Recent learned helplessness/irrelevance research in Japan: Conceptual framework and some experiments on learned irrelevance

In Section 1, a conceptual framework within which to study learned helplessness (LH), learned irrelevance (LI) and the related phenomena is introduced. In Section 2, three rat experiments on LI conducted in our laboratory using a conditioned suppression of licking preparation are introduced. In Experiment 1, the phenomena of LI and general LI were confirmed. In Experiment 2, random presentations of CSt/US were found to interfere with subsequent initial excitatory conditioning to CSl under random CSl/US presentations. In Experiment 3, pre-paired presentations of CSn or CSt with US before random CSt/US presentations was found to have an attenuating effect on the development of general LI.     

Dynamic action in virtual environments: Constraints on the accessibility of action knowledge in children and adults

In a series of three experiments, we probed the accessibility of action knowledge in different versions of a virtual environment (VE) with 7-year-old children and adults. Using a PHANToM^TM haptic interface, participants performed a virtual throwing task in which they tried to propel a ball from a table to hit a target on the ground. In Experiments 1 and 2, the virtual scene was presented on a computer monitor, and, in Experiment 3, it was projected by using a video projector so that the vertical and horizontal dimensions and the spatial location of the VE corresponded to the real-world dimensions. Results indicate that action knowledge is accessible even in a nonimmersive VE, but also suggest that the need to recalibrate perceptual-motor mappings constrains the accessibility of this kind of intuitive knowledge.     

Eschatological companions: Christian hope in virtual worlds

ABSTRACT

The Christian faith is oriented around the hope that is found in the birth, life, death, resurrection and return of Jesus Christ, and this hope shapes Christian understandings of being human and human flourishing. What then might this Christian hope have to say about our technological developments and, in particular, how those shape our reflection on being human? Moreover, how do the various virtual worlds that we inhabit in continuity with our physical environment shape our thinking on bodies, gender, sexuality, identity and relationships? This article adds constructive theological reflection on technologically shape virtual worlds through the lens of Christian hope, moving beyond only eschatological dimensions to focus also on technological narratives of purpose and novelty and theological thinking around humanity, Christology and salvation. It is our contention that Christian hope provides a unifying theme for fruitful theological reflection on virtual worlds and our lives within them.     

Geographical slant facilitates navigation and orientation in virtual environments

Theoretical considerations and earlier experimental findings indicate that traveling over slanted terrain can lead to an enrichment of the perceived spatial cues relevant for navigation. We investigated the proposed facilitation of a uniformly slanted environment on navigation and orientation performance with a virtual environment presented on a large 180 degrees screen, using as material a virtual town with eight places and twenty-four landmarks. In the control condition, this town was placed on a flat surface; in the two experimental conditions, the town was placed on a slope with a uniform angle of 4 degrees. Pedaling on a bicycle simulator, participants first explored the environment, then solved navigation tasks, pointed from various positions to distant landmarks, judged the relative elevation of pairs of distant landmarks from memory, and finally drew a sketch map of the environment. In comparison to the control condition, the number of navigation errors was significantly lower in the slanted conditions, and the deviations in the pointings to distant landmarks were massively reduced. Participants from the slant conditions also showed good knowledge of the relative elevations of pairs of distant locations. However, no differences in map-drawing quality were found. The results lend additional support to the proposition that our spatial knowledge, which is used in navigation and orientation, contains vertical information.     

Ethics in 15 min per Week

The demand for science trainees to have appropriate responsible conduct of research instruction continues to increase the attention shown by federal agencies and graduate school programs to the development of effective ethics curriculums. However, it is important to consider that the main learning environment for science graduate students and post-doctoral research fellows is within a laboratory setting. Here we discuss an internal laboratory program of weekly 15-minute ethics discussions implemented and used over the last 3 years in addition to the graduate school’s program of scientific integrity training. During this time, the environment and culture within our laboratory has changed to place greater emphasis on the ethical implications of our own research and the research we evaluate. We still struggle with how to accurately assess this behavioral change; although, we present preliminary survey results on the evaluation and impact of this style of curriculum for ethics instruction in our laboratory.     

Dynamic action in virtual environments: constraints on the accessibility of action knowledge in children and adults

In a series of three experiments, we probed the accessibility of action knowledge in different versions of a virtual environment (VE) with 7-year-old children and adults. Using a PHANToM haptic interface, participants performed a virtual throwing task in which they tried to propel a ball from a table to hit a target on the ground. In Experiments 1 and 2, the virtual scene was presented on a computer monitor, and, in Experiment 3, it was projected by using a video projector so that the vertical and horizontal dimensions and the spatial location of the VE corresponded to the real-world dimensions. Results indicate that action knowledge is accessible even in a nonimmersive VE, but also suggest that the need to recalibrate perceptual-motor mappings constrains the accessibility of this kind of intuitive knowledge.     

Getting Closer to the Action: Using the Virtual Enactment Method to Understand Burglary

In this article we describe a new method, the Virtual Enactment Method (VEM), to enhance offender recall and motivation to disclose information by having burglars reflect on their experience while committing a crime in a simulated virtual environment. Participants, a sample of 61 incarcerated burglars, ‘thought aloud’ whilst undertaking a virtual burglary. Following the ‘virtual’ burglary, emerging themes were expanded upon in an interview. We show that the simulated environment effectively reinstates the criminogenic event, increases engagement, enhances recall, and encourages participants to talk more openly about their experiences, skills and knowledge.     

Sensing Aliveness

This study examines whether the categories animate/inanimate might be formed on the basis of information available to the cognitive system. We suggest that the discrimination of percepts according to these categories relies on proprioceptive information, which allows the perceiving subject to know that he is ‘animate’. Since other ‘objects’ in the world exhibit movements, reactions, etc. similar to those that the subject experiences himself, he can ‘project’ his knowledge onto these objects and recognize them as ‘animate’ like himself. On this basis we try to corroborate the empricist position in the debate concerning the organization of knowledge as opposed to the nativist view. Furthermore, we argue that the categorical dichotomy animate/inanimate is more basic than other analogous ones such as living/non-living, biological/non-biological and we sketch a ‘categorical stratification’ following the line ‘humans–animals–plants’ based on the hypothesis that humans detect different degrees of ‘vitality’ according to the degree of similarity they recognise between the considered instance and themselves.     

The Assessment of Spatial Orientation Using Virtual Reality Techniques

Visual-spatial ability has been identified as one of the primary factors of intelligence. Numerous tests, including paper-and-pencil tasks and laboratory experiments, have attempted to provide an accurate measure of this ability. However, the majority of these tests serve only as surrogate measures of visual-spatial ability and may not provide a precise prediction of the individuals' performance in a real environment. We propose a new approach for evaluating spatial ability. In this article, we introduce the use of virtual reality (VR) or virtual environments (VEs) as a new method to measure human spatial orientation. We then discuss the advantages of using VR or VE over traditional measures. We also comment on their limitations and their future direction.     

Global Virtual Sales Teams (GVSTs ): A Conceptual Framework of the Influence of Intellectual and Social Capital on Effectiveness

International sales opportunities, consolidation of global accounts, and advancements in communication technologies have led to the prevalence of global virtual sales teams (GVSTs). GVSTs enable salespeople from different geographical areas, time zones, and cultural backgrounds to use virtual interfaces and work closely together on interdependent global sales objectives. However, as technology-enabled, culturally diverse, and globally separated teams have not lived up to their potential, researchers have called for furthering our understanding of such teams. Therefore, drawing from literature streams on traditional sales teams, global sales teams, virtual teams, teamwork in organizations, intellectual capital, and social capital, we offer a framework for enhancing the effectiveness of GVSTs. Specifically, we define GVST effectiveness, identify effectiveness enhancing components of the GVST environment, and examine unique dimensions of GVST intellectual and social capital that influence the GVST environment. We conclude with several directions for future research in this promising, yet underresearched, area and implications for practice.     

Visual distance estimation in static compared to moving virtual scenes

Visual motion is used to control direction and speed of self-motion and time-to-contact with an obstacle. In earlier work, we found that human subjects can discriminate between the distances of different visually simulated self-motions in a virtual scene. Distance indication in terms of an exocentric interval adjustment task, however, revealed linear correlation between perceived and indicated distances but with a profound distance underestimation. One possible explanation for this underestimation is the perception of visual space in virtual environments. Humans perceive visual space in natural scenes as curved, and distances are increasingly underestimated with increasing distance from the observer. Such spatial compression may also exist in our virtual environment. We therefore surveyed perceived visual space in a static virtual scene. We asked observers to compare two horizontal depth intervals, similar to experiments performed in natural space. Subjects had to indicate the size of one depth interval relative to a second interval. Our observers perceived visual space in the virtual environment as compressed, similar to the perception found in natural scenes. However, the nonlinear depth function we found can not explain the observed distance underestimation of visual simulated self-motions in the same environment.     

Inferring Learners' Knowledge From Their Actions

Watching another person take actions to complete a goal and making inferences about that person's knowledge is a relatively natural task for people. This ability can be especially important in educational settings, where the inferences can be used for assessment, diagnosing misconceptions, and providing informative feedback. In this paper, we develop a general framework for automatically making such inferences based on observed actions; this framework is particularly relevant for inferring student knowledge in educational games and other interactive virtual environments. Our approach relies on modeling action planning: We formalize the problem as a Markov decision process in which one must choose what actions to take to complete a goal, where choices will be dependent on one's beliefs about how actions affect the environment. We use a variation of inverse reinforcement learning to infer these beliefs. Through two lab experiments, we show that this model can recover people's beliefs in a simple environment, with accuracy comparable to that of human observers. We then demonstrate that the model can be used to provide real‐time feedback and to model data from an existing educational game.     

Field dependency and the sense of object-presence in haptic virtual environments.

Virtual environment (VE) users often report having a sense of being present in the virtual place or a sense that the virtual object is present in their environment. This sense of presence depends on both the technological fidelity (e.g., in graphics, haptics) and the users' cognitive/ personality characteristics. This study examined the correlation between user's cognitive style on the field-dependency dimension and the level of object-presence they reported in a haptic VE. Results indicated that field-independent individuals reported higher presence ratings compared to field-dependent participants. We hypothesize that field-independents' advantage in reorganizing the perceptual field and constructing it according to their previously acquired internal knowledge enables them to cognitively reconstruct the VE experience more efficiently by selectively attending only to the relevant cues and by filling in the gap of missing information with their previous knowledge and creative imagination. This active and creative cognitive process may be behind the enhanced sense of presence. In addition, we raise a possible linkage between field dependency, the sense of presence, and simulator sickness phenomenon.     

Cautious behaviors of pedestrians while crossing narrow streets: Exploration of behaviors using virtual reality experiments

This study explores the cautious behaviors of pedestrians in a typical local street environment using virtual reality (VR)-based experiments under various physical safety design scenarios for roadways. The built environment of this study focused on narrow local roads where frequent daily walking occurs within a neighborhood. VR experiments can provide an objective and accurate measurement of pedestrian behaviors, thus improving the understanding of complicated pedestrian behaviors. Based on experimental data from 200 university students, we identified pedestrians’ crossing behavior that is cautionary or risky concerning various physical safety designs of streets. This study found that there are trade-off relationships between various behaviors which should be systematically studied to produce safer street design guidelines. Furthermore, as the contexts and sequences matter in behaviors for intersection crossing, the interpretation of behaviors should carefully consider the context of built environments and sequential decisions made by pedestrians. This sequential understanding of before- and during-crossing behaviors and their connections expands our knowledge of pedestrians’ crossing behaviors.     

Estimating distance in real and virtual environments: Does order make a difference?

In this investigation, we examined how the order in which people experience real and virtual environments influences their distance estimates. Participants made two sets of distance estimates in one of the following conditions: (1) real environment first, virtual environment second; (2) virtual environment first, real environment second; (3) real environment first, real environment second; or (4) virtual environment first, virtual environment second. In Experiment 1, the participants imagined how long it would take to walk to targets in real and virtual environments. The participants’ first estimates were significantly more accurate in the real than in the virtual environment. When the second environment was the same as the first environment (real-real and virtual-virtual), the participants’ second estimates were also more accurate in the real than in the virtual environment. When the second environment differed from the first environment (real-virtual and virtual-real), however, the participants’ second estimates did not differ significantly across the two environments. A second experiment, in which the participants walked blindfolded to targets in the real environment and imagined how long it would take to walk to targets in the virtual environment, replicated these results. These subtle yet persistent order effects suggest that memory can play an important role in distance perception.     

Social laws in alternating time: effectiveness,feasibility, and synthesis

Since it was first proposed by Moses, Shoham, and Tennenholtz, the social laws paradigm has proved to be one of the most compelling approaches to the offline coordination of multiagent systems. In this paper, we make four key contributions to the theory and practice of social laws in multiagent systems. First, we show that the Alternating-time Temporal Logic (atl) of Alur, Henzinger, and Kupferman provides an elegant and powerful framework within which to express and understand social laws for multiagent systems. Second, we show that the effectiveness, feasibility, and synthesis problems for social laws may naturally be framed as atl model checking problems, and that as a consequence, existing atl model checkers may be applied to these problems. Third, we show that the complexity of the feasibility problem in our framework is no more complex in the general case than that of the corresponding problem in the Shoham–Tennenholtz framework (it is np-complete). Finally, we show how our basic framework can easily be extended to permit social laws in which constraints on the legality or otherwise of some action may be explicitly required. We illustrate the concepts and techniques developed by means of a running example. This paper was presented at the Social Software conference in May 2004, Copenhagen, organised by PHILOG. We thank the organisers for providing the opportunity, and the participants for their useful feedback.     

Mothers' Impact on Daughters' Cardiovascular Reactivity in a High‐Threat Context: An Immersive Virtual Environment Study

Applying Attachment Theory, research on confirmation, the Entropy Model of Uncertainty, and the Biopsychosocial Model of Challenge and Threat, this investigation examined the role of mothers' communication on adolescents' cardiovascular response to threat. An experimental design allowed for the manipulation of maternal response to daughters experiencing a rapidly approaching wildfire in an immersive virtual environment. Results revealed complexities in the relative benefits of maternal vocalic presence during high‐threat situation, with the mother's history of confirming feedback playing an important role in daughters' cardiovascular response. Implications for knowledge are addressed and methodological possibilities of using immersive virtual environments are noted.     

Can active navigation be as good as driving? A comparison of spatial memory in drivers and backseat drivers

When driving a vehicle, either the driver or a passenger (henceforth: backseat driver) may be responsible for navigation. Research on active navigation, primarily addressed in virtual environments, suggests that controlling navigation is more central for spatial learning than controlling movement. To test this assumption in a real-world scenario, we manipulated movement control through seating participants in the front or the back position of a tandem bike, and navigation control by presenting differently detailed maps to participants unfamiliar (Experiment 1) or familiar (Experiment 2) with an environment. Landmark knowledge was tested with recognition tasks. For participants unfamiliar with the environment (Experiment 1), passive navigation enabled better landmark recognition than active navigation, but there was no effect of movement control. For participants more familiar with the environment (Experiment 2), there was no effect of navigation control, but drivers showed better landmark recognition than backseat drivers. These findings are discussed in relation to action memory research. Measures of route and survey knowledge demonstrated that good performance resulted from active navigation (Experiment 1-2). Moreover, with regard to these measures, driving compensated for passive navigation if the environment was familiar (Experiment 2). An additional experiment in a lab setting (Experiment 3) validated the manipulation of navigation control and the used tasks and demonstrated the importance of real environment exposure. As our findings suggest, driving may be more relevant for remembering landmarks, but actively controlling navigation (even as a backseat driver) is more relevant for remembering a route than maneuvering a vehicle.     

A proposal for an auditory sensation cognitive architecture and its integration with the motor-system cognitive function

The auditory system is capable of producing a wide range of information through the acquisition and perception of the vibrations present in the environment, even when the receptor is not directly facing the stimulus’s source. Said information can be crucial for survival and useful for a variety of systems like the visual system and the motor system. Despite that, the quantity of studies involving the auditory system or its interactions with other systems is limited, even though anatomical evidence recognizes this relationships’ existence. In this work, we study its interaction with the motor system. A bio-inspired model that explores the relationship between the auditory and motor systems, grounded on neuroscientific research, is presented to address this proposal. To validate our proposal, a case study in which we endow a virtual entity with our proposed model. Then, we ask both a group of persons and the virtual creature to compute and face towards the direction were the sound was originated.     

Spatial knowledge of adults and children in a virtual environment: The role of environmental structure

This study investigated the effect of environmental structure's regularity on spatial knowledge in a total of 60 participants: second graders, sixth graders, and adults. A desktop virtual environment was used in which participants moved in a controlled self-determined way. The regularity of environmental structure did not influence spatial knowledge as measured by direction estimations and distances walked in route knowledge and detour tasks. In all measurements, an overall developmental increase of achievement from second graders to adults was found. Furthermore, gender differences were found for children as well as for adults, favouring males in all measurements. In addition, orientation specificity of spatial representations was found for adults and for children. Thus, the results reveal a number of interesting aspects regarding spatial knowledge acquisition of children and adults by using a virtual environmental approach.