Representational momentum,spatial layout,and viewpoint dependency

Completing a representational momentum (RM) task, participants viewed one of three camera motions through a scene and indicated whether test probes were in the same position as they were in the final view of the animation. All camera motions led to RM anticipations in the direction of motion, with larger distortions resulting from rotations than a compound motion of a rotation and a translation. A surprise test of spatial layout, using an aerial map, revealed that the correct map was identified only following aerial views during the RM task. When the RM task displayed field views, including repeated views of multiple object groups, participants were unable to identify the overall spatial layout of the scene. These results suggest that the object–location binding thought to support certain change detection and visual search tasks might be viewpoint dependent.     

Tasks for Assessing Memory for Temporal Order Versus Memory for Items in Aging

Younger and older adults were compared on new tests for item and temporal memory suitable for use in future electrophysiological or neuroimaging studies. Following a series of 10 simple line drawings, 4-choice panels containing two previously seen targets and two novel distractors appeared. Participants identified which pictures had been seen previously (item), or which of the items was presented earliest (temporal order). Performance of younger adults was superior to that of older adults. Memory for item and temporal order were equivalent in the younger group. In contrast, the item memory of the older group was superior to memory for temporal order, confirming previous evidence of differential impairment of memory for temporal order with age.     

Dissociated deficits of visuo-spatial memory in near space and navigational space: Evidence from brain-damaged patients and healthy older participants

ABSTRACT

Defects confined to spatial memory can severely affect a variety of daily life activities, such as remembering the location of objects or navigating the environment, until now the skills involved have been mostly assessed with regard to the visual domain using traditional pencil and paper tests. Our aim was to test the efficacy of a recently developed psychometric instrument (Walking Corsi Test: WalCT) to assess the specific contribution of spatial memory to the complex task of retrieving route knowledge. The WalCT is a 3×2.5-m version of the well-known Corsi Block-tapping Test (CBT), in which patients are required to memorize (and replicate) a sequence of body displacements. We assessed the ability of left and right brain-damaged patients, as well as healthy young and senior controls, to perform both the CBT and the WalCT. Results showed differences related to age in the healthy individuals and specific functional dissociations in the brain-damaged patients. The double dissociations found in this study demonstrate the importance of having a task able to detect navigational disorders, because virtual reality tasks are often much too difficult for aged brain-damaged patients to perform.     

An orienting response is not enough: Bivalency not infrequency causes the bivalency effect

When switching tasks, occasionally responding to bivalent stimuli (i.e., stimuli with relevant features for two different tasks) slows performance on subsequent univalent stimuli, even when they do not share relevant features with bivalent stimuli. This performance slowing is labelled the bivalency effect. Here, we investigated whether the bivalency effect results from an orienting response to the infrequent stimuli (i.e., the bivalent stimuli). To this end, we compared the impact of responding to infrequent univalent stimuli to the impact of responding to infrequent bivalent stimuli. For the latter, the results showed a performance slowing for all trials following bivalent stimuli. This indicates a long-lasting bivalency effect, replicating previous findings. For infrequent univalent stimuli, however, the results showed a smaller and shorter-lived performance slowing. These results demonstrate that the bivalency effect does not simply reflect an orienting response to infrequent stimuli. Rather it results from the conflict induced by bivalent stimuli, probably by episodic binding with the more demanding context created by them.     

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.     

Empirical evaluation of virtual environment technology as an experimental tool in developmental spatial cognition research

The study compared developmental aspects of spatial knowledge acquisition in a real and a virtual large-scale environment according to the classical study of Cohen and Schuepfer (1980 Cohen, R. and Schuepfer, T. 1980. The representation of landmarks and routes. Child Development, 51: 1065–1071. [Crossref], [Web of Science ®] , [Google Scholar]) with 40 younger children (7–8 years old), 40 older children (11–12 years old), and 40 adults. All participants learned the correct route through a maze, recalled the inherent landmarks, and drew a map of the maze. The results revealed equivalent age effects for these tasks in the real and the virtual world. In both conditions younger children needed more trials to learn the route and showed less configurational knowledge than older children and adults. Age group performance on landmark recollection did not differ in either the virtual or the real world maze. Except for the map drawing task performance was always worse in the virtual world condition. Because the developmental process was comparable in real and virtual environments, the results support the use of virtual environments for the research on developmental aspects of spatial knowledge.     

Gender differences in remembering and inferring spatial distances

The abilities of males and females to make spatial inferences were compared. Spatial inference is concerned with the ability to work out new spatial information from memory. In two experiments, participants had to study line drawings depicting shapes linked either by straight or meandering lines. Afterwards, they had to remember the straight-line distances or to infer the straight-line distances. Several spatial abilities were also assessed: perceptual discrimination, mental rotation, and visuo-spatial working memory span. The results showed that males outperformed females in spatial inference and mental rotation. Experiment 2 extended the study to old people. The results replicated and clarified those obtained in Experiment 1. Spatial inference and mental rotation showed age-related and gender-related differences; in addition, age reduced the visuo-spatial memory span. Overall, the findings suggest that gender differences favouring males are maximised with tasks requiring active processing and strategic control of metric information.     

Short-term memory for spatial configurations in the tactile modality: A comparison with vision

This study investigates the role of acquisition constraints on the short-term retention of spatial configurations in the tactile modality in comparison with vision. It tests whether the sequential processing of information inherent to the tactile modality could account for limitation in short-term memory span for tactual-spatial information. In addition, this study investigates developmental aspects of short-term memory for tactual- and visual-spatial configurations. A total of 144 child and adult participants were assessed for their memory span in three different conditions: tactual, visual, and visual with a limited field of view. The results showed lower tactual-spatial memory span than visual-spatial, regardless of age. However, differences in memory span observed between the tactile and visual modalities vanished when the visual processing of information occurred within a limited field. These results provide evidence for an impact of acquisition constraints on the retention of spatial information in the tactile modality in both childhood and adulthood.     

Moralized memory: binding values predict inflated estimates of the group’s historical influence

ABSTRACT

Collective memories are memories or historical knowledge shared by individual group members, which shape their collective identity. Ingroup inflation, which has previously also been referred to as national narcissism or state narcissism, is the finding that group members judge their own group to have been significantly more historically influential than do people from outside the group. We examined the role of moral motivations in this biased remembering. A sample of 2118 participants, on average 42 from each state of the United States, rated their home state’s contribution to U.S. history, as well as that of ten other states randomly selected. We demonstrated an ingroup inflation effect in estimates of the group’s historical influence. Participants’ endorsement of binding values – loyalty, authority, and sanctity, but particularly loyalty – positively predicted the size of this effect. Endorsement of individuating values – care and fairness – did not predict collective narcissism. Moral motives may shape biases in collective remembering.     

Development of mental rotation in 3- to 5-year-old children

We assessed 3- to 5-year-olds’ mental rotation abilities using a new puzzle paradigm. It allows for assessment of mental rotation abilities in children younger than 5 years, using a task comparable to ones used with older children and adults. Children saw pairs of asymmetrical ghost figures, either as three-dimensional cut-outs or two-dimensional paper versions, in seven orientations. One of the ghosts fit into a hole if rotated right-side up – the other ghost was its mirror image and would not fit. Children were asked to turn the ghosts in their heads and choose the one that would fit into the hole. The number of children who chose the correct ghost above chance in the three-dimensional version of the task increased dramatically from 10% of 3-year-olds to 95% of 5-year-olds; average accuracy also increased significantly, from 54% to 83%. The two-dimensional paper version yielded similar results. These results indicate considerable development in mental rotation between 3 and 5 years.