Caudate nucleus-dependent response strategies in a virtual navigation task are associated with lower basal cortisol and impaired episodic memory

The present research examined the relationship between endogenous glucocorticoids, navigational strategies in a virtual navigation task, and performance on standard neuropsychological assessments of memory. Healthy young adult participants (N = 66, mean age: 21.7) were tested on the 4 on 8 virtual maze (4/8 VM) and standard neuropsychological tests such as the Rey-Osterrieth Complex Figure (RO) and the Rey Auditory Verbal Learning Task (RAVLT), which measure episodic memory. The 4/8 VM differentiates between navigational strategies, where participants either use a hippocampal-dependent spatial strategy by building relationships between landmarks, or a caudate nucleus-dependent stimulus–response strategy by automatizing a pattern of open and closed arms to learn the location of objects within the maze. Degree of stress was assessed by administering the Perceived Stress Scale (PSS) questionnaire. Cortisol samples were taken on two consecutive days upon waking, 30 min after waking, at 11 am, 4 pm, and 9 pm. There was a significant difference in basal levels of cortisol between spatial and response learners. Interestingly, response learners had significantly lower cortisol levels throughout the day. The two groups did not differ in terms of perceived stress as measured with the PSS questionnaire. Moreover, there was no significant correlation between PSS scores and salivary cortisol levels, indicating that the higher cortisol levels in the spatial group were not associated with greater perceived stress. In addition, participants who spontaneously used a spatial strategy performed significantly better on the RAVLT and RO. These data indicate that the cortisol levels in the spatial group may be optimal in terms of episodic memory performance whereas the cortisol levels in the response group may be associated with poorer memory. These results are suggestive of an inverted U-shaped curve describing the effects of basal levels of circulating cortisol on memory in young adults.     

Evidence against integration of spatial maps in humans: generality across real and virtual environments

A real-world open-field search task was implemented with humans as an analogue of Blaisdell and Cook’s (Anim Cogn 8:7–16, 2005) pigeon foraging task and Sturz, Bodily, and Katz’s (Anim Cogn 9:207–217, 2006) human virtual foraging task to 1) determine whether humans were capable of integrating independently learned spatial maps and 2) make explicit comparisons of mechanisms used by humans to navigate real and virtual environments. Participants searched for a hidden goal located in one of 16 bins arranged in a 4 × 4 grid. In Phase 1, the goal was hidden between two landmarks (blue T and red L). In Phase 2, the goal was hidden to the left and in front of a single landmark (blue T). Following training, goal-absent trials were conducted in which the red L from Phase 1 was presented alone. Bin choices during goal-absent trials assessed participants’ strategies: association (from Phase 1), generalization (from Phase 2), or integration (combination of Phase 1 and 2). Results were inconsistent with those obtained with pigeons but were consistent with those obtained with humans in a virtual environment. Specifically, during testing, participants did not integrate independently learned spatial maps but used a generalization strategy followed by a shift in search behavior away from the test landmark. These results were confirmed by a control condition in which a novel landmark was presented during testing. Results are consistent with the bulk of recent findings suggesting the use of alternative navigational strategies to cognitive mapping. Results also add to a growing body of literature suggesting that virtual environment approaches to the study of spatial learning and memory have external validity and that spatial mechanisms used by human participants in navigating virtual environments are similar to those used in navigating real-world environments.     

Loneliness and social behaviours in a virtual social environment

Feeling lonely motivates people to reconnect with others, but it can also trigger a vicious cycle of cognitions and behaviours that reinforces their loneliness. In this study, we examined the behavioural consequences of loneliness in a virtual social environment. A total of 176 participants navigated a character (protagonist) through a two-dimensional browser game and rated the character's loneliness multiple times during the game. In the first part of the game, another character is introduced as the protagonist's spouse. At one point, the spouse leaves for an undetermined period of time but later returns. Immediately before this separation, higher ascribed loneliness of the protagonist was associated with more frequent interactions with the spouse. After the reunion, however, higher ascribed loneliness was associated with less frequent interactions with the spouse. Ascribed loneliness was not significantly related to the frequency of interactions with others nor to the frequency of solitary activities. These patterns held after controlling for ascribed positive affect. Participants' levels of loneliness were related to the level of ascribed loneliness only when the spouse was present but not when the spouse was absent. In sum, these findings suggest that the conditions that trigger the vicious cycle of loneliness are person- and situation-specific.     

Event-based prospective remembering in a virtual world

Most laboratory-based prospective memory (PM) paradigms pose problems that are very different from those encountered in the real world. Several PM studies have reported conflicting results when comparing laboratory- with naturalistic-based studies (e.g., Bailey, Henry, Rendell, Phillips, & Kliegel, 2010 Bailey, P. E., Henry, J. D., Rendell, P. G., Phillips, L. H. and Kliegel, M. 2010. Dismantling the “age-prospective memory paradox”: The classic laboratory paradigm simulated in a naturalistic setting. Quarterly Journal of Experimental Psychology, 63: 646–652. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]). One key contrast is that for the former, how and when the PM cue is encountered typically is determined by the experimenter, whereas in the latter case, cue availability is determined by participant actions. However, participant-driven access to the cue has not been examined in laboratory studies focused on healthy young adults, and its relationship with planned intentions is poorly understood. Here we report a study of PM performance in a controlled, laboratory setting, but with participant-driven actions leading to the availability of the PM cue. This uses a novel PM methodology based upon analysis of participant movements as they attempted a series of errands in a large virtual building on the computer screen. A PM failure was identified as a situation in which a participant entered and exited the “cue” area outside an errand related room without performing the required errand whilst still successfully remembering that errand post test. Additional individual difference measures assessed retrospective and working memory capacity, planning ability and PM. Multiple regression analysis showed that the independent measures of verbal working memory span, planning ability, and PM were significant predictors of PM failure. Correlational analyses with measures of planning suggest that sticking with an original plan (good or bad) is related to better overall PM performance.     

Evidence of blocking with geometric cues in a virtual watermaze

Three computer based experiments, testing human participants in a non-immersive virtual watermaze task, used a blocking design to assess whether two sets of geometric cues would compete in a manner described by associative models of learning. In stage 1, participants were required to discriminate between visually distinct platforms. In stage 2, additional spatial information was provided by the shape or the color of the walls of the pool. In a test trial, the platforms were removed and the spatial knowledge acquired regarding the position of the platform was assessed. Experimental groups were compared against control groups which did not receive stage 1 training. The unique color of the correct platform, in Experiments 1 and 3, disrupted learning about the colored walls but not the geometry of the pool. In Experiment 2, the correct platform was identifiable from its position within the three platform array. Learning the relative position of the correct platform within the array disrupted learning about its position relative to the geometry of the pool, but not to the colored walls. The results suggest that learning the position of a goal in relation to the geometry of the environment can be blocked but only by an alternative geometric cue.     

The effects of the presence of others during a rowing exercise in a virtual reality environment

ObjectivesThe aim of the study was to test the performance, motivational, and affective impact of aerobic exercise within an immersive virtual reality environment experienced alone or with another individual.DesignSixty female participants aged 18–30 years were assigned to one of three conditions: no virtual reality (NVR), individual virtual reality (IVR), or companion virtual reality (CVR).MethodParticipants completed 9 min of self-paced rowing on an ergometer without any visual input or performance feedback (NVR), individually within a virtual reality environment (IVR), or within a virtual reality environment that included a companion depicted as an avatar (CVR).ResultsThe two virtual reality groups rowed a further distance and at a higher power output than the NVR group. Furthermore, the CVR group outperformed the IVR group in distance and had a higher heart rate. Participants in the virtual reality groups did not perceive themselves to be exerting more physical effort and rated the task as more enjoyable than participants in the NVR group.ConclusionsVirtual reality improves performance and the affective response to aerobic exercise, and performance effects are further enhanced by the presence of others in the virtual environment.     

Keeping adolescents safe from harm: management strategies of African-American families in a high-risk community

In this study, we investigated changes in parents' use of restrictive and promotive management strategies from early to middle adolescence. We also examined the antecedents of these changes and their effects on adolescents' achievement and mental health. Longitudinal data included 50 African American adolescents and their parents living in a low-income school district. There were three major findings. First, parents, on average, used less restrictive and promotive management strategies from early to middle adolescence. Second, parents who experienced increased depressive symptoms reported using more restrictive management strategies from early to middle adolescence. Third, adolescents whose parents increased their use of restrictive management strategies experienced more anger and lower grade point averages, whereas adolescents whose parents increased their use of promotive management strategies experienced less anger, higher grade point averages, and less absences from early to middle adolescence. These findings suggest that increasing parents' use of promotive rather than restrictive management strategies may be more beneficial in supporting the academic achievement and mental health of adolescents living in high-risk neighborhoods.     

Manual rotation training improves direction-estimations in a virtual environmental space

This study investigated in a virtual environment, whether the training of a small-scale ability, i.e., manual or mental rotation, has an influence on the large-scale ability to estimate a direction. Ninety-six participants completed a direction estimation task as a pretest and then received either a manual rotation or a mental rotation training or played a nonspatial computer game. After that they completed the direction estimation task once again. The results showed that the direction estimation error decreased from the pre- to posttest only for the manual rotation training group. For that, the small-scale spatial ability was at least partially related to the large-scale ability, which supports the Partial Dissociation Model.     

Investigating route learning,metacognition, and beacon-based strategies using virtual environments

IntroductionDominant theories of wayfinding may have underestimated the ease with which adults can learn a route, even with minimal exposure to that route.ObjectivesIn this paper we present three different experiments to provide a comprehensive picture of whether adults can learn complex routes consisting of a number of choicepoints, and if so, what strategies they might be employing to do so.Methodand results We found that adults could learn a 15-junction route after only a single experience of the route (Experiment 1) but that they underestimated how good they would be at learning the 15-junction route (Experiment 2). In Experiment 3, we found that when learning a route made up of “T” shaped junctions, participants relied on a “beacon” strategy based on visual matching.ConclusionsCollectively, these findings suggest that adults can learn complex routes, even with as many as 15 choicepoints, very quickly and without the need for repeated exposure. These findings have implications for theories of wayfinding and call into question the need for repeated exposure.     

Attachment patterns and emotion regulation strategies in the second year

With the aim of studying the relationship between methods of emotion regulation and quality of attachment we examined 39 infants with different patterns of attachment, of whom 20 were classified as secure (B), 12 as avoidant (A) and 7 as resistant (C), assessing the regulatory strategies adopted by them during the Strange Situation at 13 months. Secure infants used strategies of positive social engagement more than insecure avoidant infants, while resistant infants displayed greater negative social engagement and less object orientation than the other two groups. Avoidant infants adopted positive and negative hetero-regulatory strategies less than the other groups, also differing from resistant infants in their greater use of object regulatory strategies. There were no significant differences as regards self-comforting regulation. Thus, the findings showed how the most significant differences to emerge between the groups concerned hetero-regulatory strategies, developed by the infant in interaction with attachment figures, and regulatory strategies oriented towards objects. Further analysis showed how the use by part of each attachment group of the emotion regulation strategies varies, differentiating the episodes of the SSP according to their level of stress.     

The effect of age and sensation seeking on pedestrian crossing safety in a virtual reality street

A wide range of individual, interpersonal and environmental factors influence the safety of pedestrians crossing the street, including human development (children take more risks than adolescents and adults) and sensation seeking (individuals higher in sensation seeking have greater risk). The interaction between those two variables has not been carefully studied, however. Does the effect of sensation seeking on pedestrian safety vary across human development as cognitive and other skills improve? This study investigated the primary effects of age and sensation seeking, plus their joint effects, on pedestrian crossing in a virtual reality environment. 209 children (10–13 years old), adolescents (14–18 years old) and young adults (20–24 years old) screened to be high and low level in sensation seeking participated. A 3 (age group: child vs adolescent vs young adult) × 2 (sensation seeking: high vs low) × 2 (traffic condition: easy vs harder crossing) mixed factorial design was conducted. Three pedestrian safety outcomes – start delay, missed opportunities and dangerous crossings – were considered. Results showed that when the traffic condition was easier to cross within, the start delay to enter traffic gaps was significantly shorter for children than for adolescents and young adults. There were no significant differences across age groups when the traffic condition was harder to cross within. Pedestrians also missed more opportunities to cross the road when the traffic condition was harder to cross within. Pedestrians low in sensation seeking missed more opportunities to cross than those high in sensation seeking. All age groups had more dangerous crossings during the harder crossing scenario than in the easier one, and adolescents had more dangerous crossings than young adults or children. Finally, the results of hierarchical regression models predicting dangerous crossings showed that traffic condition had a significant predictive effect on children's dangerous crossing behavior, and both high sensation seeking and harder traffic conditions predicted adolescents’ dangerous crossing behavior. No included variables significantly predicted adults' dangerous crossing behavior. We conclude that both age and sensation-seeking contribute to pedestrian safety. The effect of sensation seeking does not vary widely by age group, but its effect on adolescents was somewhat stronger than in the other age groups studied.     

Effectiveness of virtual reality distraction during a painful medical procedure in pediatric oncology patients

The effectiveness of virtual reality (VR) as a behavioral intervention designed to decrease distress during port access procedure was examined in 20 7- to 14-year-old pediatric oncology patients. Children were randomized to either engage in an immersive VR environment during the procedure or to a no VR control condition. Children's distress was assessed through subjective self-ratings and objective physiological and behavioral ratings. Narrative accounts of the experience were used as a measure of how well the child coped with the procedure. VR was effective in reducing children's distress on all measures. Implications of these findings for intervention are discussed.     

Attentional and behavioural responses of spider fearfuls to virtual spiders

This study employed an immersed virtual environment (IVE) in the Nijmegen RIVERlab to study spider fearfuls’ attentional and motor reactions to virtual spiders. The participants were exposed to virtual spiders while completing an unrelated task, walking freely through a virtual museum. Compared to non-fearful controls, spider fearfuls showed an increase in state anxiety, they spent more time looking at spiders, and they exhibited spontaneous behavioural avoidance of spiders and visually similar objects. The results extend, and to some degree contradict, those of earlier studies with static pictures, and they speak to the usefulness of state-of-the-art IVEs in fundamental anxiety research.     

Thought control strategies in obsessive-compulsive disorder: a replication and extension

Previous research suggests that individuals with OCD use maladaptive strategies to control their unpleasant thoughts (Behav Res Ther (1977) 35, 775). These include worry and self-punishment strategies. In the present study we replicated and extended the previous findings by comparing thought control strategies used by patients with OCD to strategies used by anxious and non-anxious control participants. We also examined changes in thought control strategies for OCD patients who underwent cognitive-behavioral therapy. Compared to controls, OCD patients reported more frequent use of worry and punishment strategies, and less frequent use of distraction. Following successful treatment, OCD patients evidenced increased use of distraction and decreased use of punishment. Findings are discussed in terms of the cognitive model of OCD.     

Development of a cognitive function test using virtual reality technology: examination in healthy participants

We developed a virtual reality test to assess the cognitive function of Japanese people in near-daily-life environment, namely, a virtual shopping test (VST). In this test, participants were asked to execute shopping tasks using touch panel operations in a “virtual shopping mall.” We examined differences in VST performances among healthy participants of different ages and correlations between VST and screening tests, such as the Mini–Mental State Examination (MMSE) and Everyday Memory Checklist (EMC). We included 285 healthy participants between 20 and 86 years of age in seven age groups. Therefore, each VST index tended to decrease with advancing age; differences among age groups were significant. Most VST indices had a significantly negative correlation with MMSE and significantly positive correlation with EMC. VST may be useful for assessing general cognitive decline; effects of age must be considered for proper interpretation of the VST scores.     

Managing information overload in virtual teams: Effects of a structured online team adaptation on cognition and performance

Information overload (IO) indicates the exchange of too much low-quality information in virtual teams. When being overloaded with information, teams need to adapt and to change communication behaviour. This study introduces and tests a structured online team adaptation (STROTA) procedure that enables virtual teams to reduce IO by improving their team mental model quality. STROTA, built from team adaptation models, is a moderated intervention consisting of three stages: (1) individual situation awareness, (2) team situation awareness, and (3) plan formulation. STROTA was tested in the context of an experimental problem-solving task. Participants (N = 363) worked in virtual teams of three and were randomly assigned to one of four experimental conditions: no STROTA, incomplete STROTA (step 1, steps 1–2), and complete STROTA (steps 1–2–3). We found teams that followed a complete STROTA procedure experienced lessened IO over time. Teams with complete STROTA showed the largest development of TMM immediately after STROTA. Finally, multilevel mediation analyses showed that TMM are mediators that explain the influence of STROTA on IO.     

The role of working memory components and visuospatial abilities in route learning within a virtual environment

An experiment was run to complete our understanding of the involvement of working memory (WM) components in the construction of a spatial model from visual input, considering some of the visuospatial abilities known to modulate performance. In addition, to allow for consideration of the flexibility of the spatial representation, routes in a virtual environment were presented with a route perspective, and tests were presented with route and survey perspectives. The results indicate that the verbal and spatial WM are only involved in the memorisation of certain types of information, and that their involvement depends on the change of perspective necessitated by the task. Thus, even when the learning material and the tests used to assess performance are only visual, a verbal recoding of some information is necessary. Moreover, individual differences modulate the involvement of WM; an individual with higher visuospatial capacities uses more spatial WM than an individual with lower spatial capacities.     

The use of virtual reality in the study, assessment, and treatment of body image in eating disorders and nonclinical samples: a review of the literature

This article reviews research into the use of virtual reality in the study, assessment, and treatment of body image disturbances in eating disorders and nonclinical samples. During the last decade, virtual reality has emerged as a technology that is especially suitable not only for the assessment of body image disturbances but also for its treatment. Indeed, several virtual environment-based software systems have been developed for this purpose. Furthermore, virtual reality seems to be a good alternative to guided imagery and in vivo exposure, and is therefore very useful for studies that require exposure to life-like situations but which are difficult to conduct in the real world. Nevertheless, review highlights the lack of published controlled studies and the presence of methodological drawbacks that should be considered in future studies. This article also discusses the implications of the results obtained and proposes directions for future research.     

Frequency of stuttering during challenging and supportive virtual reality job interviews

This paper seeks to demonstrate the possibility of manipulating the frequency of stuttering using virtual reality environments (VREs). If stuttering manifests itself in VREs similarly to the way it manifests itself in real world interactions, then VREs can provide a controlled, safe, and confidential method for treatment practice and generalization. Though many researchers and clinicians recognize the need for generalization activities in the treatment of stuttering, achieving generalization in a clinical setting poses challenges to client confidentiality, safety, and the efficient use of a professionals’ time. Virtual reality (VR) technology may allow professionals the opportunity to enhance and assess treatment generalization while protecting the safety and confidentiality of their clients. In this study, we developed a VR job interview environment which allowed experimental control over communication style and gender of interviewers. In this first trial, persons who stutter (PWS) experienced both challenging and supportive VR job interview conditions. The percentage of stuttered syllables was calculated for both interviews for each participant. Self-reported ratings of communication apprehension and confidence were also obtained, and were not significantly correlated with stuttering severity. Results indicated that interviewer communication style affected the amount of stuttering produced by participants, with more stuttering observed during challenging virtual interviews. Additionally, the amount of stuttering observed during the VR job interviews was significantly, positively correlated with the amount of stuttering observed during an interview with the investigator prior to VR exposure. Participants’ subjective reports of the VR experience indicate reactions similar to those they report experiencing in the real world. Possible implications for the use of VR in the assessment and treatment of stuttering are discussed.

Educational objectives: After reading this article, the reader will be able to—(1) list some of the challenges to treatment generalization; (2) describe how virtual reality technology can assist in alleviating some of these challenges; (3) describe how the frequency of stuttering varies across two different virtual environments.     

Contextual-specificity of short-delay extinction in humans: renewal of fear-potentiated startle in a virtual environment

A recent fear-potentiated startle study in rodents suggested that extinction was not context dependent when extinction was conducted after a short delay following acquisition, suggesting that extinction can lead to erasure of fear learning in some circumstances. The main objective of this study was to attempt to replicate these findings in humans by examining the context specificity of short-delay extinction in an ABA renewal procedure using virtual reality environments. A second objective was to examine whether renewal, if any, would be influenced by context conditioning. Subjects underwent differential aversive conditioning in virtual context A, which was immediately followed by extinction in virtual context B. Extinction was followed by tests of renewal in context A and B, with the order counterbalanced across subjects. Results showed that extinction was context dependent. Evidence for renewal was established using fear-potentiated startle as well as skin conductance and fear ratings. In addition, although contextual anxiety was greater in the acquisition context than in the extinction context during renewal, as assessed with startle, context conditioning did not influence the renewal effect. These data do not support the view that extinction conducted shortly after acquisition is context independent. Hence, they do not provide evidence that extinction can lead to erasure of a fear memory established via Pavlovian conditioning.