Development of spatial memory and spatial orientation in preschoolers and primary school children

The present study addresses the question of what kind of information children use when orientating in new environments, if given proximal and distal landmarks, and how spatial memory develops in the investigated age groups. Ten 5-year-old, ten 7-year-old and ten 10-year-old children were presented with the ‘Kiel Locomotor Maze’, containing features of the Radial Arm Maze and the Morris Water Maze, in order to assess spatial memory and orientation. Children had to learn to approach baited locations only. Task difficulty was equated with respect to the children's age. Training was given until the children reached criterion. During testing, the maze configuration and response requirements were systematically altered, including response rotation, cue rotation, cue deletion and response rotation with cue deletion in order to assess the spatial strategies used by the children. During training and testing, working-memory errors (WM), reference-memory errors (RM) and working-reference memory errors (WR) were recorded. As expected, no difference between age groups appeared during training, thus confirming comparable task difficulty across age groups. During testing, age groups differed significantly with regard to the orientation strategy used. The 5-year-olds were bound to a cue strategy, orientating towards local, proximal cues. The 10-year-olds mastered all tasks, thus displaying a place strategy, being able to use distal cues for orientation, and were even able to do so after being rotated 180°. The 7-year-olds proved to be at an age of transition: five of them were bound to a cue strategy, five children were able to adopt a place strategy. The differences in the orientation strategies used by children of different age groups was reflected by the sum of errors they made, also by RM. WM were found to be rare, especially in older children. We conclude that preschoolers use a cue strategy, that the development of place strategies occurs during primary school age and seems to be complete by the age of 10 years.     

Personality and Olfactory Sensitivity

Even though perceptional abilities have repeatedly been found to be associated with certain personality styles (e.g., extraversion), such connections were reported sparsely for the olfactory modality. Two studies were carried out to investigate the relationship between olfactory sensitivity and 12 personality dimensions (including extraversion and neuroticism). In the first study, single olfactory measurements were compared to repeated measurements. In the second study, twins were recruited as subjects to also examine the heredity of olfactory sensitivity. The results indicate that neuroticism is a stronger predictor for olfactory sensitivity than extraversion. Repeated measurements seem to be necessary to obtain valid data on olfactory performance.     

Mushroom Bodies Suppress Locomotor Activity in Drosophila melanogaster

Locomotor activity of single, freely walking flies in small tubes is analyzed in the time domain of several hours. To assess the influence of the mushroom bodies on walking activity, three independent noninvasive methods interfering with mushroom body function are applied: chemical ablation of the mushroom body precursor cells; a mutant affecting Kenyon cell differentiation (mushroom body miniature¹); and the targeted expression of the catalytic subunit of tetanus toxin in subsets of Kenyon cells. All groups of flies with mushroom body defects show an elevated level of total walking activity. This increase is attributable to the slower and less complete attenuation of activity during the experiment. Walking activity in normal and mushroom body-deficient flies is clustered in active phases (bouts) and rest periods (pauses). Neither the initiation nor the internal structure, but solely the termination of bouts seems to be affected by the mushroom body defects. How this finding relates to the well-documented role of the mushroom bodies in olfactory learning and memory remains to be understood.     

On expandability of models of Peano arithmetic. III

Already after sending the first two parts of this paper ([5], [6]) to the editor, two new results on the subject have appeared — namely the results of G. Wilmers and Z. Ratajczyk. So for the sake of completeness let us review them here.Allatum est die 2 Septembris 1976     

Apology mismatch: An experimental approach to Japan's apologies to Korea

Since 1965, Japan has issued numerous apologies to Korea, which however failed to resonate with the Korean public. To investigate this puzzle, this paper analyses the structure of these apologies and empirically examines their reception in Korea. Blatz et al.'s (Political Psychology, 2009, 30, 219) classification of components of political apologies was applied to conduct a qualitative analysis of 63 official apology statements by Japan to Korea and identify the most frequently used components (Study 1). Korean participants (N = 210) were randomly presented with an experimental vignette consisting of a major apology component to examine their psychological responses, and they also ranked the importance of each major apology component (Study 2). Results showed that while Koreans viewed admission of wrongdoing as an essential and the most demanded component of apology, it was paradoxically the least frequent component offered by Japan in reality.     

Time as a variable in learning on the World-Wide Web

Research in education, psychology, and neuroscience motivates a hypothesis that learning takes time. Support for the hypothesis was found in four replications of an upper level undergraduate course in which the material and activities for 50% of the topics were delivered over the World-Wide Web. Computer records were correlated with three types of test questions: multiple-choice, short-answer, and open-ended essay questions. Positive and significant correlations with time were observed for 33% of the correlations involving multiple-choice questions, 13% of those involving short-answer questions, and 60% of those involving open-ended essay questions. An estimate of the common underlying correlation, ρ, equal to .35 for the four replications was significant. The data also revealed generally low overall study times and a maladaptive pattern of “cramming” before tests instead of distributing practice. In the Discussion section, we argue that computer study times can be used as a predictor of subsequent test performance, which is a measure of student learning.     

Size matters: saccades during scene perception

We investigated the effect of image size on saccade amplitudes. First, in a meta-analysis, relevant results from previous scene perception studies are summarised, suggesting the possibility of a linear relationship between mean saccade amplitude and image size. Forty-eight observers viewed 96 colour scene images scaled to four different sizes, while their eye movements were recorded. Mean and median saccade amplitudes were found to be directly proportional to image size, while the mode of the distribution lay in the range of very short saccades. However, saccade amplitudes expressed as percentages of image size were not constant over the different image sizes; on smaller stimulus images, the relative saccades were found to be larger, and vice versa. In sum, and as far as mean and median saccade amplitudes are concerned, the size of stimulus images is the dominant factor. Other factors, such as image properties, viewing task, or measurement equipment, are only of subordinate importance. Thus, the role of stimulus size has to be reconsidered, in theoretical as well as methodological terms.     

The modulation of haptic line bisection by a visual illusion and optokinetic stimulation

Research has shown that a variety of different sensory manipulations, including visual illusions, transcutaneous nerve stimulation, vestibular caloric stimulation, optokinetic stimulation, and prism adaptation, can all influence people's performance on spatial tasks such as line bisection. It has been suggested that these manipulations may act upon the 'higher-order' levels of representation used to code spatial information. We investigated whether we could influence haptic line bisection in normal participants crossmodally by varying the visual background that participants viewed. In experiment 1, participants haptically bisected wooden rods while looking at a variant of the Oppel - Kundt visual illusion. Haptic-bisection judgments were influenced by the orientation of the visual illusion (in line with previous unimodal visual findings). In experiment 2, haptic-bisection judgments were also influenced by the presence of a leftward or rightward moving visual background. In experiments 3 and 4, the position of the to-be-bisected stimuli was varied with respect to the participant's body midline. The results confirmed an effect of optokinetic stimulation, but not of the Oppel -Kundt illusion, on participants' tactile-bisection errors, suggesting that the two manipulations might differentially affect haptic processing. Taken together, these results suggest that the 'higher-order' levels of spatial representation upon which perceptual judgments and/or motor responses are made may have multisensory or amodal characteristics.