial Reasoning as an Autistic Strength

Science.gov (United States)

Stevenson, Jennifer L.; Gernsbacher, Morton Ann

2013-01-01

Autistic individuals typically excel on spatial tests that measure abstract reasoning, such as the Block Design subtest on intelligence test batteries and the Raven’s Progressive Matrices nonverbal test of intelligence. Such well-replicated findings suggest that abstract spatial processing is a relative and perhaps absolute strength of autistic individuals. However, previous studies have not systematically varied reasoning level – concrete vs. abstract – and test domain – spatial vs. numerical vs. verbal, which the current study did. Autistic participants (N = 72) and non-autistic participants (N = 72) completed a battery of 12 tests that varied by reasoning level (concrete vs. abstract) and domain (spatial vs. numerical vs. verbal). Autistic participants outperformed non-autistic participants on abstract spatial tests. Non-autistic participants did not outperform autistic participants on any of the three domains (spatial, numerical, and verbal) or at either of the two reasoning levels (concrete and abstract), suggesting similarity in abilities between autistic and non-autistic individuals, with abstract spatial reasoning as an autistic strength. PMID:23533615

Dispersal Ability Determines the Role of Environmental, Spatial and Temporal Drivers of Metacommunity Structure

NARCIS (Netherlands)

Padial, André A.; Ceschin, Fernanda; Declerck, Steven A. J.; De Meester, Luc; Bonecker, Cláudia C.; Lansac-Tôha, Fabio A.; Rodrigues, Liliana; Rodrigues, Luzia C.; Train, Sueli; Velho, Luiz F. M.; Bini, Luis M.

2014-01-01

Recently, community ecologists are focusing on the relative importance of local environmental factors and proxies to dispersal limitation to explain spatial variation in community structure. Albeit less explored, temporal processes may also be important in explaining species composition variation in

Inattentional Blindness and Individual Differences in Cognitive Abilities.

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Carina Kreitz

Full Text Available People sometimes fail to notice salient unexpected objects when their attention is otherwise occupied, a phenomenon known as inattentional blindness. To explore individual differences in inattentional blindness, we employed both static and dynamic tasks that either presented the unexpected object away from the focus of attention (spatial or near the focus of attention (central. We hypothesized that noticing in central tasks might be driven by the availability of cognitive resources like working memory, and that noticing in spatial tasks might be driven by the limits on spatial attention like attention breadth. However, none of the cognitive measures predicted noticing in the dynamic central task or in either the static or dynamic spatial task. Only in the central static task did working memory capacity predict noticing, and that relationship was fairly weak. Furthermore, whether or not participants noticed an unexpected object in a static task was only weakly associated with their odds of noticing an unexpected object in a dynamic task. Taken together, our results are largely consistent with the notion that noticing unexpected objects is driven more by stochastic processes common to all people than by stable individual differences in cognitive abilities.

Inattentional Blindness and Individual Differences in Cognitive Abilities

Science.gov (United States)

Kreitz, Carina; Furley, Philip; Memmert, Daniel; Simons, Daniel J.

2015-01-01

People sometimes fail to notice salient unexpected objects when their attention is otherwise occupied, a phenomenon known as inattentional blindness. To explore individual differences in inattentional blindness, we employed both static and dynamic tasks that either presented the unexpected object away from the focus of attention (spatial) or near the focus of attention (central). We hypothesized that noticing in central tasks might be driven by the availability of cognitive resources like working memory, and that noticing in spatial tasks might be driven by the limits on spatial attention like attention breadth. However, none of the cognitive measures predicted noticing in the dynamic central task or in either the static or dynamic spatial task. Only in the central static task did working memory capacity predict noticing, and that relationship was fairly weak. Furthermore, whether or not participants noticed an unexpected object in a static task was only weakly associated with their odds of noticing an unexpected object in a dynamic task. Taken together, our results are largely consistent with the notion that noticing unexpected objects is driven more by stochastic processes common to all people than by stable individual differences in cognitive abilities. PMID:26258545

Inattentional Blindness and Individual Differences in Cognitive Abilities.

Science.gov (United States)

Kreitz, Carina; Furley, Philip; Memmert, Daniel; Simons, Daniel J

2015-01-01

People sometimes fail to notice salient unexpected objects when their attention is otherwise occupied, a phenomenon known as inattentional blindness. To explore individual differences in inattentional blindness, we employed both static and dynamic tasks that either presented the unexpected object away from the focus of attention (spatial) or near the focus of attention (central). We hypothesized that noticing in central tasks might be driven by the availability of cognitive resources like working memory, and that noticing in spatial tasks might be driven by the limits on spatial attention like attention breadth. However, none of the cognitive measures predicted noticing in the dynamic central task or in either the static or dynamic spatial task. Only in the central static task did working memory capacity predict noticing, and that relationship was fairly weak. Furthermore, whether or not participants noticed an unexpected object in a static task was only weakly associated with their odds of noticing an unexpected object in a dynamic task. Taken together, our results are largely consistent with the notion that noticing unexpected objects is driven more by stochastic processes common to all people than by stable individual differences in cognitive abilities.

SELF-REGULATORY ABILITIES IN PROFESSIONAL ACTIVITY

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G V Ozhiganova

2016-12-01

Full Text Available The self-regulation is considered by the author as a general ability of the person. The levels of self-regulation relating to any professional activity, and corresponding to these levels self-regulatory capacities are distinguished: 1 psychophysiological - the ability for self-regulation of emotional and psycho- physiological states; 2 socio-psychological - the ability for self-regulation in the process of social interaction; 3 psychological (the ability to regulate activities; the capacity for personal self-control;spiritual - the highest capacity for self-regulation due to the higher values and meanings of existence. Self-regulation at the highest spiritual level is considered in this research in connection with the actualization of higher self-regulatory capacities, leading to self-realization of the person including professional activity. Processes, levels, components of self-regulation, associated with different conditions of professional activities (for example, in extreme situations, as well as with different types of professions (teachers, sales managers, etc. are described. A particular attention is given to self- regulation in the teaching activities: levels, techniques of teachers’ self-regulatory skills are presented; the importance of teachers’ personal self-regulation is emphasized, because it determines self-development, self-improvement and self-fulfillment in their chosen profession, and is associated with the manifestation of higher self-regulatory capacities. It is noted that in the process of professional activities different levels and types of self-regulation are demanded. The self-regulation in professional activities is carried out due to various self-regulatory capabilities - from simple to complex, including the highest.

Cognitive Ability and Everyday Functioning in Women with Turner Syndrome.

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Downey, Jennifer; And Others

1991-01-01

Comparison of 23 Turner syndrome (TUS) women with 23 women with constitutional short stature (CSS) found significant group differences for Performance and Full Scale IQ, largely due to TUS women's deficits in spatial and mathematical ability. TUS individuals had significantly lower educational and occupational attainment than CSS controls but did…

Cognitive correlates of spatial navigation: Associations between executive functioning and the virtual Morris Water Task.

Science.gov (United States)

Korthauer, L E; Nowak, N T; Frahmand, M; Driscoll, I

2017-01-15

Although effective spatial navigation requires memory for objects and locations, navigating a novel environment may also require considerable executive resources. The present study investigated associations between performance on the virtual Morris Water Task (vMWT), an analog version of a nonhuman spatial navigation task, and neuropsychological tests of executive functioning and spatial performance in 75 healthy young adults. More effective vMWT performance (e.g., lower latency and distance to reach hidden platform, greater distance in goal quadrant on a probe trial, fewer path intersections) was associated with better verbal fluency, set switching, response inhibition, and ability to mentally rotate objects. Findings also support a male advantage in spatial navigation, with sex moderating several associations between vMWT performance and executive abilities. Overall, we report a robust relationship between executive functioning and navigational skill, with some evidence that men and women may differentially recruit cognitive abilities when navigating a novel environment. Copyright © 2016 Elsevier B.V. All rights reserved.

Spatial complexity of character based writing systems and arithmetic in primary school: a longitudinal study

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Maja eRodic

2015-03-01

Full Text Available Previous research has consistently found an association between spatial and mathematical abilities. We hypothesised that this link may partially explain the consistently observed advantage in mathematics demonstrated by Asian children. Spatial complexity of the character-based writing systems may reflect or lead to a cognitive advantage relevant to mathematics. 721 6-9 -year old children from the UK and Russia were assessed on a battery of cognitive skills and arithmetic. The Russian children were recruited from specialist linguistic schools and divided into 4 different language groups, based on the second language they were learning (i.e. English, Spanish, Chinese and Japanese. The UK children attended regular schools and were not learning any second language. The testing took place twice across the school year, once at the beginning, before the start of the second language acquisition, and once at the end of the year. The study had two aims: (1 to test whether spatial ability predicts mathematical ability in 7-9 year old children across the samples; (2 to test whether acquisition and usage of a character-based writing system leads to an advantage in performance in arithmetic and related cognitive tasks. The longitudinal link from spatial ability to mathematics was found only in the Russian sample. The effect of second language acquisition on mathematics or other cognitive skills was negligible, although some effect of Chinese language on mathematical reasoning was suggested. Overall, the findings suggest that although spatial ability is related to mathematics at this age, one academic year of exposure to spatially complex writing systems is not enough to provide a mathematical advantage. Other educational and socio-cultural factors might play a greater role in explaining individual and cross-cultural differences in arithmetic at this age.

Spatial complexity of character-based writing systems and arithmetic in primary school: a longitudinal study.

Science.gov (United States)

Rodic, Maja; Tikhomirova, Tatiana; Kolienko, Tatiana; Malykh, Sergey; Bogdanova, Olga; Zueva, Dina Y; Gynku, Elena I; Wan, Sirui; Zhou, Xinlin; Kovas, Yulia

2015-01-01

Previous research has consistently found an association between spatial and mathematical abilities. We hypothesized that this link may partially explain the consistently observed advantage in mathematics demonstrated by East Asian children. Spatial complexity of the character-based writing systems may reflect or lead to a cognitive advantage relevant to mathematics. Seven hundered and twenty one 6-9-year old children from the UK and Russia were assessed on a battery of cognitive skills and arithmetic. The Russian children were recruited from specialist linguistic schools and divided into four different language groups, based on the second language they were learning (i.e., English, Spanish, Chinese, and Japanese). The UK children attended regular schools and were not learning any second language. The testing took place twice across the school year, once at the beginning, before the start of the second language acquisition, and once at the end of the year. The study had two aims: (1) to test whether spatial ability predicts mathematical ability in 7-9 year-old children across the samples; (2) to test whether acquisition and usage of a character-based writing system leads to an advantage in performance in arithmetic and related cognitive tasks. The longitudinal link from spatial ability to mathematics was found only in the Russian sample. The effect of second language acquisition on mathematics or other cognitive skills was negligible, although some effect of Chinese language on mathematical reasoning was suggested. Overall, the findings suggest that although spatial ability is related to mathematics at this age, one academic year of exposure to spatially complex writing systems is not enough to provide a mathematical advantage. Other educational and socio-cultural factors might play a greater role in explaining individual and cross-cultural differences in arithmetic at this age.

Spatial complexity of character-based writing systems and arithmetic in primary school: a longitudinal study

Science.gov (United States)

Rodic, Maja; Tikhomirova, Tatiana; Kolienko, Tatiana; Malykh, Sergey; Bogdanova, Olga; Zueva, Dina Y.; Gynku, Elena I.; Wan, Sirui; Zhou, Xinlin; Kovas, Yulia

2015-01-01

Previous research has consistently found an association between spatial and mathematical abilities. We hypothesized that this link may partially explain the consistently observed advantage in mathematics demonstrated by East Asian children. Spatial complexity of the character-based writing systems may reflect or lead to a cognitive advantage relevant to mathematics. Seven hundered and twenty one 6–9-year old children from the UK and Russia were assessed on a battery of cognitive skills and arithmetic. The Russian children were recruited from specialist linguistic schools and divided into four different language groups, based on the second language they were learning (i.e., English, Spanish, Chinese, and Japanese). The UK children attended regular schools and were not learning any second language. The testing took place twice across the school year, once at the beginning, before the start of the second language acquisition, and once at the end of the year. The study had two aims: (1) to test whether spatial ability predicts mathematical ability in 7–9 year-old children across the samples; (2) to test whether acquisition and usage of a character-based writing system leads to an advantage in performance in arithmetic and related cognitive tasks. The longitudinal link from spatial ability to mathematics was found only in the Russian sample. The effect of second language acquisition on mathematics or other cognitive skills was negligible, although some effect of Chinese language on mathematical reasoning was suggested. Overall, the findings suggest that although spatial ability is related to mathematics at this age, one academic year of exposure to spatially complex writing systems is not enough to provide a mathematical advantage. Other educational and socio-cultural factors might play a greater role in explaining individual and cross-cultural differences in arithmetic at this age. PMID:25859235

Transformations and representations supporting spatial perspective taking

Science.gov (United States)

Yu, Alfred B.; Zacks, Jeffrey M.

2018-01-01

Spatial perspective taking is the ability to reason about spatial relations relative to another’s viewpoint. Here, we propose a mechanistic hypothesis that relates mental representations of one’s viewpoint to the transformations used for spatial perspective taking. We test this hypothesis using a novel behavioral paradigm that assays patterns of response time and variation in those patterns across people. The results support the hypothesis that people maintain a schematic representation of the space around their body, update that representation to take another’s perspective, and thereby to reason about the space around their body. This is a powerful computational mechanism that can support imitation, coordination of behavior, and observational learning. PMID:29545731

Influence of impulsivity-reflexivity when testing dynamic spatial ability: sex and g differences.

Science.gov (United States)

Quiroga, M Angeles; Hernández, José Manuel; Rubio, Victor; Shih, Pei Chun; Santacreu, José

2007-11-01

This work analyzes the possibility that the differences in the performance of men and women in dynamic spatial tasks such as the Spatial Orientation Dynamic Test-Revised (SODT-R; Santacreu & Rubio, 1998), obtained in previous works, are due to cognitive style (Reflexivity-Impulsivity) or to the speed-accuracy tradeoff (SATO) that the participants implement. If these differences are due to cognitive style, they would be independent of intelligence, whereas if they are due to SATO, they may be associated with intelligence. In this work, 1652 participants, 984 men and 668 women, ages between 18 and 55 years, were assessed. In addition to the SODT-R, the "Test de Razonamiento Analitico, Secuencial e Inductivo" (TRASI [Analytical, Sequential, and Inductive Reasoning Test]; Rubio & Santacreu, 2003) was administered as a measure of general intelligence. Impulsivity scores (Zi) of Salkind and Wright (1977) were used to analyze reflexivity-impulsivity and SATO. The results obtained indicate that (a) four performance groups can be identified: Fast-accurate, Slow-inaccurate, Impulsive, and Reflexive. The first two groups solve the task as a function of a competence variable and the last two as a function of a personality variable; (b) performance differences should be attributed to SATO; (c) SATO differs depending on sex and intelligence level.

Does Chronic Unpredictable Stress during Adolescence Affect Spatial Cognition in Adulthood?

Science.gov (United States)

Chaby, Lauren E; Sheriff, Michael J; Hirrlinger, Amy M; Lim, James; Fetherston, Thomas B; Braithwaite, Victoria A

2015-01-01

Spatial abilities allow animals to retain and cognitively manipulate information about their spatial environment and are dependent upon neural structures that mature during adolescence. Exposure to stress in adolescence is thought to disrupt neural maturation, possibly compromising cognitive processes later in life. We examined whether exposure to chronic unpredictable stress in adolescence affects spatial ability in late adulthood. We evaluated spatial learning, reference and working memory, as well as long-term retention of visuospatial cues using a radial arm water maze. We found that stress in adolescence decreased the rate of improvement in spatial learning in adulthood. However, we found no overall performance impairments in adult reference memory, working memory, or retention caused by adolescent-stress. Together, these findings suggest that adolescent-stress may alter the strategy used to solve spatial challenges, resulting in performance that is more consistent but is not refined by incorporating available spatial information. Interestingly, we also found that adolescent-stressed rats showed a shorter latency to begin the water maze task when re-exposed to the maze after an overnight delay compared with control rats. This suggests that adolescent exposure to reoccurring stressors may prepare animals for subsequent reoccurring challenges. Overall, our results show that stress in adolescence does not affect all cognitive processes, but may affect cognition in a context-dependent manner.

The impact of spatial resolution on resolving spatial precipitation patterns in the Himalayas

OpenAIRE

Bonekamp, P.N.J.; Collier, S.E.; Immerzeel, W.W.

2017-01-01

Frequently used gridded meteorological datasets poorly represent precipitation in the Himalaya due to their relatively low spatial resolution and the associated coarse representation of the complex topography. Dynamical downscaling using high-resolution atmospheric models may improve the accuracy and quality of the precipitation fields, as simulations at higher spatial resolution are more capable of resolving the interaction between the topography and the atmosphere. However, most physics par...

Peripheral hearing loss reduces the ability of children to direct selective attention during multi-talker listening.

Science.gov (United States)

Holmes, Emma; Kitterick, Padraig T; Summerfield, A Quentin

2017-07-01

Restoring normal hearing requires knowledge of how peripheral and central auditory processes are affected by hearing loss. Previous research has focussed primarily on peripheral changes following sensorineural hearing loss, whereas consequences for central auditory processing have received less attention. We examined the ability of hearing-impaired children to direct auditory attention to a voice of interest (based on the talker's spatial location or gender) in the presence of a common form of background noise: the voices of competing talkers (i.e. during multi-talker, or "Cocktail Party" listening). We measured brain activity using electro-encephalography (EEG) when children prepared to direct attention to the spatial location or gender of an upcoming target talker who spoke in a mixture of three talkers. Compared to normally-hearing children, hearing-impaired children showed significantly less evidence of preparatory brain activity when required to direct spatial attention. This finding is consistent with the idea that hearing-impaired children have a reduced ability to prepare spatial attention for an upcoming talker. Moreover, preparatory brain activity was not restored when hearing-impaired children listened with their acoustic hearing aids. An implication of these findings is that steps to improve auditory attention alongside acoustic hearing aids may be required to improve the ability of hearing-impaired children to understand speech in the presence of competing talkers. Copyright © 2017 Elsevier B.V. All rights reserved.

Individual differences in multitasking ability and adaptability.

Science.gov (United States)

Morgan, Brent; D'Mello, Sidney; Abbott, Robert; Radvansky, Gabriel; Haass, Michael; Tamplin, Andrea

2013-08-01

The aim of this study was to identify the cognitive factors that predictability and adaptability during multitasking with a flight simulator. Multitasking has become increasingly prevalent as most professions require individuals to perform multiple tasks simultaneously. Considerable research has been undertaken to identify the characteristics of people (i.e., individual differences) that predict multitasking ability. Although working memory is a reliable predictor of general multitasking ability (i.e., performance in normal conditions), there is the question of whether different cognitive faculties are needed to rapidly respond to changing task demands (adaptability). Participants first completed a battery of cognitive individual differences tests followed by multitasking sessions with a flight simulator. After a baseline condition, difficulty of the flight simulator was incrementally increased via four experimental manipulations, and performance metrics were collected to assess multitasking ability and adaptability. Scholastic aptitude and working memory predicted general multitasking ability (i.e., performance at baseline difficulty), but spatial manipulation (in conjunction with working memory) was a major predictor of adaptability (performance in difficult conditions after accounting for baseline performance). Multitasking ability and adaptability may be overlapping but separate constructs that draw on overlapping (but not identical) sets of cognitive abilities. The results of this study are applicable to practitioners and researchers in human factors to assess multitasking performance in real-world contexts and with realistic task constraints. We also present a framework for conceptualizing multitasking adaptability on the basis of five adaptability profiles derived from performance on tasks with consistent versus increased difficulty.

Effect of clinical practice on self-learning development ability

International Nuclear Information System (INIS)

Kim, Jung Hyun; Yang, Han Joon; Kim, Nak Sang

2017-01-01

In order to analyze the degree of self-learning development ability after the clinical training curriculum, the results of 121 questionnaires were analyzed for 3rd and 4th grade students in radiology in the metropolitan area. The overall average of self-learning ability according to gender was 3.07±0.85, which was statistically significant according to gender. However, the results according to educational system showed that the overall average was 3.07±0.85, which was higher than the average level of self-learning development ability. There was no statistically significant difference according to educational system. The results of the self-learning development ability according to the motivation for selecting the department showed that the students who have chosen their department due to their higher employment rate after graduation had high self-development ability level(3.58±0.85) but the students who entered the school due to self-aptitude had relatively lower self-development ability level (2.30±0.40). The overall average of self-learning ability according to direction of career path was 3.08±0.76, which was over-average of self-learning development ability. Thus, there was statistically significant difference according to career path. It is necessary to improve the self-learning ability in clinical practice. In addition, the lack of statistical significance suggests problems and diversity

Effect of clinical practice on self-learning development ability

Energy Technology Data Exchange (ETDEWEB)

Kim, Jung Hyun; Yang, Han Joon [Dept. of International Radiological Science, Hallym University of Graduate Studies, Chuncheon (Korea, Republic of); Kim, Nak Sang [Dept. of Radiological Science, Songho College, Hoengseong (Korea, Republic of)

2017-09-15

In order to analyze the degree of self-learning development ability after the clinical training curriculum, the results of 121 questionnaires were analyzed for 3rd and 4th grade students in radiology in the metropolitan area. The overall average of self-learning ability according to gender was 3.07±0.85, which was statistically significant according to gender. However, the results according to educational system showed that the overall average was 3.07±0.85, which was higher than the average level of self-learning development ability. There was no statistically significant difference according to educational system. The results of the self-learning development ability according to the motivation for selecting the department showed that the students who have chosen their department due to their higher employment rate after graduation had high self-development ability level(3.58±0.85) but the students who entered the school due to self-aptitude had relatively lower self-development ability level (2.30±0.40). The overall average of self-learning ability according to direction of career path was 3.08±0.76, which was over-average of self-learning development ability. Thus, there was statistically significant difference according to career path. It is necessary to improve the self-learning ability in clinical practice. In addition, the lack of statistical significance suggests problems and diversity.

Herbivore-induced plant volatiles and tritrophic interactions across spatial scales.

Science.gov (United States)

Aartsma, Yavanna; Bianchi, Felix J J A; van der Werf, Wopke; Poelman, Erik H; Dicke, Marcel

2017-12-01

Herbivore-induced plant volatiles (HIPVs) are an important cue used in herbivore location by carnivorous arthropods such as parasitoids. The effects of plant volatiles on parasitoids have been well characterised at small spatial scales, but little research has been done on their effects at larger spatial scales. The spatial matrix of volatiles ('volatile mosaic') within which parasitoids locate their hosts is dynamic and heterogeneous. It is shaped by the spatial pattern of HIPV-emitting plants, the concentration, chemical composition and breakdown of the emitted HIPV blends, and by environmental factors such as wind, turbulence and vegetation that affect transport and mixing of odour plumes. The volatile mosaic may be exploited differentially by different parasitoid species, in relation to species traits such as sensory ability to perceive volatiles and the physical ability to move towards the source. Understanding how HIPVs influence parasitoids at larger spatial scales is crucial for our understanding of tritrophic interactions and sustainable pest management in agriculture. However, there is a large gap in our knowledge on how volatiles influence the process of host location by parasitoids at the landscape scale. Future studies should bridge the gap between the chemical and behavioural ecology of tritrophic interactions and landscape ecology. © 2017 The Authors. New Phytologist © 2017 New Phytologist Trust.

Harmonious Expansion of China's Higher Education: A New Growth Pattern

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Gu, Jiafeng

2012-01-01

How can one country narrow the regional disparity during the tremendous expansion of higher education? This issue remains unexamined and critical analysis is needed to unveil the spatial dynamics behind expansion of higher education. The spatial analysis shows that there is significant strategic interaction among neighboring provinces in China…

On the Origins of Calculation Abilities

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A. Ardila

1993-01-01

Full Text Available A historical review of calculation abilities is presented. Counting, starting with finger sequencing, has been observed in different ancient and contemporary cultures, whereas number representation and arithmetic abilities are found only during the last 5000–6000 years. The rationale for selecting a base of ten in most numerical systems and the clinical association between acalculia and finger agnosia are analyzed. Finger agnosia (as a restricted form of autotopagnosia, right–left discrimination disturbances, semantic aphasia, and acalculia are proposed to comprise a single neuropsychological syndrome associated with left angular gyrus damage. A classification of calculation disturbances resulting from brain damage is presented. It is emphasized that using historical/anthropological analysis, it becomes evident that acalculia, finger agnosia, and disorders in right–left discrimination (as in general, in the use of spatial concepts must constitute a single clinical syndrome, resulting from the disruption of some common brain activity and the impairment of common cognitive mechanisms.

Inability to acquire spatial information and deploy spatial search strategies in mice with lesions in dorsomedial striatum.

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Pooters, Tine; Gantois, Ilse; Vermaercke, Ben; D'Hooge, Rudi

2016-02-01

Dorsal striatum has been shown to contribute to spatial learning and memory, but the role of striatal subregions in this important aspect of cognitive functioning remains unclear. Moreover, the spatial-cognitive mechanisms that underlie the involvement of these regions in spatial navigation have scarcely been studied. We therefore compared spatial learning and memory performance in mice with lesions in dorsomedial (DMS) and dorsolateral striatum (DLS) using the hidden-platform version of the Morris water maze (MWM) task. Compared to sham-operated controls, animals with DMS damage were impaired during MWM acquisition training. These mice displayed delayed spatial learning, increased thigmotaxis, and increased search distance to the platform, in the absence of major motor dysfunction, working memory defects or changes in anxiety or exploration. They failed to show a preference for the target quadrant during probe trials, which further indicates that spatial reference memory was impaired in these animals. Search strategy analysis moreover demonstrated that DMS-lesioned mice were unable to deploy cognitively advanced spatial search strategies. Conversely, MWM performance was barely affected in animals with lesions in DLS. In conclusion, our results indicate that DMS and DLS display differential functional involvement in spatial learning and memory. Our results show that DMS, but not DLS, is crucial for the ability of mice to acquire spatial information and their subsequent deployment of spatial search strategies. These data clearly identify DMS as a crucial brain structure for spatial learning and memory, which could explain the occurrence of neurocognitive impairments in brain disorders that affect the dorsal striatum. Copyright © 2015 Elsevier B.V. All rights reserved.

Exploration, anxiety, and spatial memory in transgenic anophthalmic mice.

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Buhot, M C; Dubayle, D; Malleret, G; Javerzat, S; Segu, L

2001-04-01

Contradictory results are found in the literature concerning the role of vision in the perception of space or in spatial navigation, in part because of the lack of murine models of total blindness used so far. The authors evaluated the spatial abilities of anophthalmic transgenic mice. These mice did not differ qualitatively from their wild-type littermates in general locomotor activity, spontaneous alternation, object exploration, or anxiety, but their level of exploratory activity was generally lower. In the spatial version of the water maze, they displayed persistent thigmotaxic behavior and showed severe spatial learning impairments. However, their performances improved with training, suggesting that they may have acquired a rough representation of the platform position. These results suggest that modalities other than vision enable some degree of spatial processing in proximal and structured spaces but that vision is critical for accurate spatial navigation.

Logical Reasoning Abilities of Junior High School Students in the Province of Cotabato, Philippines

OpenAIRE

Paul John B. Ongcoy

2016-01-01

Reasoning abilities of the learners and its development was well-discussed in the world of education. The higher the ability of the person to reason abstractly, the higher the probability that a person will effectively function in the society. Thus, it is the main goal of the K-12 Curriculum of the Department of Education to improve the reasoning abilities and formal reasoning among students in the country. The higher the reasoning ability of a person, the more productive he is. T...

Spatial channel interactions in cochlear implants

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Tang, Qing; Benítez, Raul; Zeng, Fan-Gang

2011-08-01

The modern multi-channel cochlear implant is widely considered to be the most successful neural prosthesis owing to its ability to restore partial hearing to post-lingually deafened adults and to allow essentially normal language development in pre-lingually deafened children. However, the implant performance varies greatly in individuals and is still limited in background noise, tonal language understanding, and music perception. One main cause for the individual variability and the limited performance in cochlear implants is spatial channel interaction from the stimulating electrodes to the auditory nerve and brain. Here we systematically examined spatial channel interactions at the physical, physiological, and perceptual levels in the same five modern cochlear implant subjects. The physical interaction was examined using an electric field imaging technique, which measured the voltage distribution as a function of the electrode position in the cochlea in response to the stimulation of a single electrode. The physiological interaction was examined by recording electrically evoked compound action potentials as a function of the electrode position in response to the stimulation of the same single electrode position. The perceptual interactions were characterized by changes in detection threshold as well as loudness summation in response to in-phase or out-of-phase dual-electrode stimulation. To minimize potentially confounding effects of temporal factors on spatial channel interactions, stimulus rates were limited to 100 Hz or less in all measurements. Several quantitative channel interaction indexes were developed to define and compare the width, slope and symmetry of the spatial excitation patterns derived from these physical, physiological and perceptual measures. The electric field imaging data revealed a broad but uniformly asymmetrical intracochlear electric field pattern, with the apical side producing a wider half-width and shallower slope than the basal

Attention to multiple locations is limited by spatial working memory capacity.

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Close, Alex; Sapir, Ayelet; Burnett, Katherine; d'Avossa, Giovanni

2014-08-21

What limits the ability to attend several locations simultaneously? There are two possibilities: Either attention cannot be divided without incurring a cost, or spatial memory is limited and observers forget which locations to monitor. We compared motion discrimination when attention was directed to one or multiple locations by briefly presented central cues. The cues were matched for the amount of spatial information they provided. Several random dot kinematograms (RDKs) followed the spatial cues; one of them contained task-relevant, coherent motion. When four RDKs were presented, discrimination accuracy was identical when one and two locations were indicated by equally informative cues. However, when six RDKs were presented, discrimination accuracy was higher following one rather than multiple location cues. We examined whether memory of the cued locations was diminished under these conditions. Recall of the cued locations was tested when participants attended the cued locations and when they did not attend the cued locations. Recall was inaccurate only when the cued locations were attended. Finally, visually marking the cued locations, following one and multiple location cues, equalized discrimination performance, suggesting that participants could attend multiple locations when they did not have to remember which ones to attend. We conclude that endogenously dividing attention between multiple locations is limited by inaccurate recall of the attended locations and that attention poses separate demands on the same central processes used to remember spatial information, even when the locations attended and those held in memory are the same. © 2014 ARVO.

Age effects on sensory-processing abilities and their impact on handwriting.

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Engel-Yeger, Batya; Hus, Sari; Rosenblum, Sara

2012-12-01

Sensory-processing abilities are known to deteriorate in the elderly. As a result, daily activities such as handwriting may be impaired. Yet, knowledge about sensory-processing involvement in handwriting characteristics among older persons is limited. To examine how age influences sensory-processing abilities and the impact on handwriting as a daily performance. The study participants were 118 healthy, independently functioning adults divided into four age groups: 31-45, 46-60, 61-75 and 76+ years. All participants completed the Adolescent/ Adult Sensory Profile (AASP). Handwriting process was documented using the Computerized Handwriting Penmanship Evaluation Tool (ComPET). Age significantly affects sensory processing and handwriting pressure as well as temporal and spatial measures. Both handwriting time and spatial organization of the written product were predicted by sensory seeking. When examining age contribution to the prediction of handwriting by sensory processing, sensory seeking showed a tendency for predicting handwriting pressure (p = .06), while sensory sensitivity significantly predicted handwriting velocity. Age appears to influence sensory-processing abilities and affect daily performance tasks, such as handwriting, for which sensitivity and seeking for sensations are essential. Awareness of clinicians to sensory-processing deficits among older adults and examining their impact on broader daily activities are essential to improve daily performance and quality of life.

The geometry ability of junior high school students in Karanganyar based on the Hoffer’s theory

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Nurwijayanti, A.; Budiyono; Fitriana, L.

2018-03-01

Geometry ability is the aspect which underlay students to solve the geometry problems. However, some studies suggests the difficulty students when learning geometry. This leads to the ability of the geometri students difficult to develop. There are five the geometry ability based the Hoffer’s theory, namely visual, verbal, drawing, logical, and applied. These five aspects are basic geometry ability to be mastered by Junior High School students level. This study aimed to describe the students’ geometry ability according to the Hoffer’s theory. The participants of this study are six students from 9th grade in State Junior High School 1 Jaten at Karanganyar that consisted of three categories, namely higher ability, moderate ability, and lower ability students. The data collection methods used are geometry test and in-depth interview and than analyzed using triangulation. The result of the study showed that the ability of those three categories is different. Each of the students' geometry ability can be described as follows. (1) On visual skill, higher ability and moderate ability students could mention the elements of the geometrical shapes correctly based on its shapes obtained. However, lower ability students were unable to mention it specifically; (2) On verbal skill, moderate ability students were able to link the relationship among shapes based on the characteristics correctly, despite that the higher ability and lower ability seemed to have difficulty; (3) On drawing skill, higher ability students could construct the shapes based on the relationship among shapes well, but moderate ability and lower ability students continually faced difficulty; (4) On logical skill, both higher ability, and moderate ability students were able to determine the formula of a particular geometrical shape based on the relationship among the elements of the shape well, while the lower ability students were unable to; (5) On applied skill, higher ability, and moderate ability

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

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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).

What the Nose Knows: Olfaction and Cognitive Abilities.

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Danthiir, Vanessa; Roberts, Richard D.; Pallier, Gerry; Stankov, Lazar

2001-01-01

Studied the role of olfactory processes within the theory of fluid and crystallized intelligence by testing 107 Australian college students with a battery of psychometric and olfactory tests. Results indicate the likely existence of an olfactory memory ability that is structurally independent of established higher-order abilities and not related…

Validation of the Korean Version of the Spatial Hearing Questionnaire for Assessing the Severity and Symmetry of Hearing Impairment.

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Kong, Tae Hoon; Park, Yoon Ah; Bong, Jeong Pyo; Park, Sang Yoo

2017-07-01

Spatial hearing refers to the ability to understand speech and identify sounds in various environments. We assessed the validity of the Korean version of the Spatial Hearing Questionnaire (K-SHQ). We performed forward translation of the original English SHQ to Korean and backward translation from the Korean to English. Forty-eight patients who were able to read and understand Korean and received a score of 24 or higher on the Mini-Mental Status Examination were included in the study. Patients underwent pure tone audiometry (PTA) using a standard protocol and completed the K-SHQ. Internal consistency was evaluated using Cronbach's alpha, and factor analysis was performed to prove reliability. Construct validity was tested by comparing K-SHQ scores from patients with normal hearing to those with hearing impairment. Scores were compared between subjects with unilateral or bilateral hearing loss and between symmetrical and asymmetrical hearing impairment. Cronbach's alpha showed good internal consistency (0.982). Two factors were identified by factor analysis: There was a significant difference in K-SHQ scores for patients with normal hearing compared to those with hearing impairment. Patients with asymmetric hearing impairment had higher K-SHQ scores than those with symmetric hearing impairment. This is related to a lower threshold of PTA in the better ear of subjects. The hearing ability of the better ear is correlated with K-SHQ score. The K-SHQ is a reliable and valid tool with which to assess spatial hearing in patients who speak and read Korean. K-SHQ score reflects the severity and symmetry of hearing impairment. © Copyright: Yonsei University College of Medicine 2017

Changes of learning and memory ability and brain nicotinic receptors of rat offspring with coal burning fluorosis

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Gui, C.Z.; Ran, L.Y.; Li, J.P.; Guan, Z.Z. [Guiyang Medical College, Guiyang (China). Dept. of Pathology

2010-09-15

The purpose of the investigation is to reveal the mechanism of the decreased ability of learning and memory induced by coal burning fluorosis. Ten offspring SD rats aged 30 days, who were born from the mothers with chronic coal burning fluorosis, and ten offspring with same age from the normal mothers as controls were selected. Spatial learning and memory of the rats were evaluated by Morris Water Maze test. Cholinesterase activity was detected by photometric method. The expressions of nicotinic acetylcholine receptors (nAChRs) at protein and mRNA levels were detected by Western blotting and Real-time PCR, respectively. The results showed that in the rat offspring exposed to higher fluoride as compared to controls, the learning and memory ability declined; the cholinesterase activities in the brains were inhibited; the protein levels of alpha 3, alpha 4 and alpha 7 nAChR subunits were decreased which showed certain significant correlations with the declined learning and memory ability; and the mRNA levels of alpha 3 and alpha 4 nAChRs were decreased, whereas the alpha 7 mRNA increased. The data indicated that coal burning fluorosis can induce the decreased ability of learning and memory of rat offspring, in which the mechanism might be connected to the changed nAChRs and cholinesterase.

探討大學生空間自我效能、畫地圖能力與地圖素養之相關性與中介效果 The Relationships and Mediated Effects of College Students’ Spatial Self-Efficacy, Map-Drawing Ability and Map Literacy

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楊登順 Teng-Shun Yang

2016-12-01

possessed significantly higher map literacy than their female counterparts did. The students’ spatial self-efficacy, map-drawing ability, and map literacy were significantly and positively related. In addition, this study provides evidence to support that map-drawing ability partially mediates between direction judgment and map use. The implications of the findings and recommendations for future research are discussed.

Spatial Cluster Detection for Repeatedly Measured Outcomes while Accounting for Residential History

OpenAIRE

Cook, Andrea J.; Gold, Diane R.; Li, Yi

2009-01-01

Spatial cluster detection has become an important methodology in quantifying the effect of hazardous exposures. Previous methods have focused on cross-sectional outcomes that are binary or continuous. There are virtually no spatial cluster detection methods proposed for longitudinal outcomes. This paper proposes a new spatial cluster detection method for repeated outcomes using cumulative geographic residuals. A major advantage of this method is its ability to readily incorporate information ...

Percoll gradient-centrifuged capacitated mouse sperm have increased fertilizing ability and higher contents of sulfogalactosylglycerolipid and docosahexaenoic acid-containing phosphatidylcholine compared to washed capacitated mouse sperm.

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Furimsky, Anna; Vuong, Ngoc; Xu, Hongbin; Kumarathasan, Premkumari; Xu, Min; Weerachatyanukul, Wattana; Bou Khalil, Maroun; Kates, Morris; Tanphaichitr, Nongnuj

2005-03-01

Although Percoll gradient centrifugation has been used routinely to prepare motile human sperm, its use in preparing motile mouse sperm has been limited. Here, we showed that Percoll gradient-centrifuged (PGC) capacitated mouse sperm had markedly higher fertilizing ability (sperm-zona pellucida [ZP] binding and in vitro fertilization) than washed capacitated mouse sperm. We also showed that the lipid profiles of PGC capacitated sperm and washed capacitated sperm differed significantly. The PGC sperm had much lower contents of cholesterol and phospholipids. This resulted in relative enrichment of male germ cell-specific sulfogalactosylglycerolipid (SGG), a ZP-binding ligand, in PGC capacitated sperm, and this would explain, in part, their increased ZP-binding ability compared with that of washed capacitated sperm. Analyses of phospholipid fatty acyl chains revealed that PGC capacitated sperm were enriched in phosphatidylcholine (PC) molecular species containing highly unsaturated fatty acids (HUFAs), with docosahexaenoic acid (DHA; C22: 6n-3) being the predominant HUFA (42% of total hydrocarbon chains of PC). In contrast, the level of PC-HUFAs comprising arachidonic acid (20:4n-6), docosapentaenoic acid (C22:5n-6), and DHA in washed capacitated sperm was only 27%. Having the highest unsaturation degree among all HUFAs in PC, DHA would enhance membrane fluidity to the uppermost. Therefore, membranes of PGC capacitated sperm would undergo fertilization-related fusion events at higher rates than washed capacitated sperm. These results suggested that PGC mouse sperm should be used in fertilization experiments and that SGG and DHA should be considered to be important biomarkers for sperm fertilizing ability.

Emotional Faces Capture Spatial Attention in 5-Year-Old Children

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Kit K. Elam

2010-10-01

Full Text Available Emotional facial expressions are important social cues that convey salient affective information. Infants, younger children, and adults all appear to orient spatial attention to emotional faces with a particularly strong bias to fearful faces. Yet in young children it is unclear whether or not both happy and fearful faces extract attention. Given that the processing of emotional faces is believed by some to serve an evolutionarily adaptive purpose, attentional biases to both fearful and happy expressions would be expected in younger children. However, the extent to which this ability is present in young children and whether or not this ability is genetically mediated is untested. Therefore, the aims of the current study were to assess the spatial-attentional properties of emotional faces in young children, with a preliminary test of whether this effect was influenced by genetics. Five-year-old twin pairs performed a dot-probe task. The results suggest that children preferentially direct spatial attention to emotional faces, particularly right visual field faces. The results provide support for the notion that the direction of spatial attention to emotional faces serves an evolutionarily adaptive function and may be mediated by genetic mechanisms.

The role of short-term memory and visuo-spatial skills in numerical magnitude processing: Evidence from Turner syndrome.

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Lucie Attout

Full Text Available Most studies on magnitude representation have focused on the visual modality with no possibility of disentangling the influence of visuo-spatial skills and short-term memory (STM abilities on quantification processes. This study examines this issue in patients with Turner syndrome (TS, a genetic condition characterized by a specific cognitive profile frequently associating poor mathematical achievement, low spatial skills and reduced STM abilities. In order to identify the influence of visuo-spatial and STM processing on numerical magnitude abilities, twenty female participants with TS and twenty control female participants matched for verbal IQ and education level were administered a series of magnitude comparison tasks. The tasks differed on the nature of the magnitude to be processed (continuous, discrete and symbolic magnitude, on visuo-spatial processing requirement (no/high and on STM demands (low in simultaneous presentation vs. high in sequential presentation. Our results showed a lower acuity when participants with TS compared the numerical magnitudes of stimuli presented sequentially (low visuo-spatial processing and high STM load: Dot sequence and Sound sequence while no difference was observed in the numerical comparison of sets presented simultaneously. In addition, the group difference in sequential tasks disappeared when controlling for STM abilities. Finally, both groups demonstrated similar performance when comparing continuous or symbolic magnitude stimuli and they exhibited comparable subitizing abilities. These results highlight the importance of STM abilities in extracting numerosity through a sequential presentation and underline the importance of considering the impact of format presentation on magnitude judgments.

Congenital blindness limits allocentric to egocentric switching ability.

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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.

Beyond dizziness: virtual navigation, spatial anxiety and hippocampal volume in bilateral vestibulopathy

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Olympia eKremmyda

2016-03-01

Full Text Available Bilateral vestibulopathy (BVP is defined as the impairment or loss of function of either the labyrinths or the eighth nerves. Patients with total BVP due to bilateral vestibular nerve section exhibit difficulties in spatial memory and navigation and show a loss of hippocampal volume. In clinical practice, most patients do not have a complete loss of function but rather an asymmetrical residual functioning of the vestibular system. The purpose of the current study was to investigate navigational ability and hippocampal atrophy in BVP patients with residual vestibular function. Fifteen patients with BVP and a group of age- and gender- matched healthy controls were examined. Self-reported questionnaires on spatial anxiety and wayfinding were used to assess the applied strategy of wayfinding and quality of life. Spatial memory and navigation were tested directly using a virtual Morris Water Maze Task. The hippocampal volume of these two groups was evaluated by voxel-based morphometry. In the patients, the questionnaire showed a higher spatial anxiety and the Morris Water Maze Task a delayed spatial learning performance. MRI revealed a significant decrease in the gray matter mid-hippocampal volume (Left: p = 0.006, Z = 4.58, Right: p < 0.001, Z = 3.63 and posterior parahippocampal volume (Right: p = 0.005, Z = 4.65, Left: p < 0.001, Z = 3.87 compared to those of healthy controls. In addition, a decrease in hippocampal formation volume correlated with a more dominant route-finding strategy. Our current findings demonstrate that even partial bilateral vestibular loss leads to anatomical and functional

Deafness and motor abilities level

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A Zwierzchowska

2008-09-01

Full Text Available The audition injury hinders some motor motions and the organised coordination at the higher level and may be a cause of disturbances and disorder in some motor abilities adoption. It was assumed that deafness including its aetiology and injury mechanism may significantly influence the motor development of human being. The study aimed in checking if the deafness, as a result of various unfavourable factors, determines the motor development of children and youngsters. Consequently the dependency between qualitative features i.e.: signed motor level and aetiology, audition injury mechanism and the deafness degree was examined. The mechanism and aetiology of hearing correlated with the motor abilities displayed statistically significant dependencies in few motor trials only. Revealed correlations regarded mostly the coordination trials excluding the flexibility one. Statistically significant dependencies between the audition diminution and the motor abilities level were not found.

Gender differences in the use of external landmarks versus spatial representations updated by self-motion.

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Lambrey, Simon; Berthoz, Alain

2007-09-01

Numerous data in the literature provide evidence for gender differences in spatial orientation. In particular, it has been suggested that spatial representations of large-scale environments are more accurate in terms of metric information in men than in women but are richer in landmark information in women than in men. One explanatory hypothesis is that men and women differ in terms of navigational processes they used in daily life. The present study investigated this hypothesis by distinguishing two navigational processes: spatial updating by self-motion and landmark-based orientation. Subjects were asked to perform a pointing task in three experimental conditions, which differed in terms of reliability of the external landmarks that could be used. Two groups of subjects were distinguished, a mobile group and an immobile group, in which spatial updating of environmental locations did not have the same degree of importance for the correct performance of the pointing task. We found that men readily relied on an internal egocentric representation of where landmarks were expected to be in order to perform the pointing task, a representation that could be updated during self-motion (spatial updating). In contrast, women seemed to take their bearings more readily on the basis of the stable landmarks of the external world. We suggest that this gender difference in spatial orientation is not due to differences in information processing abilities but rather due to the differences in higher level strategies.

Wayfinding in the Blind: Larger Hippocampal Volume and Supranormal Spatial Navigation

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Fortin, Madeleine; Voss, Patrice; Lord, Catherine; Lassonde, Maryse; Pruessner, Jens; Saint-Amour, Dave; Rainville, Constant; Lepore, Franco

2008-01-01

In the absence of visual input, the question arises as to how complex spatial abilities develop and how the brain adapts to the absence of this modality. We explored navigational skills in both early and late blind individuals and structural differences in the hippocampus, a brain region well known to be involved in spatial processing.…

Cognitive abilities in children in contexts of poverty

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Silvina Cohen Imach

2015-09-01

Full Text Available A series of studies of cognitive abilities were conducted on a group of children at a context of poverty, in reason of learning about the quality of such capabilities, and in direct relationship to low school performance and subsequent risk of academic underachievement. Fifty three 4th year EGB-2 (Elementary School children of both sexes participated. They attend a suburban school outside the city of San Miguel de Tucumán, Argentina. Tests of Analogies and Building with Cubes of Wechsler ́s Intelligence Scale III (WISCIII were used in the process. Additionally, a register protocol was prepared by the research team. Outcomes were articulated with a demographic poll inquiring on the social-economic context of the children. Results reveal a proportion of 18.9 % of the children showing below standard records in cognitive abilities related to the aptitude in forming verbal concepts, and of 13.2 % in non- verbal concepts. Verbal abilities refer to the faculty of classifying and categorizing, for which the subject needs to organize, abstract and find relationship between facts or ideas and the comprehension of oral/audio assignments. Non- verbal abilities submit to the aptitude of making processes of analysis- synthesis and applying non- verbal reasoning to spatial relationships. This group of children was selected to receive – in second stage- training in these abilities through the Instrumental Enrichment Program. 

Neural correlates of spatial navigation changes in mild cognitive impairment and Alzheimer’s disease

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Kamil eVlček

2014-03-01

Full Text Available Although the memory impairment is a hallmark of Alzheimer’s disease (AD, AD has also been characterized by spatial disorientation, which is present from its early stages. Spatial disorientation in AD manifests itself in getting lost in familiar and unfamiliar places and have been characterized more specifically using spatial navigation tests in both real space and virtual environments as an impairment in multiple spatial abilities, including allocentric and egocentric navigation strategies, visuospatial perception or selection of relevant information for successful navigation. Patients suffering mild cognitive impairment (MCI, who are at a high risk of development of dementia, show impairment in a subset of these abilities, mainly connected with allocentric and egocentric processing. While spatial disorientation in typical AD patients probably reflects neurodegenerative changes in medial and posterior temporal, parietal and frontal lobes and retrosplenial cortex, the impairment of spatial navigation in MCI seem to be connected mainly with the medial temporal and also parietal brain changes. In this review we will summarize the signs of brain disease in most MCI and AD patients showing in various tasks of spatial memory and navigation.

The "when" and the "where" of single-trial allocentric spatial memory performance in young children: Insights into the development of episodic memory.

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Ribordy Lambert, Farfalla; Lavenex, Pierre; Banta Lavenex, Pamela

2017-03-01

Allocentric spatial memory, "where" with respect to the surrounding environment, is one of the three fundamental components of episodic memory: what, where, when. Whereas basic allocentric spatial memory abilities are reliably observed in children after 2 years of age, coinciding with the offset of infantile amnesia, the resolution of allocentric spatial memory acquired over repeated trials improves from 2 to 4 years of age. Here, we first show that single-trial allocentric spatial memory performance improves in children from 3.5 to 7 years of age, during the typical period of childhood amnesia. Second, we show that large individual variation exists in children's performance at this age. Third, and most importantly, we show that improvements in single-trial allocentric spatial memory performance are due to an increasing ability to spatially and temporally separate locations and events. Such improvements in spatial and temporal processing abilities may contribute to the gradual offset of childhood amnesia. © 2016 Wiley Periodicals, Inc.

The Impact of Handedness, Sex, and Cognitive Abilities on Left–Right Discrimination: A Behavioral Study

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Constant, Martin; Mellet, Emmanuel

2018-01-01

The present study examined the relationship between left–right discrimination (LRD) performance and handedness, sex and cognitive abilities. In total, 31 men and 35 women – with a balanced ratio of left-and right-handers – completed the Bergen Left–Right Discrimination Test. We found an advantage of left-handers in both identifying left hands and in verifying “left” propositions. A sex effect was also found, as women had an overall higher error rate than men, and increasing difficulty impacted their reaction time more than it did for men. Moreover, sex interacted with handedness and manual preference strength. A negative correlation of LRD reaction time with visuo-spatial and verbal long-term memory was found independently of sex, providing new insights into the relationship between cognitive skills and performance on LRD. PMID:29636718

Who multi-tasks and why? Multi-tasking ability, perceived multi-tasking ability, impulsivity, and sensation seeking.

Science.gov (United States)

Sanbonmatsu, David M; Strayer, David L; Medeiros-Ward, Nathan; Watson, Jason M

2013-01-01

The present study examined the relationship between personality and individual differences in multi-tasking ability. Participants enrolled at the University of Utah completed measures of multi-tasking activity, perceived multi-tasking ability, impulsivity, and sensation seeking. In addition, they performed the Operation Span in order to assess their executive control and actual multi-tasking ability. The findings indicate that the persons who are most capable of multi-tasking effectively are not the persons who are most likely to engage in multiple tasks simultaneously. To the contrary, multi-tasking activity as measured by the Media Multitasking Inventory and self-reported cell phone usage while driving were negatively correlated with actual multi-tasking ability. Multi-tasking was positively correlated with participants' perceived ability to multi-task ability which was found to be significantly inflated. Participants with a strong approach orientation and a weak avoidance orientation--high levels of impulsivity and sensation seeking--reported greater multi-tasking behavior. Finally, the findings suggest that people often engage in multi-tasking because they are less able to block out distractions and focus on a singular task. Participants with less executive control--low scorers on the Operation Span task and persons high in impulsivity--tended to report higher levels of multi-tasking activity.

Who multi-tasks and why? Multi-tasking ability, perceived multi-tasking ability, impulsivity, and sensation seeking.

Directory of Open Access Journals (Sweden)

David M Sanbonmatsu

Full Text Available The present study examined the relationship between personality and individual differences in multi-tasking ability. Participants enrolled at the University of Utah completed measures of multi-tasking activity, perceived multi-tasking ability, impulsivity, and sensation seeking. In addition, they performed the Operation Span in order to assess their executive control and actual multi-tasking ability. The findings indicate that the persons who are most capable of multi-tasking effectively are not the persons who are most likely to engage in multiple tasks simultaneously. To the contrary, multi-tasking activity as measured by the Media Multitasking Inventory and self-reported cell phone usage while driving were negatively correlated with actual multi-tasking ability. Multi-tasking was positively correlated with participants' perceived ability to multi-task ability which was found to be significantly inflated. Participants with a strong approach orientation and a weak avoidance orientation--high levels of impulsivity and sensation seeking--reported greater multi-tasking behavior. Finally, the findings suggest that people often engage in multi-tasking because they are less able to block out distractions and focus on a singular task. Participants with less executive control--low scorers on the Operation Span task and persons high in impulsivity--tended to report higher levels of multi-tasking activity.

Who Multi-Tasks and Why? Multi-Tasking Ability, Perceived Multi-Tasking Ability, Impulsivity, and Sensation Seeking

Science.gov (United States)

Sanbonmatsu, David M.; Strayer, David L.; Medeiros-Ward, Nathan; Watson, Jason M.

2013-01-01

The present study examined the relationship between personality and individual differences in multi-tasking ability. Participants enrolled at the University of Utah completed measures of multi-tasking activity, perceived multi-tasking ability, impulsivity, and sensation seeking. In addition, they performed the Operation Span in order to assess their executive control and actual multi-tasking ability. The findings indicate that the persons who are most capable of multi-tasking effectively are not the persons who are most likely to engage in multiple tasks simultaneously. To the contrary, multi-tasking activity as measured by the Media Multitasking Inventory and self-reported cell phone usage while driving were negatively correlated with actual multi-tasking ability. Multi-tasking was positively correlated with participants’ perceived ability to multi-task ability which was found to be significantly inflated. Participants with a strong approach orientation and a weak avoidance orientation – high levels of impulsivity and sensation seeking – reported greater multi-tasking behavior. Finally, the findings suggest that people often engage in multi-tasking because they are less able to block out distractions and focus on a singular task. Participants with less executive control - low scorers on the Operation Span task and persons high in impulsivity - tended to report higher levels of multi-tasking activity. PMID:23372720

Cognitive abilities, monitoring, and control explain individual differences in heuristics and biases

Directory of Open Access Journals (Sweden)

Simon Anthony Jackson

2016-10-01

Full Text Available In this paper, we investigate whether individual differences in performance on heuristic and biases tasks can be explained by cognitive abilities, monitoring confidence and control thresholds. Current theories explain individual differences in these tasks by the ability to detect errors and override automatic but biased judgements, and deliberative cognitive abilities that help to construct the correct response. Here we retain cognitive abilities but disentangle error detection, proposing that lower monitoring confidence and higher control thresholds promote error checking. Participants (N = 250 completed tasks assessing their fluid reasoning abilities, stable monitoring confidence levels, and the control threshold they impose on their decisions. They also completed seven typical heuristic and biases tasks such as the cognitive reflection test and resistance to framing. Using structural equation modelling, we found that individuals with higher reasoning abilities, lower monitoring confidence and higher control threshold performed significantly and, at times, substantially better on the heuristic and biases tasks. Individuals with higher control thresholds also showed lower preferences for risky alternatives in a gambling task. Furthermore, residual correlations among the heuristic and biases tasks were reduced to null, indicating that cognitive abilities, monitoring confidence and control thresholds accounted for their shared variance. Implications include the proposal that the capacity to detect errors does not differ between individuals. Rather, individuals might adopt varied strategies that promote error checking to different degrees, regardless of whether they have made a mistake or not. The results support growing evidence that decision making involves cognitive abilities that construct actions and monitoring and control processes that manage their initiation.

The Effect of Presence on the Ability to Acquire Spatial Knowledge in Virtual Environments

National Research Council Canada - National Science Library

Bernatovich, David

1999-01-01

.... Currently, there are many theories and conjectures about the effects of presence in VEs. To better the effectiveness of VEs, it is imperative that we determine the impact, both positive and negative, of presence on our ability to perform in VEs...

Spatial linkages between coral proxies of terrestrial runoff across a large embayment in Madagascar

NARCIS (Netherlands)

Grove, C.A.; Zinke, J.; Scheufen, T.; Maina, J.; Epping, E.; Boer, W.; Randriamanantsoa, B.; Brummer, G.-J.A.

2012-01-01

Coral cores provide vital climate reconstructions for site-specific temporal variability in river flow and sediment load. Yet, their ability to record spatial differences across multiple catchments is relatively unknown. Here, we investigate spatial linkages between four coral proxies of terrestrial

Spatial pattern formation induced by Gaussian white noise.

Science.gov (United States)

Scarsoglio, Stefania; Laio, Francesco; D'Odorico, Paolo; Ridolfi, Luca

2011-02-01

The ability of Gaussian noise to induce ordered states in dynamical systems is here presented in an overview of the main stochastic mechanisms able to generate spatial patterns. These mechanisms involve: (i) a deterministic local dynamics term, accounting for the local rate of variation of the field variable, (ii) a noise component (additive or multiplicative) accounting for the unavoidable environmental disturbances, and (iii) a linear spatial coupling component, which provides spatial coherence and takes into account diffusion mechanisms. We investigate these dynamics using analytical tools, such as mean-field theory, linear stability analysis and structure function analysis, and use numerical simulations to confirm these analytical results. Copyright © 2010 Elsevier Inc. All rights reserved.

Vestibular involvement in cognition: Visuospatial ability, attention, executive function, and memory.

Science.gov (United States)

Bigelow, Robin T; Agrawal, Yuri

2015-01-01

A growing body of literature suggests the inner ear vestibular system has a substantial impact on cognitive function. The strongest evidence exists in connecting vestibular function to the cognitive domain of visuospatial ability, which includes spatial memory, navigation, mental rotation, and mental representation of three-dimensional space. Substantial evidence also exists suggesting the vestibular system has an impact on attention and cognitive processing ability. The cognitive domains of memory and executive function are also implicated in a number of studies. We will review the current literature, discuss possible causal links between vestibular dysfunction and cognitive performance, and suggest areas of future research.

How Do Different Aspects of Spatial Skills Relate to Early Arithmetic and Number Line Estimation?

Directory of Open Access Journals (Sweden)

Véronique Cornu

2017-12-01

Full Text Available The present study investigated the predictive role of spatial skills for arithmetic and number line estimation in kindergarten children (N = 125. Spatial skills are known to be related to mathematical development, but due to the construct’s non-unitary nature, different aspects of spatial skills need to be differentiated. In the present study, a spatial orientation task, a spatial visualization task and visuo-motor integration task were administered to assess three different aspects of spatial skills. Furthermore, we assessed counting abilities, knowledge of Arabic numerals, quantitative knowledge, as well as verbal working memory and verbal intelligence in kindergarten. Four months later, the same children performed an arithmetic and a number line estimation task to evaluate how the abilities measured at Time 1 predicted early mathematics outcomes. Hierarchical regression analysis revealed that children’s performance in arithmetic was predicted by their performance on the spatial orientation and visuo-motor integration task, as well as their knowledge of the Arabic numerals. Performance in number line estimation was significantly predicted by the children’s spatial orientation performance. Our findings emphasize the role of spatial skills, notably spatial orientation, in mathematical development. The relation between spatial orientation and arithmetic was partially mediated by the number line estimation task. Our results further show that some aspects of spatial skills might be more predictive of mathematical development than others, underlining the importance to differentiate within the construct of spatial skills when it comes to understanding numerical development.

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

NARCIS (Netherlands)

Brink, D. van den; Janzen, G.

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

Encoding audio motion: spatial impairment in early blind individuals

Directory of Open Access Journals (Sweden)

Sara eFinocchietti

2015-09-01

Full Text Available The consequence of blindness on auditory spatial localization has been an interesting issue of research in the last decade providing mixed results. Enhanced auditory spatial skills in individuals with visual impairment have been reported by multiple studies, while some aspects of spatial hearing seem to be impaired in the absence of vision. In this study, the ability to encode the trajectory of a 2 dimensional sound motion, reproducing the complete movement, and reaching the correct end-point sound position, is evaluated in 12 early blind individuals, 8 late blind individuals, and 20 age-matched sighted blindfolded controls. Early blind individuals correctly determine the direction of the sound motion on the horizontal axis, but show a clear deficit in encoding the sound motion in the lower side of the plane. On the contrary, late blind individuals and blindfolded controls perform much better with no deficit in the lower side of the plane. In fact the mean localization error resulted 271 ± 10 mm for early blind individuals, 65 ± 4 mm for late blind individuals, and 68 ± 2 mm for sighted blindfolded controls.These results support the hypothesis that i it exists a trade-off between the development of enhanced perceptual abilities and role of vision in the sound localization abilities of early blind individuals, and ii the visual information is fundamental in calibrating some aspects of the representation of auditory space in the brain.

Investigating Effect of Origami-Based Instruction on Elementary Students' Spatial Skills and Perceptions

Science.gov (United States)

Cakmak, Sedanur; Isiksal, Mine; Koc, Yusuf

2014-01-01

The authors' purpose was to investigate the effect of origami-based instruction on elementary students' spatial ability. The students' self-reported perceptions related to the origami-based instruction were also examined. Data was collected via purposive sampling techniques from students enrolled in a private elementary school. A spatial ability…

Statistical learning as a tool for rehabilitation in spatial neglect.

Directory of Open Access Journals (Sweden)

Albulena eShaqiri

2013-05-01

Full Text Available We propose that neglect includes a disorder of representational updating. Representational updating refers to our ability to build mental models and adapt those models to changing experience. This updating ability depends on the processes of priming, working memory, and statistical learning. These processes in turn interact with our capabilities for sustained attention and precise temporal processing. We review evidence showing that all these non-spatial abilities are impaired in neglect, and we discuss how recognition of such deficits can lead to novel approaches for rehabilitating neglect.

Sex differences in spatial memory using serial and search tasks.

Science.gov (United States)

Shah, Darshna S; Prados, Jose; Gamble, Jasmin; De Lillo, Carlo; Gibson, Claire L

2013-11-15

The present study assessed the spatial abilities of male and female human participants using different versions of the non-navigational Corsi block-tapping test (CBT) and a search task. Males performed significantly better than females on the standard manual version of the CBT; however, the standard CBT does not allow discrimination between spatial memory span and the role of spatial organisational factors (structure, path length and presence of crossings) in the sequences to recall. These organisational factors were assessed, therefore, in an experiment in which 7-block-sequences had to be recalled in a computerised version of the CBT. No sex differences in performance were observed on the computerised CBT, indicating that males do not make better use of spatial organisational principles. Accordingly, sex differences observed in the manual CBT are likely to rely upon differences in memory span between males and females. In the search task, participants could locate a goal by reference to a Euclidian space (the geometry of a virtual enclose) or to proximal non-geometric cues. Both male and female participants showed a preference for the non-geometric cues, which overshadowed learning about the geometric cues when the two sets were available simultaneously during the training stage. These results indicate that sex differences do exist in those tests which are dependent on memory span. Sex differences were absent, however, in spatial organisational skills or in the usage of Euclidian and egocentric strategies to solve problems relying on spatial ability. Copyright © 2013 Elsevier B.V. All rights reserved.

Individual variation in human spatial ability: differences between men and women in object location memory.

NARCIS (Netherlands)

Goede, M. de; Kessels, R.P.C.; Postma, A.

2006-01-01

One of the most consistent findings in the area of cognitive sex differences is that males outperform females on many spatial tasks. One exception seems to be object location memory. On this task, females tend to perform better than males. However, the existing studies have provided quite mixed

Thermodynamic Model of Spatial Memory

Science.gov (United States)

Kaufman, Miron; Allen, P.

1998-03-01

We develop and test a thermodynamic model of spatial memory. Our model is an application of statistical thermodynamics to cognitive science. It is related to applications of the statistical mechanics framework in parallel distributed processes research. Our macroscopic model allows us to evaluate an entropy associated with spatial memory tasks. We find that older adults exhibit higher levels of entropy than younger adults. Thurstone's Law of Categorical Judgment, according to which the discriminal processes along the psychological continuum produced by presentations of a single stimulus are normally distributed, is explained by using a Hooke spring model of spatial memory. We have also analyzed a nonlinear modification of the ideal spring model of spatial memory. This work is supported by NIH/NIA grant AG09282-06.

Monte Carlo testing in spatial statistics, with applications to spatial residuals

DEFF Research Database (Denmark)

Mrkvička, Tomáš; Soubeyrand, Samuel; Myllymäki, Mari

2016-01-01

This paper reviews recent advances made in testing in spatial statistics and discussed at the Spatial Statistics conference in Avignon 2015. The rank and directional quantile envelope tests are discussed and practical rules for their use are provided. These tests are global envelope tests...... with an appropriate type I error probability. Two novel examples are given on their usage. First, in addition to the test based on a classical one-dimensional summary function, the goodness-of-fit of a point process model is evaluated by means of the test based on a higher dimensional functional statistic, namely...

Mental abilities and performance efficacy under a simulated 480 meters helium-oxygen saturation diving

Directory of Open Access Journals (Sweden)

gonglin ehou

2015-07-01

Full Text Available Stress in extreme environment severely disrupts human physiology and mental abilities. The present study investigated the cognition and performance efficacy of four divers during a simulated 480 meters helium-oxygen saturation diving. We analyzed the spatial memory, 2D/3D mental rotation functioning, grip strength, and hand-eye coordination ability in four divers during the 0 – 480 meters compression and decompression processes of the simulated diving. The results showed that except for its mild decrease on grip strength, the high atmosphere pressure condition significantly impaired the hand-eye coordination (especially at 300 meters, the reaction time and correct rate of mental rotation, as well as the spatial memory (especially as 410 meters, showing high individual variability. We conclude that the human cognition and performance efficacy are significantly affected during deep water saturation diving.

Effects of Asiatic Acid on Spatial Working Memory and Cell Proliferation in the Adult Rat Hippocampus

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Apiwat Sirichoat

2015-10-01

Full Text Available Asiatic acid is a pentacyclic triterpene from Centella asiatica. Previous studies have reported that asiatic acid exhibits antioxidant and neuroprotective activities in cell culture. It also prevents memory deficits in animal models. The objective of this study was to investigate the relationship between spatial working memory and changes in cell proliferation within the hippocampus after administration of asiatic acid to male Spraque-Dawley rats. Control rats received vehicle (propylene glycol while treated rats received asiatic acid (30 mg/kg orally for 14 or 28 days. Spatial memory was determined using the novel object location (NOL test. In animals administered asiatic acid for both 14 and 28 days, the number of Ki-67 positive cells in the subgranular zone of the dentate gyrus was significantly higher than in control animals. This was associated with a significant increase in their ability to discriminate between novel and familiar object locations in a novel object discrimination task, a hippocampus-dependent spatial memory test. Administration of asiatic acid also significantly increased doublecortin (DCX and Notch1 protein levels in the hippocampus. These findings demonstrate that asiatic acid treatment may be a potent cognitive enhancer which improves hippocampal-dependent spatial memory, likely by increasing hippocampal neurogenesis.

Novel object recognition ability in female mice following exposure to nanoparticle-rich diesel exhaust

Energy Technology Data Exchange (ETDEWEB)

Win-Shwe, Tin-Tin, E-mail: tin.tin.win.shwe@nies.go.jp [Center for Environmental Health Sciences, National Institute for Environmental Studies, 16‐2 Onogawa, Tsukuba, Ibaraki 305‐8506 (Japan); Fujimaki, Hidekazu; Fujitani, Yuji; Hirano, Seishiro [Center for Environmental Risk Research, National Institute for Environmental Studies, 16‐2 Onogawa, Tsukuba, Ibaraki 305‐8506 (Japan)

2012-08-01

Recently, our laboratory reported that exposure to nanoparticle-rich diesel exhaust (NRDE) for 3 months impaired hippocampus-dependent spatial learning ability and up-regulated the expressions of memory function-related genes in the hippocampus of female mice. However, whether NRDE affects the hippocampus-dependent non-spatial learning ability and the mechanism of NRDE-induced neurotoxicity was unknown. Female BALB/c mice were exposed to clean air, middle-dose NRDE (M-NRDE, 47 μg/m{sup 3}), high-dose NRDE (H-NRDE, 129 μg/m{sup 3}), or filtered H-NRDE (F-DE) for 3 months. We then investigated the effect of NRDE exposure on non-spatial learning ability and the expression of genes related to glutamate neurotransmission using a novel object recognition test and a real-time RT-PCR analysis, respectively. We also examined microglia marker Iba1 immunoreactivity in the hippocampus using immunohistochemical analyses. Mice exposed to H-NRDE or F-DE could not discriminate between familiar and novel objects. The control and M-NRDE-exposed groups showed a significantly increased discrimination index, compared to the H-NRDE-exposed group. Although no significant changes in the expression levels of the NMDA receptor subunits were observed, the expression of glutamate transporter EAAT4 was decreased and that of glutamic acid decarboxylase GAD65 was increased in the hippocampus of H-NRDE-exposed mice, compared with the expression levels in control mice. We also found that microglia activation was prominent in the hippocampal area of the H-NRDE-exposed mice, compared with the other groups. These results indicated that exposure to NRDE for 3 months impaired the novel object recognition ability. The present study suggests that genes related to glutamate metabolism may be involved in the NRDE-induced neurotoxicity observed in the present mouse model. -- Highlights: ► The effects of nanoparticle-induced neurotoxicity remain unclear. ► We investigated the effect of exposure to

Novel object recognition ability in female mice following exposure to nanoparticle-rich diesel exhaust

International Nuclear Information System (INIS)

Win-Shwe, Tin-Tin; Fujimaki, Hidekazu; Fujitani, Yuji; Hirano, Seishiro

2012-01-01

Recently, our laboratory reported that exposure to nanoparticle-rich diesel exhaust (NRDE) for 3 months impaired hippocampus-dependent spatial learning ability and up-regulated the expressions of memory function-related genes in the hippocampus of female mice. However, whether NRDE affects the hippocampus-dependent non-spatial learning ability and the mechanism of NRDE-induced neurotoxicity was unknown. Female BALB/c mice were exposed to clean air, middle-dose NRDE (M-NRDE, 47 μg/m 3 ), high-dose NRDE (H-NRDE, 129 μg/m 3 ), or filtered H-NRDE (F-DE) for 3 months. We then investigated the effect of NRDE exposure on non-spatial learning ability and the expression of genes related to glutamate neurotransmission using a novel object recognition test and a real-time RT-PCR analysis, respectively. We also examined microglia marker Iba1 immunoreactivity in the hippocampus using immunohistochemical analyses. Mice exposed to H-NRDE or F-DE could not discriminate between familiar and novel objects. The control and M-NRDE-exposed groups showed a significantly increased discrimination index, compared to the H-NRDE-exposed group. Although no significant changes in the expression levels of the NMDA receptor subunits were observed, the expression of glutamate transporter EAAT4 was decreased and that of glutamic acid decarboxylase GAD65 was increased in the hippocampus of H-NRDE-exposed mice, compared with the expression levels in control mice. We also found that microglia activation was prominent in the hippocampal area of the H-NRDE-exposed mice, compared with the other groups. These results indicated that exposure to NRDE for 3 months impaired the novel object recognition ability. The present study suggests that genes related to glutamate metabolism may be involved in the NRDE-induced neurotoxicity observed in the present mouse model. -- Highlights: ► The effects of nanoparticle-induced neurotoxicity remain unclear. ► We investigated the effect of exposure to

Leisure activity associated with cognitive ability level, but not cognitive change

DEFF Research Database (Denmark)

Gow, Alan John; Avlund, Kirsten; Mortensen, Erik L

2014-01-01

Although activity participation is promoted as cognitively protective, critical questions of causality remain. In a cohort followed every 5 years from age 75 to 85 years, potential reciprocal associations between level and change in leisure activity participation and level and change in cognitive...... abilities were examined. Participants in the Glostrup 1914 Cohort, a longitudinal study of aging, completed standardized cognitive ability tests and reported their leisure activity participation (11 activities defined a leisure activity score) at ages 75, 80, and 85. Higher leisure activity was associated...... with higher cognitive ability (significant correlations ranged from 0.15 to 0.31, p cognitive ability declined significantly. Growth curve models, which provided latent variables for level of and 10-year change in both leisure activity...

Challenges in Coastal Spatial Data Infrastructure implementation: A ...

African Journals Online (AJOL)

The ability to cope with the complexity surrounding the coastal zone requires an integrated approach for sustainable socio-economic development and environmental management. The concept of integrated coastal zone management (ICZM) was advanced in response to this. In line with the success story of spatial data ...

Emotional cues enhance the attentional effects on spatial and temporal resolution.

Science.gov (United States)

Bocanegra, Bruno R; Zeelenberg, René

2011-12-01

In the present study, we demonstrated that the emotional significance of a spatial cue enhances the effect of covert attention on spatial and temporal resolution (i.e., our ability to discriminate small spatial details and fast temporal flicker). Our results indicated that fearful face cues, as compared with neutral face cues, enhanced the attentional benefits in spatial resolution but also enhanced the attentional deficits in temporal resolution. Furthermore, we observed that the overall magnitudes of individuals' attentional effects correlated strongly with the magnitude of the emotion × attention interaction effect. Combined, these findings provide strong support for the idea that emotion enhances the strength of a cue's attentional response.

Indicators that influence prospective mathematics teachers representational and reasoning abilities

Science.gov (United States)

Darta; Saputra, J.

2018-01-01

Representational and mathematical reasoning ability are very important ability as basic in mathematics learning process. The 2013 curriculum suggests that the use of a scientific approach emphasizes higher order thinking skills. Therefore, a scientific approach is required in mathematics learning to improve ability of representation and mathematical reasoning. The objectives of this research are: (1) to analyze representational and reasoning abilities, (2) to analyze indicators affecting the ability of representation and mathematical reasoning, (3) to analyze scientific approaches that can improve the ability of representation and mathematical reasoning. The subject of this research is the students of mathematics prospective teachers in the first semester at Private Higher Education of Bandung City. The research method of this research was descriptive analysis. The research data were collected using reasoning and representation tests on sixty-one students. Data processing was done by descriptive analysis specified based on the indicators of representation ability and mathematical reasoning that influenced it. The results of this first-year study showed that students still had many weaknesses in reasoning and mathematical representation that were influenced by the ability to understand the indicators of both capabilities. After observing the results of the first-year research, then in the second and third year, the development of teaching materials with a scientific approach in accordance with the needs of prospective students was planned.

Spatial Outlier Detection of CO2 Monitoring Data Based on Spatial Local Outlier Factor

Directory of Open Access Journals (Sweden)

Liu Xin

2015-12-01

Full Text Available Spatial local outlier factor (SLOF algorithm was adopted in this study for spatial outlier detection because of the limitations of the traditional static threshold detection. Based on the spatial characteristics of CO2 monitoring data obtained in the carbon capture and storage (CCS project, the K-Nearest Neighbour (KNN graph was constructed using the latitude and longitude information of the monitoring points to identify the spatial neighbourhood of the monitoring points. Then SLOF was adopted to calculate the outlier degrees of the monitoring points and the 3σ rule was employed to identify the spatial outlier. Finally, the selection of K value was analysed and the optimal one was selected. The results show that, compared with the static threshold method, the proposed algorithm has a higher detection precision. It can overcome the shortcomings of the static threshold method and improve the accuracy and diversity of local outlier detection, which provides a reliable reference for the safety assessment and warning of CCS monitoring.

Remote spatial memory in aging: all is not lost

Directory of Open Access Journals (Sweden)

R Shayna eRosenbaum

2012-09-01

Full Text Available The ability to acquire and retain spatial memories in order to navigate in new environments is known to decline with age, but little is known about the effect of aging on representations of environments learned long ago, in the remote past. To investigate the status of remote spatial memory in old age, we tested healthy young and older adults on a variety of mental navigation tests based on a large-scale city environment that was very familiar to participants but rarely visited by the older adults in recent years. We show that whereas performance on a route learning test of new spatial learning was significantly worse in older than younger adults, performance was comparable or better in the older adults on mental navigation tests based on a well-known environment learned long ago. An exception was in the older adults’ ability to vividly re-experience the well-known environment, and recognize and represent the visual details contained within it. The results are seen as analogous to the pattern of better semantic than episodic memory that has been found to accompany healthy aging.

Predictors of fatigue and work ability in cancer survivors.

Science.gov (United States)

van Muijen, P; Duijts, S F A; Bonefaas-Groenewoud, K; van der Beek, A J; Anema, J R

2017-12-30

Workers diagnosed with cancer are at risk for job loss or work disability. To determine predictors of fatigue and work ability at 36 months after diagnosis in a population of cancer survivors. Individuals diagnosed with cancer and who applied for work disability benefit at 24 months of sick leave were surveyed at the time of application and again 12 months later. Fatigue was measured using the Functional Assessment of Chronic Illness-Fatigue scale questionnaire and work ability was measured using the work ability index. Linear regression analyses were applied to identify predictors. There were 336 participants. Participants who were divorced or widowed had more physical limitations, more depressive symptoms and were more fatigued at baseline, and who worked in health care demonstrated higher levels of fatigue. Lower fatigue was predicted by having received chemotherapy. A higher level of work ability was predicted by having received chemotherapy, better global health and better work ability at baseline. Lower work ability was predicted by being principal wage earner, insecurity about being free of disease, having more physical limitations and having greater wage loss. Socio-demographic, health- and work-related factors were associated with fatigue and work ability in cancer survivors on long-term sick leave. As fatigue and poor work ability are important risk factors for work disability, addressing the identified predictive factors may assist in mitigation of work disability in cancer survivors. © The Author 2017. Published by Oxford University Press on behalf of the Society of Occupational Medicine. All rights reserved. For Permissions, please email: journals.permissions@oup.com

Infant motor and cognitive abilities and subsequent executive function.

Science.gov (United States)

Wu, Meng; Liang, Xi; Lu, Shan; Wang, Zhengyan

2017-11-01

Although executive function (EF) is widely considered crucial to several aspects of life, the mechanisms underlying EF development remain largely unexplored, especially for infants. From a behavioral or neurodevelopmental perspective, motor and general cognitive abilities are linked with EF. EF development is a multistage process that starts with sensorimotor interactive behaviors, which become basic cognitive abilities and, in turn, mature EF. This study aims to examine how infant motor and general cognitive abilities are linked with their EF at 3 years of age. This work also aims to explore the potential processes of EF development from early movement. A longitudinal study was conducted with 96 infants (55 girls and 41 boys). The infants' motor and general cognitive abilities were assessed at 1 and 2 years of age with Bayley Scales of Infant and Toddler Development, Second and Third Editions, respectively. Infants' EFs were assessed at 3 years of age with Working Memory Span task, Day-Night task, Wrapped Gift task, and modified Gift-in-Bag task. Children with higher scores for cognitive ability at 2 years of age performed better in working memory, and children with higher scores for gross motor ability at 2 years performed better in cognitive inhibitory control (IC). Motor ability at 1 year and fine/gross motor ability at 2 years indirectly affected cognitive IC via general cognitive ability at 2 years and working memory. EF development is a multistage process that originates from physical movement to simple cognitive function, and then to complex cognitive function. Infants and toddlers can undergo targeted motor training to promote EF development. Copyright © 2017 Elsevier Inc. All rights reserved.

Implied motion language can influence visual spatial memory.

Science.gov (United States)

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 level of spatial orientation of basketball players aged 14 years

Directory of Open Access Journals (Sweden)

Pomeschikova I. P.

2012-03-01

Full Text Available The article studies the performance level of the spatial orientation of the basketball teams' pre-basic training, which was determined by standard methods. The study involved 12 athletes for 14 years with four years basketball. Teacher testing conducted to determine the allowed level of basketball and to determine the spatial relationship between the rates of the various manifestations of this ability. The level of spatial orientation of sportsmen evaluated according to the 8 test, methodology suggested V.A. Romanenko, L.P. Sergienko, V.I. Lyakh.

Chimpanzees and bonobos exhibit divergent spatial memory development.

Science.gov (United States)

Rosati, Alexandra G; Hare, Brian

2012-11-01

Spatial cognition and memory are critical cognitive skills underlying foraging behaviors for all primates. While the emergence of these skills has been the focus of much research on human children, little is known about ontogenetic patterns shaping spatial cognition in other species. Comparative developmental studies of nonhuman apes can illuminate which aspects of human spatial development are shared with other primates, versus which aspects are unique to our lineage. Here we present three studies examining spatial memory development in our closest living relatives, chimpanzees (Pan troglodytes) and bonobos (P. paniscus). We first compared memory in a naturalistic foraging task where apes had to recall the location of resources hidden in a large outdoor enclosure with a variety of landmarks (Studies 1 and 2). We then compared older apes using a matched memory choice paradigm (Study 3). We found that chimpanzees exhibited more accurate spatial memory than bonobos across contexts, supporting predictions from these species' different feeding ecologies. Furthermore, chimpanzees - but not bonobos - showed developmental improvements in spatial memory, indicating that bonobos exhibit cognitive paedomorphism (delays in developmental timing) in their spatial abilities relative to chimpanzees. Together, these results indicate that the development of spatial memory may differ even between closely related species. Moreover, changes in the spatial domain can emerge during nonhuman ape ontogeny, much like some changes seen in human children. © 2012 Blackwell Publishing Ltd.

Modeling Differentiation of Cognitive Abilities within the Higher-Order Factor Model Using Moderated Factor Analysis

Science.gov (United States)

Molenaar, Dylan; Dolan, Conor V.; Wicherts, Jelte M.; van der Maas, Han L. J.

2010-01-01

The general differentiation hypothesis states that the strength of the correlations among a set of IQ subtests varies with a given variable. Instances of the general differentiation hypothesis that have been considered in the literature include age and ability differentiation. Traditionally, the differentiation effect is attributed to the varying…

Network-scale spatial and temporal variation in Chinook salmon (Oncorhynchus tshawytscha) redd distributions: patterns inferred from spatially continuous replicate surveys

Science.gov (United States)

Daniel J. Isaak; Russell F. Thurow

2006-01-01

Spatially continuous sampling designs, when temporally replicated, provide analytical flexibility and are unmatched in their ability to provide a dynamic system view. We have compiled such a data set by georeferencing the network-scale distribution of Chinook salmon (Oncorhynchus tshawytscha) redds across a large wilderness basin (7330 km2) in...

Spatial mode discrimination using second harmonic generation

DEFF Research Database (Denmark)

Delaubert, Vincent; Lassen, Mikael Østergaard; Pulford, David

2007-01-01

Second harmonic generation can be used as a technique for controlling the spatial mode structure of optical beams. We demonstrate experimentally the generation of higher order spatial modes, and that it is possible to use nonlinear phase matching as a predictable and robust technique for the conv...

Influence of a mobile robot on the spatial behaviour of quail chicks

Energy Technology Data Exchange (ETDEWEB)

De Margerie, E; Lumineau, S; Houdelier, C; Richard Yris, M-A, E-mail: emmanuel.demargerie@univ-rennes1.fr [CNRS UMR 6552 Ethologie Animale et Humaine, Universite Rennes 1, Rennes (France)

2011-09-15

Quail chicks encountered an autonomous mobile robot during their early development. The robot incorporated a heat source that stimulated following of chicks. The spatial behaviour of grown-up chicks was tested in an exploration test and a detour test. Chicks that grew with the mobile robot exhibited better spatial abilities than chicks grown with a static heat source. We discuss these results in the perspective of animal-robot interaction and of the role of early spatial experience on the behavioural development. (communication)

Influence of a mobile robot on the spatial behaviour of quail chicks

International Nuclear Information System (INIS)

De Margerie, E; Lumineau, S; Houdelier, C; Richard Yris, M-A

2011-01-01

Quail chicks encountered an autonomous mobile robot during their early development. The robot incorporated a heat source that stimulated following of chicks. The spatial behaviour of grown-up chicks was tested in an exploration test and a detour test. Chicks that grew with the mobile robot exhibited better spatial abilities than chicks grown with a static heat source. We discuss these results in the perspective of animal-robot interaction and of the role of early spatial experience on the behavioural development. (communication)

Development and testing of an assessment to measure spatial thinking about enhanced greenhouse effect

Science.gov (United States)

Skaza, Heather Jean

Americans, in general, do not behave in environmentally sustainable ways. We drive cars and fly in planes that emit planet-warming carbon. We purchase food in nearly indestructible packaging that is not recycled or repurposed. We do not consider the environmental impact of the "stuff" stuffed into our grocery and department stores, most of which is made of materials that had to be dug out of the ground, leaving rivers and skies full of pollution in its place. Citizens have a responsibility to understand complex global and local environmental problems. A person's ability to think about the way that an environmental problem they are tasked with understanding changes over time and space can better prepare them to make sustainable decisions in the face of this complexity. Spatial thinking serves the learner's ability to understand the impact of environmental actions and should be given a consistent place in environmental education. Teaching practices and pedagogies that focus on spatial thinking are necessary to learners' success. In order to know if these strategies are successful, educators need an assessment tool that targets the spatial thinking skills necessary to understanding environmental problems. This dissertation project used a models and modeling theoretical framework to develop and test an assessment of students' spatial thinking abilities related to the environmental problem of enhanced greenhouse effect. This assessment was developed from a review of existing spatial thinking literature, research on existing assessments of spatial thinking abilities, and existing assessment of enhanced greenhouse effect. In addition, I interviewed and surveyed experts in science, math, and environmental education to elicit their perspectives on the spatial thinking skills necessary for learners to understand enhanced greenhouse effect. All of this information was synthesized into 14 Central Concepts of spatial thinking for enhanced greenhouse effect. The assessment was

Mapping spatial patterns with morphological image processing

Science.gov (United States)

Peter Vogt; Kurt H. Riitters; Christine Estreguil; Jacek Kozak; Timothy G. Wade; James D. Wickham

2006-01-01

We use morphological image processing for classifying spatial patterns at the pixel level on binary land-cover maps. Land-cover pattern is classified as 'perforated,' 'edge,' 'patch,' and 'core' with higher spatial precision and thematic accuracy compared to a previous approach based on image convolution, while retaining the...

Students’ Cognitive Abilities in Plant Anatomy Practical Work

Science.gov (United States)

Setiono, S.; Rustaman, N. Y.; Rahmat, A.; Anggraeni, S.

2017-09-01

Cognitive abilities is fundamental for the students, as it is closely related to higher thinking skills such as the ability to think critically, creatively, and problem solving. This descriptive study aims to investigate the cognitive abilities of biology prospective teachers in the course of Plant Anatomy Practicum based on the cognitive process dimension and dimensions of knowledge the using the framework of Revision of Bloom taxonomy. A number of biology prospective teachers was involved in this study (n=42). The instrument used to collect data for students’ cognitive process mastery in the form of multiple choice with 5 options. Research finding shows that the average student’s cognitive ability is 68.10. The acquisition of knowledge mastery of cognitive ability is still under the criterion of mastery in the course of the Plant Anatomy Practicum (75). Validity and reliability of the instrument (0,71) and (0,81). It is necessary to design lecture programs both in the class and laboratory to develop student’ cognitive abilities.

Memory for Pictures, Words, and Spatial Location in Older Adults: Evidence for Pictorial Superiority.

Science.gov (United States)

Park, Denise Cortis; And Others

1983-01-01

Tested recognition memory for items and spatial location by varying picture and word stimuli across four slide quadrants. Results showed a pictorial superiority effect for item recognition and a greater ability to remember the spatial location of pictures versus words for both old and young adults (N=95). (WAS)

Brief Report: Developing Spatial Frequency Biases for Face Recognition in Autism and Williams Syndrome

Science.gov (United States)

Leonard, Hayley C.; Annaz, Dagmara; Karmiloff-Smith, Annette; Johnson, Mark H.

2011-01-01

The current study investigated whether contrasting face recognition abilities in autism and Williams syndrome could be explained by different spatial frequency biases over developmental time. Typically-developing children and groups with Williams syndrome and autism were asked to recognise faces in which low, middle and high spatial frequency…

Influence of prenatal noise and music on the spatial memory and neurogenesis in the hippocampus of developing rats.

Science.gov (United States)

Kim, Hong; Lee, Myoung-Hwa; Chang, Hyun-Kyung; Lee, Taeck-Hyun; Lee, Hee-Hyuk; Shin, Min-Chul; Shin, Mal-Soon; Won, Ran; Shin, Hye-Sook; Kim, Chang-Ju

2006-03-01

During the prenatal period, the development of individual is influenced by the environmental factors. In the present study, the influence of prenatal noise and music on the spatial memory and neurogenesis in the hippocampus of developing rats was investigated. The exposure to the noise during pregnancy caused growth retardation, decreased neurogenesis in the hippocampus, and impaired spatial learning ability in pups. The exposure to music during pregnancy, on the other hand, caused increased neurogenesis in the hippocampus and enhanced spatial learning ability in pups. The present study has shown the importance of the prenatal environmental conditions for the cognition and brain development.

A Correlational Study of Seven Projective Spatial Structures with Regard to the Phases of the MOON^

Science.gov (United States)

Wellner, Karen Linette

1995-01-01

This study investigated the relationship between projective spatial structures and the ability to construct a scientific model. In addition, gender-related performance and the influence of prior astronomy experience on task success were evaluated. Sixty-one college science undergraduates were individually administered Piagetian tasks to assess for projective spatial structures and the ability to set up a phases of the moon model. The spatial tasks included: (a) Mountains task (coordination of perspectives); (b) Railroad task (size and intervals of objects with increasing distance); (c) Telephone Poles task (masking and ordering objects); and (d) Shadows task (spatial relationships between an object and its shadow, dependent upon the object's orientation). Cramer coefficient analyses indicated that significant relationships existed between Moon task and spatial task success. In particular, the Shadows task, requiring subjects to draw shadows of objects in different orientations, proved most difficult and was most strongly associated with with a subject's understanding of lunar phases. Chi-square tests for two independent samples were used to analyze gender performance differences on each of the Ave tasks. Males performed significantly better at a.05 significance level in regard to the Shadows task and the Moon task. Chi-square tests for two independent samples showed no significant difference in Moon task performance between subjects with astronomy or Earth science coursework, and those without such science classroom experience. Overall, only six subjects passed all seven projective spatial structure tasks. Piaget (1967) contends that concrete -operational spatial structures must be established before an individual is able to develop formal-operational patterns of thinking. The results of this study indicate that 90% of the interviewed science majors are still operating at the concrete-operational level. Several educational implications were drawn from this study

Exploring the link between cognitive abilities and speech recognition in the elderly under different listening conditions

DEFF Research Database (Denmark)

Nuesse, Theresa; Steenken, Rike; Neher, Tobias

2018-01-01

, which included measures of verbal working- and short-term memory, executive functioning, selective and divided attention, and lexical and semantic abilities. Age-matched groups of older adults with either age-appropriate hearing (ENH, N = 20) or aided hearing impairment (EHI, N = 21) participated...... for the ENH listeners. Whereas better lexical and semantic abilities were associated with lower (better) SRTs in this group, there was a negative association between attentional abilities and speech recognition in the presence of spatially separated speech-like maskers. For the EHI group, the pure...

Understanding Language, Hearing Status, and Visual-Spatial Skills

Science.gov (United States)

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…

Spatial Frequency Discrimination : Effects of Age, Reward, and Practice

OpenAIRE

van den Boomen, Carlijn; Peters, Judith Carolien

2017-01-01

Social interaction starts with perception of the world around you. This study investigated two fundamental issues regarding the development of discrimination of higher spatial frequencies, which are important building blocks of perception. Firstly, it mapped the typical developmental trajectory of higher spatial frequency discrimination. Secondly, it developed and validated a novel design that could be applied to improve atypically developed vision. Specifically, this study examined the effec...

Intuition, as the ability to perceive a higher principle

Directory of Open Access Journals (Sweden)

Sulc Petr

2017-12-01

Full Text Available In this article we predicted the role of intuition in the decision-making process. In the mapping of its importance in this process, we drew from the model of Daniel Kahneman which divides our thinking primarily into two systems, logical and associative. We (The authors view intuition as a third system that exists as if outside of both systems, emanating from the “higher principle” which may be a collective consciousness or the divine will. First, we performed a pilot experiment which used an MRI to analyze brain function while performing normal activities. After observing the results of the MRI, we hypothesized that the normal mechanical activity, albeit complicated, cannot be called intuition, but only associative thinking, which can be further developed. Intuition, however, is not directly related to the two systems, because it works outside of or beyond them, but directly affects them. In this article, we have focused mainly on the ethical and moral context of the decision-making process and its subsequent practical consequences. The inclusion of the intuitive process in conjunction with the logical and associative systems is an important tool for an individual’s understanding of crisis decision-making in keeping WITH the mission of the company.

When Higher Working Memory Capacity Hinders Insight

Science.gov (United States)

DeCaro, Marci S.; Van Stockum, Charles A., Jr.; Wieth, Mareike B.

2016-01-01

Higher working memory capacity (WMC) improves performance on a range of cognitive and academic tasks. However, a greater ability to control attention sometimes leads individuals with higher WMC to persist in using complex, attention-demanding approaches that are suboptimal for a given task. We examined whether higher WMC would hinder insight…

Spatial localization deficits and auditory cortical dysfunction in schizophrenia

Science.gov (United States)

Perrin, Megan A.; Butler, Pamela D.; DiCostanzo, Joanna; Forchelli, Gina; Silipo, Gail; Javitt, Daniel C.

2014-01-01

Background Schizophrenia is associated with deficits in the ability to discriminate auditory features such as pitch and duration that localize to primary cortical regions. Lesions of primary vs. secondary auditory cortex also produce differentiable effects on ability to localize and discriminate free-field sound, with primary cortical lesions affecting variability as well as accuracy of response. Variability of sound localization has not previously been studied in schizophrenia. Methods The study compared performance between patients with schizophrenia (n=21) and healthy controls (n=20) on sound localization and spatial discrimination tasks using low frequency tones generated from seven speakers concavely arranged with 30 degrees separation. Results For the sound localization task, patients showed reduced accuracy (p=0.004) and greater overall response variability (p=0.032), particularly in the right hemifield. Performance was also impaired on the spatial discrimination task (p=0.018). On both tasks, poorer accuracy in the right hemifield was associated with greater cognitive symptom severity. Better accuracy in the left hemifield was associated with greater hallucination severity on the sound localization task (p=0.026), but no significant association was found for the spatial discrimination task. Conclusion Patients show impairments in both sound localization and spatial discrimination of sounds presented free-field, with a pattern comparable to that of individuals with right superior temporal lobe lesions that include primary auditory cortex (Heschl’s gyrus). Right primary auditory cortex dysfunction may protect against hallucinations by influencing laterality of functioning. PMID:20619608

Self-reported work ability and work performance in workers with chronic nonspecific musculoskeletal pain.

Science.gov (United States)

de Vries, Haitze J; Reneman, Michiel F; Groothoff, Johan W; Geertzen, Jan H B; Brouwer, Sandra

2013-03-01

To assess self-reported work ability and work performance of workers who stay at work despite chronic nonspecific musculoskeletal pain (CMP), and to explore which variables were associated with these outcomes. In a cross-sectional study we assessed work ability (Work Ability Index, single item scale 0-10) and work performance (Health and Work Performance Questionnaire, scale 0-10) among 119 workers who continued work while having CMP. Scores of work ability and work performance were categorized into excellent (10), good (9), moderate (8) and poor (0-7). Hierarchical multiple regression and logistic regression analysis was used to analyze the relation of socio-demographic, pain-related, personal- and work-related variables with work ability and work performance. Mean work ability and work performance were 7.1 and 7.7 (poor to moderate). Hierarchical multiple regression analysis revealed that higher work ability scores were associated with lower age, better general health perception, and higher pain self-efficacy beliefs (R(2) = 42 %). Higher work performance was associated with lower age, higher pain self-efficacy beliefs, lower physical work demand category and part-time work (R(2) = 37 %). Logistic regression analysis revealed that work ability ≥8 was significantly explained by age (OR = 0.90), general health perception (OR = 1.04) and pain self-efficacy (OR = 1.15). Work performance ≥8 was explained by pain self-efficacy (OR = 1.11). Many workers with CMP who stay at work report poor to moderate work ability and work performance. Our findings suggest that a subgroup of workers with CMP can stay at work with high work ability and performance, especially when they have high beliefs of pain self-efficacy. Our results further show that not the pain itself, but personal and work-related factors relate to work ability and work performance.

Shaping the spatial and spectral emissivity at the diffraction limit

International Nuclear Information System (INIS)

Makhsiyan, Mathilde; Bouchon, Patrick; Jaeck, Julien; Pelouard, Jean-Luc; Haïdar, Riad

2015-01-01

Metasurfaces have attracted a growing interest for their ability to artificially tailor an electromagnetic response on various spectral ranges. In particular, thermal sources with unprecedented abilities, such as directionality or monochromaticity, have been achieved. However, these metasurfaces exhibit homogeneous optical properties whereas the spatial modulation of the emissivity up to the wavelength scale is at the crux of the design of original emitters. In this letter, we study an inhomogeneous metasurface made of a nonperiodic set of optical nano-antennas that spatially and spectrally control the emitted light up to the diffraction limit. Each antenna acts as an independent deep subwavelength emitter for given polarization and wavelength. Their juxtaposition at the subwavelength scale encodes far field multispectral and polarized images. This opens up promising breakthroughs for applications such as optical storage, anti-counterfeit devices, and multispectral emitters for biochemical sensing

Shaping the spatial and spectral emissivity at the diffraction limit

Energy Technology Data Exchange (ETDEWEB)

Makhsiyan, Mathilde [MiNaO, ONERA, The French Aerospace Lab, 91761 Palaiseau (France); MiNaO, Laboratoire de Photonique et de Nanostructures (LPN), CNRS, Université Paris-Saclay, route de Nozay, F-91460 Marcoussis (France); Bouchon, Patrick, E-mail: patrick.bouchon@onera.fr; Jaeck, Julien [MiNaO, ONERA, The French Aerospace Lab, 91761 Palaiseau (France); Pelouard, Jean-Luc [MiNaO, Laboratoire de Photonique et de Nanostructures (LPN), CNRS, Université Paris-Saclay, route de Nozay, F-91460 Marcoussis (France); Haïdar, Riad [MiNaO, ONERA, The French Aerospace Lab, 91761 Palaiseau (France); École Polytechnique, Département de Physique, 91128 Palaiseau (France)

2015-12-21

Metasurfaces have attracted a growing interest for their ability to artificially tailor an electromagnetic response on various spectral ranges. In particular, thermal sources with unprecedented abilities, such as directionality or monochromaticity, have been achieved. However, these metasurfaces exhibit homogeneous optical properties whereas the spatial modulation of the emissivity up to the wavelength scale is at the crux of the design of original emitters. In this letter, we study an inhomogeneous metasurface made of a nonperiodic set of optical nano-antennas that spatially and spectrally control the emitted light up to the diffraction limit. Each antenna acts as an independent deep subwavelength emitter for given polarization and wavelength. Their juxtaposition at the subwavelength scale encodes far field multispectral and polarized images. This opens up promising breakthroughs for applications such as optical storage, anti-counterfeit devices, and multispectral emitters for biochemical sensing.

Higher coherent x-ray laser

International Nuclear Information System (INIS)

Hasegawa, Noboru; Nagashima, Keisuke; Kawachi, Tetsuya

2001-01-01

X-ray lasers generated by an ultra short pulse laser have advantages such as monochromatic, short pulse duration, small beam divergence, high intensity, and coherence. Spatial coherence is most important for applications, we have investigated the transient collisional excitation (TCE) scheme x-ray laser lasing from Ne-like titanium (31.6 nm), Ne-like silver (13.9 nm) and tin (11.9 nm). However, the spatial coherence was not so good with this scheme. We have been studying to improve the spatial coherence of the x-ray laser and have proposed to use coherent seed light tuned to the x-ray laser wavelength generated from higher harmonics generation (HHG), which is introduced to the x-ray laser medium (Ne-like titanium, Ni-like silver plasmas). We present about the theoretical study of the coupling efficiency HHG light with x-ray laser medium. (author)

Midline body actions and leftward spatial Aiming in patients with spatial neglect

Directory of Open Access Journals (Sweden)

Amit eChaudhari

2015-07-01

Full Text Available Spatial motor-intentional Aiming bias is a dysfunction in initiation/execution of motor intentional behavior, resulting in hypokinetic and hypometric leftward movements. Aiming bias may contribute to posture, balance and movement problems and uniquely account for disability in post-stroke spatial neglect. Body movement may modify and even worsen Aiming errors, but therapy techniques such as visual scanning training do not take this into account. Here, we evaluated 1 whether instructing neglect patients to move midline body parts improves their ability to explore left space, and 2 whether this has a different impact on different patients. A 68-year-old woman with spatial neglect after a right basal ganglia infarct had difficulty orienting to and identifying left-sided objects. She was prompted with four instructions: look to the left, point with your nose to the left, point with your [right] hand to the left, and stick out your tongue and point it to the left. She oriented leftward dramatically better when pointing with the tongue/nose, than she did when pointing with the hand. We then tested 9 more consecutive patients with spatial neglect using the same instructions. Only four of them made any orienting errors. Only one patient made >50% errors when pointing with the hand, and she did not benefit from pointing with the tongue/nose. We observed that pointing with the tongue could facilitate left-sided orientation in a stroke survivor with spatial neglect. If midline structures are represented more bilaterally, they may be less affected by Aiming bias. Alternatively, moving the body midline may be more permissive for leftward orienting than moving right body parts. We were not able to replicate this effect in another patient; we suspect that the magnitude of this effect may depend upon the degree to which patients have directional akinesia, spatial Where deficits, or cerebellar/frontal cortical lesions. Future research could examine these

Spatial gradient tuning in metamaterials

Science.gov (United States)

Driscoll, Tom; Goldflam, Michael; Jokerst, Nan; Basov, Dimitri; Smith, David

2011-03-01

Gradient Index (GRIN) metamaterials have been used to create devices inspired by, but often surpassing the potential of, conventional GRIN optics. The unit-cell nature of metamaterials presents the opportunity to exert much greater control over spatial gradients than is possible in natural materials. This is true not only during the design phase but also offers the potential for real-time reconfiguration of the metamaterial gradient. This ability fits nicely into the picture of transformation-optics, in which spatial gradients can enable an impressive suite of innovative devices. We discuss methods to exert control over metamaterial response, focusing on our recent demonstrations using Vanadium Dioxide. We give special attention to role of memristance and mem-capacitance observed in Vanadium Dioxide, which simplify the demands of stimuli and addressing, as well as intersecting metamaterials with the field of memory-materials.

Interocular transfer of spatial adaptation is weak at low spatial frequencies.

Science.gov (United States)

Baker, Daniel H; Meese, Tim S

2012-06-15

Adapting one eye to a high contrast grating reduces sensitivity to similar target gratings shown to the same eye, and also to those shown to the opposite eye. According to the textbook account, interocular transfer (IOT) of adaptation is around 60% of the within-eye effect. However, most previous studies on this were limited to using high spatial frequencies, sustained presentation, and criterion-dependent methods for assessing threshold. Here, we measure IOT across a wide range of spatiotemporal frequencies, using a criterion-free 2AFC method. We find little or no IOT at low spatial frequencies, consistent with other recent observations. At higher spatial frequencies, IOT was present, but weaker than previously reported (around 35%, on average, at 8c/deg). Across all conditions, monocular adaptation raised thresholds by around a factor of 2, and observers showed normal binocular summation, demonstrating that they were not binocularly compromised. These findings prompt a reassessment of our understanding of the binocular architecture implied by interocular adaptation. In particular, the output of monocular channels may be available to perceptual decision making at low spatial frequencies. Copyright © 2012 Elsevier Ltd. All rights reserved.

Relationship between Reading/Writing Skills and Cognitive Abilities among Japanese Primary-School Children: Normal Readers versus Poor Readers (Dyslexics)

Science.gov (United States)

Uno, Akira; Wydell, Taeko N.; Haruhara, Noriko; Kaneko, Masato; Shinya, Naoko

2009-01-01

Four hundred and ninety-five Japanese primary-school children aged from 8 (Grade-2) to 12 (Grade-6) were tested for their abilities to read/write in Hiragana, Katakana, and Kanji, for their size of vocabulary and for other cognitive abilities including arithmetic, visuo-spatial and phonological processing. Percentages of the children whose…

Comparison of drawing pattern, organizational ability, and visuospatial memory in children with and without attention deficit hyperactivity disorder

Directory of Open Access Journals (Sweden)

H. Alizadeh

2013-01-01

Full Text Available This study compared drawing pattern, organizational ability, and visuo- spatial memory in children with and without attention deficit hyperactivity disorder (ADHD. Eighty male students (40 with, and 40 without ADHD, were recruited from schools in Tehran. The participants were screened and diagnosed respectively utilizing a researcher-made checklist, and DSM-IV (2000. Rey- Osterreith Complex Figure Form-A was used to collect the data. The results of analysis revealed that drawing pattern, organizational ability, and visuo- spatial memory are lower in children with ADHD (p<0.05. Accordingly, it can be suggested that children with ADHD have significant deficits in aforementioned cognitive and executive functions. The clinical implications have been discussed.

Spatial perseveration error by alpacas (Vicugna pacos) in an A-not-B detour task.

Science.gov (United States)

Abramson, José Z; Paulina Soto, D; Beatriz Zapata, S; Lloreda, María Victoria Hernández

2018-05-01

Spatial perseveration has been documented for domestic animals such as mules, donkeys, horses and dogs. However, evidence for this spatial cognition behavior among other domestic species is scarce. Alpacas have been domesticated for at least 7000 years yet their cognitive ability has not been officially reported. The present article used an A-not-B detour task to study the spatial problem-solving abilities of alpacas (Vicugna pacos) and to identify the perseveration errors, which refers to a tendency to maintain a learned route, despite having another available path. The study tested 51 alpacas, which had to pass through a gap at one end of a barrier in order to reach a reward. After one, two, three or four repeats (A trials), the gap was moved to the opposite end of the barrier (B trials). In contrast to what has been found in other domestic animals tested with the same task, the present study did not find clear evidence of spatial perseveration. Individuals' performance in the subsequent B trials, following the change of gap location, suggests no error persistence in alpacas. Results suggest that alpacas are more flexible than other domestic animals tested with this same task, which has important implications in planning proper training for experimental designs or productive purposes. These results could contribute toward enhancing alpacas' welfare and our understanding of their cognitive abilities.

A review of lateralization of spatial functioning in nonhuman primates

NARCIS (Netherlands)

Oleksiak, Anna; Postma, Albert; van der Ham, Ineke J.M.; Klink, P. Christiaan; van Wezel, Richard Jack Anton

The majority of research on functional cerebral lateralization in primates revolves around vocal abilities, addressing the evolutionary origin of the human language faculty and its predominance in the left hemisphere of the brain. Right hemisphere specialization in spatial cognition is commonly

A review of lateralization of spatial functioning in nonhuman primates

NARCIS (Netherlands)

Oleksiak, Anna; Postma, Albert; van der Ham, Ineke J. M.; Klink, P. Christiaan; van Wezel, Richard J. A.

2011-01-01

The majority of research on functional cerebral lateralization in primates revolves around vocal abilities, addressing the evolutionary origin of the human language faculty and its predominance in the left hemisphere of the brain. Right hemisphere specialization in spatial cognition is commonly

A review of lateralization of spatial functioning in nonhuman primates.

NARCIS (Netherlands)

Oleksiak, A.; Postma, A.; Ham, I.J. van der; Klink, P.C.; Wezel, R.J.A. van

2011-01-01

The majority of research on functional cerebral lateralization in primates revolves around vocal abilities, addressing the evolutionary origin of the human language faculty and its predominance in the left hemisphere of the brain. Right hemisphere specialization in spatial cognition is commonly

Indoor Spatial Updating with Reduced Visual Information.

Science.gov (United States)

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.

Indoor Spatial Updating with Reduced Visual Information.

Directory of Open Access Journals (Sweden)

Gordon E Legge

Full Text Available 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.

Mature e-Government based on spatial data

DEFF Research Database (Denmark)

Hvingel, Line; Baaner, Lasse; Schrøder, Lise

2014-01-01

The relation of spatial data and e-Government is important, but not always acknowledged in the development and implementation of e-Government. The implementation of the INSPIRE directive pushed this agenda towards a growing awareness of the role of spatial data and the need for a spatial data...... infrastructure to support e-Government. With technology, policies, data and infrastructure in place, new iterations of this relationship are needed, in order to reach a higher level of maturity. This paper analyses and discusses the need for the differentiated roles of spatial data as an important step towards...... of these data is the wording of the law and the spatial data are just visualisation thereof. Under other circumstances, the spatial data themselves represent the legal status. Compliance between spatial data and the legal administrative framework is necessary, to obtain a mature e-Government. A preliminary test...

A Comparison of Grizzly Bear Demographic Parameters Estimated from Non-Spatial and Spatial Open Population Capture-Recapture Models.

Science.gov (United States)

Whittington, Jesse; Sawaya, Michael A

2015-01-01

Capture-recapture studies are frequently used to monitor the status and trends of wildlife populations. Detection histories from individual animals are used to estimate probability of detection and abundance or density. The accuracy of abundance and density estimates depends on the ability to model factors affecting detection probability. Non-spatial capture-recapture models have recently evolved into spatial capture-recapture models that directly include the effect of distances between an animal's home range centre and trap locations on detection probability. Most studies comparing non-spatial and spatial capture-recapture biases focussed on single year models and no studies have compared the accuracy of demographic parameter estimates from open population models. We applied open population non-spatial and spatial capture-recapture models to three years of grizzly bear DNA-based data from Banff National Park and simulated data sets. The two models produced similar estimates of grizzly bear apparent survival, per capita recruitment, and population growth rates but the spatial capture-recapture models had better fit. Simulations showed that spatial capture-recapture models produced more accurate parameter estimates with better credible interval coverage than non-spatial capture-recapture models. Non-spatial capture-recapture models produced negatively biased estimates of apparent survival and positively biased estimates of per capita recruitment. The spatial capture-recapture grizzly bear population growth rates and 95% highest posterior density averaged across the three years were 0.925 (0.786-1.071) for females, 0.844 (0.703-0.975) for males, and 0.882 (0.779-0.981) for females and males combined. The non-spatial capture-recapture population growth rates were 0.894 (0.758-1.024) for females, 0.825 (0.700-0.948) for males, and 0.863 (0.771-0.957) for both sexes. The combination of low densities, low reproductive rates, and predominantly negative population growth

A Comparison of Grizzly Bear Demographic Parameters Estimated from Non-Spatial and Spatial Open Population Capture-Recapture Models.

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Jesse Whittington

Full Text Available Capture-recapture studies are frequently used to monitor the status and trends of wildlife populations. Detection histories from individual animals are used to estimate probability of detection and abundance or density. The accuracy of abundance and density estimates depends on the ability to model factors affecting detection probability. Non-spatial capture-recapture models have recently evolved into spatial capture-recapture models that directly include the effect of distances between an animal's home range centre and trap locations on detection probability. Most studies comparing non-spatial and spatial capture-recapture biases focussed on single year models and no studies have compared the accuracy of demographic parameter estimates from open population models. We applied open population non-spatial and spatial capture-recapture models to three years of grizzly bear DNA-based data from Banff National Park and simulated data sets. The two models produced similar estimates of grizzly bear apparent survival, per capita recruitment, and population growth rates but the spatial capture-recapture models had better fit. Simulations showed that spatial capture-recapture models produced more accurate parameter estimates with better credible interval coverage than non-spatial capture-recapture models. Non-spatial capture-recapture models produced negatively biased estimates of apparent survival and positively biased estimates of per capita recruitment. The spatial capture-recapture grizzly bear population growth rates and 95% highest posterior density averaged across the three years were 0.925 (0.786-1.071 for females, 0.844 (0.703-0.975 for males, and 0.882 (0.779-0.981 for females and males combined. The non-spatial capture-recapture population growth rates were 0.894 (0.758-1.024 for females, 0.825 (0.700-0.948 for males, and 0.863 (0.771-0.957 for both sexes. The combination of low densities, low reproductive rates, and predominantly negative

Relationship between chewing ability and cognitive impairment in the rural elderly.

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Kim, Eun-Kyong; Lee, Sung Kook; Choi, Youn-Hee; Tanaka, Makiko; Hirotsu, Kimiko; Kim, Hyeon Chang; Lee, Hee-Kyung; Jung, Yun-Sook; Amano, Atsuo

Relationship between masticatory function and cognitive impairment had been suggested but still understudied. We investigated the association between chewing ability and cognitive impairment among the elderly living in a rural region. A total of 295 elderly individuals aged ≥70 years in a rural city of Korea participated in a cross-sectional study. Trained nurses conducted interviews and assessed chewing ability using gum that changed color based on chewing performance. Cognitive impairment was assessed using the Mini-Mental State Examination for Dementia Screening (MMSE-DS) of Korean vesrsion. Socio-demographic characteristics, activities of daily living (ADL), Mini-Nutritional Assessment (MNA) were also assessed using questionnaires as potential confounders. The mean age of the participants was 81.4 (ranged 70-102) years and 67.8% of them were female. Participants with low chewing ability were significantly older, dependent, and had lower MNA and MMSE-DS scores. The elderly with middle or low chewing ability had significantly higher risk for having cognitive impairment than those with higher chewing ability. Our findings suggest that poor chewing ability is associated with cognitive impairment or dementia in the elderly living in rural area. Copyright © 2017 Elsevier B.V. All rights reserved.

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

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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…

Improvement of Allocentric Spatial Memory Resolution in Children from 2 to 4 Years of Age

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Lambert, Farfalla Ribordy; Lavenex, Pierre; Lavenex, Pamela Banta

2015-01-01

Allocentric spatial memory, the memory for locations coded in relation to objects comprising our environment, is a fundamental component of episodic memory and is dependent on the integrity of the hippocampal formation in adulthood. Previous research from different laboratories reported that basic allocentric spatial memory abilities are reliably…

Cognitive Abilities, Monitoring Confidence, and Control Thresholds Explain Individual Differences in Heuristics and Biases.

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Jackson, Simon A; Kleitman, Sabina; Howie, Pauline; Stankov, Lazar

2016-01-01

In this paper, we investigate whether individual differences in performance on heuristic and biases tasks can be explained by cognitive abilities, monitoring confidence, and control thresholds. Current theories explain individual differences in these tasks by the ability to detect errors and override automatic but biased judgments, and deliberative cognitive abilities that help to construct the correct response. Here we retain cognitive abilities but disentangle error detection, proposing that lower monitoring confidence and higher control thresholds promote error checking. Participants ( N = 250) completed tasks assessing their fluid reasoning abilities, stable monitoring confidence levels, and the control threshold they impose on their decisions. They also completed seven typical heuristic and biases tasks such as the cognitive reflection test and Resistance to Framing. Using structural equation modeling, we found that individuals with higher reasoning abilities, lower monitoring confidence, and higher control threshold performed significantly and, at times, substantially better on the heuristic and biases tasks. Individuals with higher control thresholds also showed lower preferences for risky alternatives in a gambling task. Furthermore, residual correlations among the heuristic and biases tasks were reduced to null, indicating that cognitive abilities, monitoring confidence, and control thresholds accounted for their shared variance. Implications include the proposal that the capacity to detect errors does not differ between individuals. Rather, individuals might adopt varied strategies that promote error checking to different degrees, regardless of whether they have made a mistake or not. The results support growing evidence that decision-making involves cognitive abilities that construct actions and monitoring and control processes that manage their initiation.

Environmental change enhances cognitive abilities in fish.

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Alexander Kotrschal

2010-04-01

Full Text Available Flexible or innovative behavior is advantageous, especially when animals are exposed to frequent and unpredictable environmental perturbations. Improved cognitive abilities can help animals to respond quickly and adequately to environmental dynamics, and therefore changing environments may select for higher cognitive abilities. Increased cognitive abilities can be attained, for instance, if environmental change during ontogeny triggers plastic adaptive responses improving the learning capacity of exposed individuals. We tested the learning abilities of fishes in response to experimental variation of environmental quality during ontogeny. Individuals of the cichlid fish Simochromis pleurospilus that experienced a change in food ration early in life outperformed fish kept on constant rations in a learning task later in life--irrespective of the direction of the implemented change and the mean rations received. This difference in learning abilities between individuals remained constant between juvenile and adult stages of the same fish tested 1 y apart. Neither environmental enrichment nor training through repeated neural stimulation can explain our findings, as the sensory environment was kept constant and resource availability was changed only once. Instead, our results indicate a pathway by which a single change in resource availability early in life permanently enhances the learning abilities of animals. Early perturbations of environmental quality may signal the developing individual that it lives in a changing world, requiring increased cognitive abilities to construct adequate behavioral responses.

Are the deficits in navigational abilities present in the Williams syndrome related to deficits in the backward inhibition?

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Francesca eFoti

2015-03-01

Full Text Available Williams syndrome (WS is associated with a distinct profile of relatively proficient skills within the verbal domain compared to the severe impairment of visuo-spatial processing. Abnormalities in executive functions and deficits in planning ability and spatial working memory have been described. However, to date little is known about the influence of executive function deficits on navigational abilities in WS. This study aimed at analyzing in WS individuals a specific executive function, the backward inhibition (BI that allows individuals to flexibly adapt to continuously changing environments. A group of WS individuals and a mental age- and gender-matched group of typically developing (TD children were subjected to three task-switching experiments requiring visuospatial or verbal material to be processed. Results showed that WS individuals exhibited clear BI deficits during visuospatial task-switching paradigms and normal BI effect during verbal task-switching paradigm. Overall, the present results suggest that the BI involvement in updating environment representations during navigation may influence WS navigational abilities.

Perspectives of Spatial Scale in a Wildland Forest Epidemic

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W.W. Dillon; S.E. Haas; D.M. Rizzo; R.K. Meentemeyer

2014-01-01

The challenge of observing interactions between plant pathogens, their hosts, and environmental heterogeneity across multiple spatial scales commonly limits our ability to understand and manage wildland forest epidemics. Using the forest pathogen Phytophthora ramorum as a case study, we established 20 multiscale field sites to analyze how host-...

Right-Hemisphere (Spatial? Acalculia and the Influence of Neglect

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Silvia eBenavides-Varela

2014-08-01

Full Text Available The present study aimed at exploring basic number and calculation abilities in right-hemisphere damaged patients (RHD, focusing primarily on one-digit orally presented tasks, which do not require explicit visuo-spatial abilities. Twenty-four non mentally-deteriorated RHD patients (12 with clinical neglect (RHDN+, 12 without clinical neglect (RHDN-, and 12 healthy controls were included in the study. Participants were administered an ad hoc numerical battery assessing abilities such as counting, number magnitude comparison, writing and reading Arabic numerals and mental calculation, among others. Significant differences emerged among healthy controls and both the RHDN+ group and the RHDN- group, suggesting that the mathematical impairment of RHD patients does not necessarily correspond to the presence of left-neglect. A detailed analysis of the sub-tests of the battery evidenced expected differences among RHDN+ patients, RHDN- patients, and controls in writing and reading Arabic numerals. Crucially, differences between RHDN+ patients and controls were also found in tasks such as mental subtraction and mental multiplication. The present findings thus suggest that unilateral right hemisphere lesions may produce specific representational deficits that affect simple mental calculation, and not only the spatial arrangement of multi-digit written numbers as previously thought.

Spatial ecology across scales.

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Hastings, Alan; Petrovskii, Sergei; Morozov, Andrew

2011-04-23

The international conference 'Models in population dynamics and ecology 2010: animal movement, dispersal and spatial ecology' took place at the University of Leicester, UK, on 1-3 September 2010, focusing on mathematical approaches to spatial population dynamics and emphasizing cross-scale issues. Exciting new developments in scaling up from individual level movement to descriptions of this movement at the macroscopic level highlighted the importance of mechanistic approaches, with different descriptions at the microscopic level leading to different ecological outcomes. At higher levels of organization, different macroscopic descriptions of movement also led to different properties at the ecosystem and larger scales. New developments from Levy flight descriptions to the incorporation of new methods from physics and elsewhere are revitalizing research in spatial ecology, which will both increase understanding of fundamental ecological processes and lead to tools for better management.

Work ability score of solvent-exposed workers.

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Furu, Heidi; Sainio, Markku; Hyvärinen, Hanna-Kaisa; Kaukiainen, Ari

2018-03-28

Occupational chronic solvent encephalopathy (CSE), characterized by neurocognitive dysfunction, often leads to early retirement. However, only the more severe cases are diagnosed with CSE, and little is known about the work ability of solvent-exposed workers in general. The aim was to study memory and concentration symptoms, work ability and the effect of both solvent-related and non-occupational factors on work ability, in an actively working solvent-exposed population. A questionnaire on exposure and health was sent to 3640 workers in four solvent-exposed fields, i.e. painters and floor-layers, boat builders, printers, and metal workers. The total number of responses was 1730. We determined the work ability score (WAS), a single question item of the Work Ability Index, and studied solvent exposure, demographic factors, Euroquest memory and concentration symptoms, chronic diseases, and employment status using univariate and multivariate analyses. The findings were compared to those of a corresponding national blue-collar reference population (n = 221), and a small cohort of workers with CSE (n = 18). The proportion of workers with memory and concentration symptoms was significantly associated with solvent exposure. The WAS of solvent-exposed workers was lower than that of the national blue-collar reference group, and the difference was significant in the oldest age group (those aged over 60). Solvent-exposed worker's WAS were higher than those of workers diagnosed with CSE. The WAS were lowest among painters and floor-layers, followed by metal workers and printers, and highest among boat builders. The strongest explanatory factors for poor work ability were the number of chronic diseases, age and employment status. Solvent exposure was a weak independent risk factor for reduced WAS, comparable to a level of high alcohol consumption. Even if memory and concentration symptoms were associated with higher solvent exposure, the effect of solvents on self

Motor ability and inhibitory processes in children with ADHD: a neuroelectric study.

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Hung, Chiao-Ling; Chang, Yu-Kai; Chan, Yuan-Shuo; Shih, Chia-Hao; Huang, Chung-Ju; Hung, Tsung-Min

2013-06-01

The purpose of the current study was to examine the relationship between motor ability and response inhibition using behavioral and electrophysiological indices in children with ADHD. A total of 32 participants were recruited and underwent a motor ability assessment by administering the Basic Motor Ability Test-Revised (BMAT) as well as the Go/No-Go task and event-related potential (ERP) measurements at the same time. The results indicated that the BMAT scores were positively associated with the behavioral and ERP measures. Specifically, the BMAT average score was associated with a faster reaction time and higher accuracy, whereas higher BMAT subset scores predicted a shorter P3 latency in the Go condition. Although the association between the BMAT average score and the No-Go accuracy was limited, higher BMAT average and subset scores predicted a shorter N2 and P3 latency and a larger P3 amplitude in the No-Go condition. These findings suggest that motor abilities may play roles that benefit the cognitive performance of ADHD children.

Spatial Memory in Captive Giant Anteaters (Myrmecophaga tridactyla

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Stephanie M. Allard

2014-08-01

Full Text Available The type of learning exhibited during foraging has been studied in a large number of species. Species that feed on food sources that temporally vary in quality could be well suited for exhibiting evidence of spatial learning. The foraging strategies of captive giant anteaters were examined using an experimental foraging task. Two giant anteaters were exposed to a modified radial arm maze in order to determine whether or not they would demonstrate evidence of spatial learning. Both subjects demonstrated significant improvement in performance by visiting baited feeders more consistently across learning trials. A disruption in performance occurred when the task was reversed, indicating that giant anteaters may use spatial learning to locate food sources. Obtaining a more sound understanding of the cognitive abilities of giant anteaters may help to enhance their welfare in captive settings.

Dispersal ability and habitat requirements determine landscape-level genetic patterns in desert aquatic insects.

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Phillipsen, Ivan C; Kirk, Emily H; Bogan, Michael T; Mims, Meryl C; Olden, Julian D; Lytle, David A

2015-01-01

Species occupying the same geographic range can exhibit remarkably different population structures across the landscape, ranging from highly diversified to panmictic. Given limitations on collecting population-level data for large numbers of species, ecologists seek to identify proximate organismal traits-such as dispersal ability, habitat preference and life history-that are strong predictors of realized population structure. We examined how dispersal ability and habitat structure affect the regional balance of gene flow and genetic drift within three aquatic insects that represent the range of dispersal abilities and habitat requirements observed in desert stream insect communities. For each species, we tested for linear relationships between genetic distances and geographic distances using Euclidean and landscape-based metrics of resistance. We found that the moderate-disperser Mesocapnia arizonensis (Plecoptera: Capniidae) has a strong isolation-by-distance pattern, suggesting migration-drift equilibrium. By contrast, population structure in the flightless Abedus herberti (Hemiptera: Belostomatidae) is influenced by genetic drift, while gene flow is the dominant force in the strong-flying Boreonectes aequinoctialis (Coleoptera: Dytiscidae). The best-fitting landscape model for M. arizonensis was based on Euclidean distance. Analyses also identified a strong spatial scale-dependence, where landscape genetic methods only performed well for species that were intermediate in dispersal ability. Our results highlight the fact that when either gene flow or genetic drift dominates in shaping population structure, no detectable relationship between genetic and geographic distances is expected at certain spatial scales. This study provides insight into how gene flow and drift interact at the regional scale for these insects as well as the organisms that share similar habitats and dispersal abilities. © 2014 John Wiley & Sons Ltd.

Explaining sex differences in mental rotation: role of spatial activity experience.

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Nazareth, Alina; Herrera, Asiel; Pruden, Shannon M

2013-05-01

Males consistently outperform females on mental rotation tasks, such as the Vandenberg and Kuse (1978) Perceptual and Motor Skills, 47(2), 599-604, mental rotation test (MRT; e.g. Voyer et al. 1995) in Psychological Bulletin, 117, 250-265. The present study investigates whether these sex differences in MRT scores can be explained in part by early spatial activity experience, particularly those spatial activities that have been sex-typed as masculine/male-oriented. Utilizing an online survey, 571 ethnically diverse adult university students completed a brief demographic survey, an 81-item spatial activity survey, and the MRT. Results suggest that the significant relation between sex of the participant and MRT score is partially mediated by the number of masculine spatial activities participants had engaged in as youth. Closing the gap between males and females in spatial ability, a skill linked to science, technology, engineering, and mathematics success, may be accomplished in part by encouraging female youth to engage in more particular kinds of spatial activities.

MR guided spatial normalization of SPECT scans

International Nuclear Information System (INIS)

Crouch, B.; Barnden, L.R.; Kwiatek, R.

2010-01-01

Full text: In SPECT population studies where magnetic resonance (MR) scans are also available, the higher resolution of the MR scans allows for an improved spatial normalization of the SPECT scans. In this approach, the SPECT images are first coregistered to their corresponding MR images by a linear (affine) transformation which is calculated using SPM's mutual information maximization algorithm. Non-linear spatial normalization maps are then computed either directly from the MR scans using SPM's built in spatial normalization algorithm, or, from segmented TI MR images using DARTEL, an advanced diffeomorphism based spatial normalization algorithm. We compare these MR based methods to standard SPECT based spatial normalization for a population of 27 fibromyalgia patients and 25 healthy controls with spin echo T 1 scans. We identify significant perfusion deficits in prefrontal white matter in FM patients, with the DARTEL based spatial normalization procedure yielding stronger statistics than the standard SPECT based spatial normalization. (author)

Spatial manipulation with microfluidics

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Benjamin eLin

2015-04-01

Full Text Available Biochemical gradients convey information through space, time, and concentration, and are ultimately capable of spatially resolving distinct cellular phenotypes, such as differentiation, proliferation, and migration. How these gradients develop, evolve, and function during development, homeostasis, and various disease states is a subject of intense interest across a variety of disciplines. Microfluidic technologies have become essential tools for investigating gradient sensing in vitro due to their ability to precisely manipulate fluids on demand in well controlled environments at cellular length scales. This minireview will highlight their utility for studying gradient sensing along with relevant applications to biology.

Spatially patterned matrix elasticity directs stem cell fate

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Yang, Chun; DelRio, Frank W.; Ma, Hao; Killaars, Anouk R.; Basta, Lena P.; Kyburz, Kyle A.; Anseth, Kristi S.

2016-08-01

There is a growing appreciation for the functional role of matrix mechanics in regulating stem cell self-renewal and differentiation processes. However, it is largely unknown how subcellular, spatial mechanical variations in the local extracellular environment mediate intracellular signal transduction and direct cell fate. Here, the effect of spatial distribution, magnitude, and organization of subcellular matrix mechanical properties on human mesenchymal stem cell (hMSCs) function was investigated. Exploiting a photodegradation reaction, a hydrogel cell culture substrate was fabricated with regions of spatially varied and distinct mechanical properties, which were subsequently mapped and quantified by atomic force microscopy (AFM). The variations in the underlying matrix mechanics were found to regulate cellular adhesion and transcriptional events. Highly spread, elongated morphologies and higher Yes-associated protein (YAP) activation were observed in hMSCs seeded on hydrogels with higher concentrations of stiff regions in a dose-dependent manner. However, when the spatial organization of the mechanically stiff regions was altered from a regular to randomized pattern, lower levels of YAP activation with smaller and more rounded cell morphologies were induced in hMSCs. We infer from these results that irregular, disorganized variations in matrix mechanics, compared with regular patterns, appear to disrupt actin organization, and lead to different cell fates; this was verified by observations of lower alkaline phosphatase (ALP) activity and higher expression of CD105, a stem cell marker, in hMSCs in random versus regular patterns of mechanical properties. Collectively, this material platform has allowed innovative experiments to elucidate a novel spatial mechanical dosing mechanism that correlates to both the magnitude and organization of spatial stiffness.

Functional resilience of microbial ecosystems in soil: How important is a spatial analysis?

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König, Sara; Banitz, Thomas; Centler, Florian; Frank, Karin; Thullner, Martin

2015-04-01

Microbial life in soil is exposed to fluctuating environmental conditions influencing the performance of microbially mediated ecosystem services such as biodegradation of contaminants. However, as this environment is typically very heterogeneous, spatial aspects can be expected to play a major role for the ability to recover from a stress event. To determine key processes for functional resilience, simple scenarios with varying stress intensities were simulated within a microbial simulation model and the biodegradation rate in the recovery phase monitored. Parameters including microbial growth and dispersal rates were varied over a typical range to consider microorganisms with varying properties. Besides an aggregated temporal monitoring, the explicit observation of the spatio-temporal dynamics proved essential to understand the recovery process. For a mechanistic understanding of the model system, scenarios were also simulated with selected processes being switched-off. Results of the mechanistic and the spatial view show that the key factors for functional recovery with respect to biodegradation after a simple stress event depend on the location of the observed habitats. The limiting factors near unstressed areas are spatial processes - the mobility of the bacteria as well as substrate diffusion - the longer the distance to the unstressed region the more important becomes the process growth. Furthermore, recovery depends on the stress intensity - after a low stress event the spatial configuration has no influence on the key factors for functional resilience. To confirm these results, we repeated the stress scenarios but this time including an additional dispersal network representing a fungal network in soil. The system benefits from an increased spatial performance due to the higher mobility of the degrading microorganisms. However, this effect appears only in scenarios where the spatial distribution of the stressed area plays a role. With these simulations we

Eyetracking metrics reveal impaired spatial anticipation in behavioural variant frontotemporal dementia.

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Primativo, Silvia; Clark, Camilla; Yong, Keir X X; Firth, Nicholas C; Nicholas, Jennifer; Alexander, Daniel; Warren, Jason D; Rohrer, Jonathan D; Crutch, Sebastian J

2017-11-01

Eyetracking technology has had limited application in the dementia field to date, with most studies attempting to discriminate syndrome subgroups on the basis of basic oculomotor functions rather than higher-order cognitive abilities. Eyetracking-based tasks may also offer opportunities to reduce or ameliorate problems associated with standard paper-and-pencil cognitive tests such as the complexity and linguistic demands of verbal test instructions, and the problems of tiredness and attention associated with lengthy tasks that generate few data points at a slow rate. In the present paper we adapted the Brixton spatial anticipation test to a computerized instruction-less version where oculomotor metrics, rather than overt verbal responses, were taken into account as indicators of high level cognitive functions. Twelve bvFTD (in whom spatial anticipation deficits were expected), six SD patients (in whom deficits were predicted to be less frequent) and 38 healthy controls were presented with a 10 × 7 matrix of white circles. During each trial (N = 24) a black dot moved across seven positions on the screen, following 12 different patterns. Participants' eye movements were recorded. Frequentist statistical analysis of standard eye movement metrics were complemented by a Bayesian machine learning (ML) approach in which raw eyetracking time series datasets were examined to explore the ability to discriminate diagnostic group performance not only on the overall performance but also on individual trials. The original pen and paper Brixton test identified a spatial anticipation deficit in 7/12 (58%) of bvFTD and in 2/6 (33%) of SD patients. The eyetracking frequentist approach reported the deficit in 11/12 (92%) of bvFTD and in none (0%) of the SD patients. The machine learning approach had the main advantage of identifying significant differences from controls in 24/24 individual trials for bvFTD patients and in only 12/24 for SD patients. Results indicate that the fine

Inhibition of connexin43 hemichannels impairs spatial short-term memory without affecting spatial working memory

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Laura Walrave

2016-12-01

Full Text Available Astrocytes are active players in higher brain function as they can release gliotransmitters, which are essential for synaptic plasticity. Various mechanisms have been proposed for gliotransmission, including vesicular mechanisms as well as non-vesicular ones, for example by passive diffusion via connexin hemichannels (HCs. We here investigated whether interfering with connexin43 (Cx43 HCs influenced hippocampal spatial memory. We made use of the peptide Gap19 that blocks HCs but not gap junction channels and is specific for Cx43. To this end, we microinfused transactivator of transcription linked Gap19 (TAT-Gap19 into the brain ventricle of male NMRI mice and assessed spatial memory in a Y maze. We found that the in vivo blockade of Cx43 HCs did not affect the locomotor activity or spatial working memory in a spontaneous alternation Y maze task. Cx43 blockade did however significantly impair the spatial short-term memory in a delayed spontaneous alternation Y maze task. These results indicate that Cx43 HCs play a role in spatial short-term memory.

Work ability index among healthcare personnel in a university hospital in Tehran, Iran.

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Mehrdad, R; Mazloumi, A; Arshi, S; Kazemi, Z

2016-03-09

Work ability is an important issue from a social point of view, as it is essential for workers health and welfare. This study aimed to determine work ability among healthcare personnel and to investigate its relationship with demographic and lifestyle-related factors. Data were collected using the Work Ability Index (WAI) questionnaire among 517 personnel of a hospital in Tehran, Iran. Findings showed a mean WAI of 40.3 (±5.2) for the study population. Work ability was significantly lower in the older personnel and higher for men. A significant correlation was observed between BMI and exercise activity and WAI score. Moreover, employees with experience of less than five years had significant higher work ability than those with 16-20 years of service. Considering the young study population, it seems the mean WAI is not as desirable. The use of lifestyle promoting programs, besides workplace interventions, can be an effective strategy to increase work ability among healthcare workers.

Can personality predict individual differences in brook trout spatial learning ability?

Science.gov (United States)

White, S.L.; Wagner, Tyler; Gowan, C.; Braithwaite, V.A.

2017-01-01

While differences in individual personality are common in animal populations, understanding the ecological significance of variation has not yet been resolved. Evidence suggests that personality may influence learning and memory; a finding that could improve our understanding of the evolutionary processes that produce and maintain intraspecific behavioural heterogeneity. Here, we tested whether boldness, the most studied personality trait in fish, could predict learning ability in brook trout. After quantifying boldness, fish were trained to find a hidden food patch in a maze environment. Stable landmark cues were provided to indicate the location of food and, at the conclusion of training, cues were rearranged to test for learning. There was a negative relationship between boldness and learning as shy fish were increasingly more successful at navigating the maze and locating food during training trials compared to bold fish. In the altered testing environment, only shy fish continued using cues to search for food. Overall, the learning rate of bold fish was found to be lower than that of shy fish for several metrics suggesting that personality could have widespread effects on behaviour. Because learning can increase plasticity to environmental change, these results have significant implications for fish conservation.

Spatial resilience of forested landscapes under climate change and management

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Melissa S. Lucash; Robert M. Scheller; Eric J. Gustafson; Brian R. Sturtevant

2017-01-01

Context Resilience, the ability to recover from disturbance, has risen to the forefront of scientific policy, but is difficult to quantify, particularly in large, forested landscapes subject to disturbances, management, and climate change. Objectives Our objective was to determine which spatial drivers will control landscape...

The Differential Relations between Verbal, Numerical and Spatial Working Memory Abilities and Children's Reading Comprehension

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Oakhill, Jane; Yuill, Nicola; Garnham, Alan

2011-01-01

Working memory predicts children's reading comprehension but it is not clear whether this relation is due to a modality-specific or general working memory. This study, which investigated the relations between children's reading skills and working memory (WM) abilities in 3 modalities, extends previous work by including measures of both reading…

Interplant movement and spatial distribution of alate and apterous morphs of Nasonovia ribisnigri (Homoptera: Aphididae) on lettuce.

Science.gov (United States)

Diaz, B M; Barrios, L; Fereres, A

2012-08-01

Knowledge on colonization modes and interplant movement of Nasonovia ribisnigri can contribute to the development of optimal control of this pest. The aim of this study was to determine the spatio-temporal distribution and the mode of spread between adult morphs of Nasonovia ribisnigri, comparing spring and autumn lettuce protected crops. The spatial and temporal pattern was analyzed using the spatial analysis by distance indices (SADIE) methodology and other related displacement indices. The population size of N. ribisnigri was greater in the autumn than in the spring growing seasons due to milder temperatures. The percentage of plants colonized by aphids was higher in spring than in autumn, showing the great dispersal potential of this aphid species independent of their population size. Differential propensity for initial displacement from the central plant was observed between adult morphs in spring, resulting in a greater ability of apterous than alate aphids to spread far away from the source plant. In autumn, both adult morphs showed an initial reduced displacement; however, the number of plants infested (≈20%) with at least one aphid at this initial time (seven days) was similar for both adult morphs and both growing seasons. Analysis of the spatial pattern of both adult morphs revealed a predominantly random distribution for both spring and autumn trials. This pattern was achieved by a prevalent random movement over the area (γ≈0.5). These results highlight the ability of the apterous N. ribisnigri to spread within greenhouse lettuce crops early in the spring, suggesting that detection of the pest by deep visual inspection is required after lettuce emergence.

Digital Hydrologic Networks Supporting Applications Related to Spatially Referenced Regression Modeling

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Brakebill, J.W.; Wolock, D.M.; Terziotti, S.E.

2011-01-01

Digital hydrologic networks depicting surface-water pathways and their associated drainage catchments provide a key component to hydrologic analysis and modeling. Collectively, they form common spatial units that can be used to frame the descriptions of aquatic and watershed processes. In addition, they provide the ability to simulate and route the movement of water and associated constituents throughout the landscape. Digital hydrologic networks have evolved from derivatives of mapping products to detailed, interconnected, spatially referenced networks of water pathways, drainage areas, and stream and watershed characteristics. These properties are important because they enhance the ability to spatially evaluate factors that affect the sources and transport of water-quality constituents at various scales. SPAtially Referenced Regressions On Watershed attributes (SPARROW), a process-based/statistical model, relies on a digital hydrologic network in order to establish relations between quantities of monitored contaminant flux, contaminant sources, and the associated physical characteristics affecting contaminant transport. Digital hydrologic networks modified from the River Reach File (RF1) and National Hydrography Dataset (NHD) geospatial datasets provided frameworks for SPARROW in six regions of the conterminous United States. In addition, characteristics of the modified RF1 were used to update estimates of mean-annual streamflow. This produced more current flow estimates for use in SPARROW modeling. ?? 2011 American Water Resources Association. This article is a U.S. Government work and is in the public domain in the USA.

Modeling spatial-temporal operations with context-dependent associative memories.

Science.gov (United States)

Mizraji, Eduardo; Lin, Juan

2015-10-01

We organize our behavior and store structured information with many procedures that require the coding of spatial and temporal order in specific neural modules. In the simplest cases, spatial and temporal relations are condensed in prepositions like "below" and "above", "behind" and "in front of", or "before" and "after", etc. Neural operators lie beneath these words, sharing some similarities with logical gates that compute spatial and temporal asymmetric relations. We show how these operators can be modeled by means of neural matrix memories acting on Kronecker tensor products of vectors. The complexity of these memories is further enhanced by their ability to store episodes unfolding in space and time. How does the brain scale up from the raw plasticity of contingent episodic memories to the apparent stable connectivity of large neural networks? We clarify this transition by analyzing a model that flexibly codes episodic spatial and temporal structures into contextual markers capable of linking different memory modules.

Development of Allocentric Spatial Memory Abilities in Children from 18 months to 5 Years of Age

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Ribordy, Farfalla; Jabes, Adeline; Lavenex, Pamela Banta; Lavenex, Pierre

2013-01-01

Episodic memories for autobiographical events that happen in unique spatiotemporal contexts are central to defining who we are. Yet, before 2 years of age, children are unable to form or store episodic memories for recall later in life, a phenomenon known as infantile amnesia. Here, we studied the development of allocentric spatial memory, a…

Is attention based on spatial contextual memory preferentially guided by low spatial frequency signals?

Science.gov (United States)

Patai, Eva Zita; Buckley, Alice; Nobre, Anna Christina

2013-01-01

A popular model of visual perception states that coarse information (carried by low spatial frequencies) along the dorsal stream is rapidly transmitted to prefrontal and medial temporal areas, activating contextual information from memory, which can in turn constrain detailed input carried by high spatial frequencies arriving at a slower rate along the ventral visual stream, thus facilitating the processing of ambiguous visual stimuli. We were interested in testing whether this model contributes to memory-guided orienting of attention. In particular, we asked whether global, low-spatial frequency (LSF) inputs play a dominant role in triggering contextual memories in order to facilitate the processing of the upcoming target stimulus. We explored this question over four experiments. The first experiment replicated the LSF advantage reported in perceptual discrimination tasks by showing that participants were faster and more accurate at matching a low spatial frequency version of a scene, compared to a high spatial frequency version, to its original counterpart in a forced-choice task. The subsequent three experiments tested the relative contributions of low versus high spatial frequencies during memory-guided covert spatial attention orienting tasks. Replicating the effects of memory-guided attention, pre-exposure to scenes associated with specific spatial memories for target locations (memory cues) led to higher perceptual discrimination and faster response times to identify targets embedded in the scenes. However, either high or low spatial frequency cues were equally effective; LSF signals did not selectively or preferentially contribute to the memory-driven attention benefits to performance. Our results challenge a generalized model that LSFs activate contextual memories, which in turn bias attention and facilitate perception.

Higher education and spatial (im)mobility: nontraditional students and living at home

OpenAIRE

Hazel Christie

2007-01-01

I investigate the mobility decisions of students going into higher education in the UK, and look particularly at the circumstances under which students in one higher education market chose to live at home and their experiences of attending a local university. As more young people from nontraditional backgrounds are encouraged to participate in higher education, and as the financial costs of attending are increasingly borne by students and their families, more students are choosing to stay at ...

Gait disorder as a predictor of spatial learning and memory impairment in aged mice

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Xin Wang

2017-01-01

Full Text Available Objective To investigate whether gait dysfunction is a predictor of severe spatial learning and memory impairment in aged mice. Methods A total of 100 12-month-old male mice that had no obvious abnormal motor ability and whose Morris water maze performances were not significantly different from those of two-month-old male mice were selected for the study. The selected aged mice were then divided into abnormal or normal gait groups according to the results from the quantitative gait assessment. Gaits of aged mice were defined as abnormal when the values of quantitative gait parameters were two standard deviations (SD lower or higher than those of 2-month-old male mice. Gait parameters included stride length, variability of stride length, base of support, cadence, and average speed. After nine months, mice exhibiting severe spatial learning and memory impairment were separated from mice with mild or no cognitive dysfunction. The rate of severe spatial learning and memory impairment in the abnormal and normal gait groups was tested by a chi-square test and the correlation between gait dysfunction and decline in cognitive function was tested using a diagnostic test. Results The 12-month-old aged mice were divided into a normal gait group (n = 75 and an abnormal gait group (n = 25. Nine months later, three mice in the normal gait group and two mice in the abnormal gait group had died. The remaining mice were subjected to the Morris water maze again, and 17 out of 23 mice in the abnormal gait group had developed severe spatial learning and memory impairment, including six with stride length deficits, 15 with coefficient of variation (CV in stride length, two with base of support (BOS deficits, five with cadence dysfunction, and six with average speed deficits. In contrast, only 15 out of 72 mice in the normal gait group developed severe spatial learning and memory impairment. The rate of severe spatial learning and memory impairment was

The Spatial Politics of Spatial Representation

DEFF Research Database (Denmark)

Olesen, Kristian; Richardson, Tim

2011-01-01

spatial planning in Denmark reveals how fuzzy spatial representations and relational spatial concepts are being used to depoliticise strategic spatial planning processes and to camouflage spatial politics. The paper concludes that, while relational geography might play an important role in building......This paper explores the interplay between the spatial politics of new governance landscapes and innovations in the use of spatial representations in planning. The central premise is that planning experiments with new relational approaches become enmeshed in spatial politics. The case of strategic...