scholarly journals R-Cube-SR Test

2021 ◽  
Author(s):  
Benedict C. O. F. Fehringer
Keyword(s):  
Mental Rotation ◽  
Reaction Times ◽  
Spatial Relations ◽  
Spatial Thinking ◽  
Visual Spatial ◽  
Reliability Estimates ◽  
Thinking Ability ◽  
Computer Based ◽  
Highly Correlated ◽  
Visual Materials

Abstract. Visualization and spatial relations (mental rotation) are two important factors of spatial thinking. Visualization refers to complex visual-spatial transformations, whereas spatial relations refer to simple mental rotation of visualized objects. Conventional spatial relations tests, however, have been found to be highly correlated with visualization tests because solving items through mental rotation might involve visualization ability due to the complexity of the visual materials of these tests. In two studies ( N = 51, N = 109), a new computer-based test for spatial relations, the R-Cube-SR Test, was developed and validated. The R-Cube-SR Test utilizes simple, single-colored cubes as rotated visual materials. Reliability estimates of the reaction times reach ω = .87. Correlations with standard tests of spatial relations (up to r = .55) were significantly higher than with visualization tests, such as the new R-Cube-Vis Test ( Fehringer, 2020 ), which uses the same visual materials. This was supported by CFAs. It is concluded that the new R-Cube-SR Test is a valid measure of spatial relations. Both tests together, the R-Cube-Vis and R-Cube-SR, as specific tests for their respective factor, now, are able to provide a differential diagnosis of a participant’s spatial thinking ability using the same visual materials.

scholarly journals KEMAMPUAN VISUAL-SPATIAL THINKING DALAM GEOMETRI RUANG MAHASISWA UNIVERSITAS KUNINGAN

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Sumarni Sumarni ◽  
Anggar Titis Prayitno
Keyword(s):  
High School ◽  
Elementary School ◽  
Mathematics Education ◽  
College Student ◽  
Spatial Thinking ◽  
Education Student ◽  
Ability Test ◽  
Perpendicular Line ◽  
Visual Spatial ◽  
Thinking Ability

Abstract Geometry is a branch of mathematics that is taught in school, from elementary school, high school and college. Student Mathematics Education Kuningan University in the course Geometry 3D which gained less than satisfactory achievements in the course of the geometry 3D. The ability visual thinking and spatial thinking affect learners' achievements in learning the geometry. Authors interested in diagnosing the difficulties Student Mathematics Education of Kuningan University in the course Geometry 3D through Ability Test of Visual-Spatial Thinking. The purpose of this study is to diagnose visual-spatial thinking abilities Student of Kuningan University and describe efforts to improve student results in the course of the geometry 3D. Based on the exposure of the work about the ability of visual-spatial thinking and discussion it can be concluded that: a) The ability of visual-spatial thinking mathematics education student Kuningan University is still low, especially students who are capable of moderate and low. Students are still experiencing difficulties in resolving problems related to the concept of a perpendicular line and projections; distance of points, lines and areas; as well as the angle between the line and the field; b) The ability of visual-spatial thinking is a skill that must be developed in studying the geometry 3D, one of the low result of learning the geometry 3D is due to the ability of visual-spatial thinking is still low; c) One effort to improve visual-spatial thinking ability of students is learning the geometry of space through problem-based learning with assisted software GeoGebra.Keywords: Visual-Spatial Thinking Ability, Geometri 3D

scholarly journals Validity of Computer Based Administration of Cognitive Assessments compared to Traditional Paper-based Administration

2020 ◽  
Author(s):  
Siao Ye ◽  
Brian Ko ◽  
Huy Phi ◽  
David Eagleman ◽  
Benjamin Flores ◽  
...  
Keyword(s):  
Neuropsychological Testing ◽  
Verbal Learning ◽  
Screening Tools ◽  
Cognitive Assessments ◽  
Saint Louis ◽  
Saint Louis University ◽  
Stroop Color Word Test ◽  
Computer Based ◽  
Highly Correlated ◽  
Composite Scores

Traditional pen and paper based neuropsychological tests (NPT) for cognition assessment have several challenges limiting their use. They are time consuming, expensive, and require highly trained specialists to administer. This leads to testing being available to only a small portion of the population and often with wait times of several months. In clinical practice, we have found results tend not to be integrated effectively into assessment and plans of the ordering provider. Here we compared several tests using BrainCheck (BC), a computer-based NPT battery, to traditional paper-based NPT, by evaluating individual tests as well as comparing composite scores to scores on traditional screening tools. 26 volunteers took both paper-based tests and BC. We found scores of four assessments (Ravens Matrix, Digit Symbol Modulation, Stroop Color Word Test and Trails Making A&B Test) were highly correlated. The Balance Examination and Immediate/Delayed Hopkins Verbal Learning, however, were not correlated. The BC composite score was correlated to results of the Saint Louis University Mental Status (SLUMS) exam [1], the Mini-Mental State Examination (MMSE) [2], and the Montreal Cognitive Assessment (MoCA). Our results suggest BC may offer a computer-based avenue to address the gap between basic screening and formal neuropsychological testing.

AACR 2 and “graphic materials”: use for a descriptive catalogue for the Science Museum

1981 ◽  
Vol 6 (4) ◽  
pp. 13-33 ◽  
Author(s):  
Wendy Sheridan
Keyword(s):  
Special Needs ◽  
Science Museum ◽  
Image Library ◽  
Art Works ◽  
Computer Based ◽  
Visual Materials ◽  
Image Collection

AACR2 encourages specialist and archival libraries to “use the rules as the basis of their cataloguing and augment their provisions as necessary.” Is this relevant to the needs of an image collection? What are the implications? The Science Museum has evolved a supplement to AACR2 to cope with visual materials of all kinds retained primarily for their documentary value, and the special needs of its users. A case study suggests how traditional descriptions of art works may metamorphese into computer-based systems such as those of the MDA and AACR2.This article has developed from a contribution to the ARLIS/UK and LA course “The Image Library” at the Library Association on 20 February 1981. The views expressed are those of the author, and not necessarily those of the Science Museum.

Relationships between violent video games and cognition

2017 ◽  
Vol 7 (2) ◽  
pp. 58-70
Author(s):  
Nur Baser Baykal ◽  
Metehan Irak
Keyword(s):  
Working Memory ◽  
Information Processing ◽  
Object Recognition ◽  
Video Games ◽  
Spatial Perception ◽  
Reaction Times ◽  
Violent Video Games ◽  
Visual Spatial ◽  
Game Addiction ◽  
Memory Object

AbstractObjectives: The differential effects of playing violent video games on information processing has become an issue of concern. Neuropsychological studies provide inconsistent results regarding the effects of playing excessive video games on information processing. The goal of this study was to investigate the effect of violent video games on various cognitive processes, specifically working memory, object recognition, and visual-spatial perception. The relationships between violent video game addiction and aggression, personality, and craving were also investigated. Method: 54 university students were classified into three different groups (addicted, risk, and control) according to the time they spent game playing and their Game Addiction Scale scores. Results: Game addicted individuals have higher scores on aggression, craving, urging, and psychoticism than other groups. Significant differences in reaction times during cognitive tasks were also found. The game addicted group’s reaction times were significantly faster than for risk and non-player groups. Conclusion: This study supports previous findings that violent game playing is related with aggressive thoughts, craving, and urging. However, violent game addiction does not have negative effects on working memory, object recognition, and visual-spatial perception. Keywords: Game addiction, violent games, aggression, cognition.

The Mental Rotation Tutors: A Flexible, Computer-Based Tutoring Model for Intelligent Problem Selection

2004 ◽  
Vol 48 (7) ◽  
pp. 1025-1029
Author(s):  
Matthew R. E. Romoser ◽  
Beverly P. Woolf ◽  
Dan Bergeron ◽  
Donald L. Fisher
Keyword(s):  
Mental Rotation ◽  
Computer Based ◽  
Problem Selection

scholarly journals Differential Influence of Attention on Gaze and Head Movements

2009 ◽  
Vol 101 (1) ◽  
pp. 198-206 ◽  
Author(s):  
Aarlenne Z. Khan ◽  
Gunnar Blohm ◽  
Robert M. McPeek ◽  
Philippe Lefèvre
Keyword(s):  
Reaction Times ◽  
Stimulus Onset ◽  
Head Movements ◽  
Neck Muscle ◽  
Gaze Shifts ◽  
Opposite Pattern ◽  
Saccade Onset ◽  
Highly Correlated ◽  
Onset Asynchrony ◽  
Electromyographic Signals

A salient peripheral cue can capture attention, influencing subsequent responses to a target. Attentional cueing effects have been studied for head-restrained saccades; however, under natural conditions, the head contributes to gaze shifts. We asked whether attention influences head movements in combined eye–head gaze shifts and, if so, whether this influence is different for the eye and head components. Subjects made combined eye–head gaze shifts to horizontal visual targets. Prior to target onset, a behaviorally irrelevant cue was flashed at the same (congruent) or opposite (incongruent) location at various stimulus-onset asynchrony (SOA) times. We measured eye and head movements and neck muscle electromyographic signals. Reaction times for the eye and head were highly correlated; both showed significantly shorter latencies (attentional facilitation) for congruent compared with incongruent cues at the two shortest SOAs and the opposite pattern (inhibition of return) at the longer SOAs, consistent with attentional modulation of a common eye–head gaze drive. Interestingly, we also found that the head latency relative to saccade onset was significantly shorter for congruent than that for incongruent cues. This suggests an effect of attention on the head separate from that on the eyes.

Spatial recoding of sound: Pitch-varying auditory cues modulate up/down visual spatial attention

2012 ◽  
Vol 25 (0) ◽  
pp. 150-151 ◽  
Author(s):  
Irune Fernández-Prieto ◽  
Fátima Vera-Constán ◽  
Joel García-Morera ◽  
Jordi Navarra
Keyword(s):  
Spatial Attention ◽  
Visual Target ◽  
Reaction Times ◽  
Detection Task ◽  
Spatial Processing ◽  
Intraparietal Sulcus ◽  
Auditory Cues ◽  
Visual Spatial Attention ◽  
Visual Spatial ◽  
Pitch Direction

Previous studies suggest the existence of facilitatory effects between, for example, responding upwards/downwards while hearing a high/low-pitched tone, respectively (e.g., Occeli et al., 2009; Rusconi et al., 2006). Neuroimaging research has started to reveal the activation of parietal areas (e.g., the intraparietal sulcus, IPS) during the performance of various pitch-based musical tasks (see Foster and Zatorre, 2010a, 2010b). Since several areas in the parietal cortex (e.g., the IPS; see Chica et al., 2011) are strongly involved in orienting visual attention towards external events, we investigated the possible effects of perceiving pitch-varying stimuli (i.e., ‘ascending’ or ‘descending’ flutter sounds) on the spatial processing of visual stimuli. In a variation of the Posner cueing paradigm (Posner, 1980), participants performed a speeded detection task of a visual target that could appear at one of four different spatial positions (two above and two below the fixation point). Irrelevant ascending (200–700 Hz) or descending (700–200 Hz) flutter sounds were randomly presented 550 ms before the onset of the visual target. According to our results, faster reaction times were observed when the visual target appeared in a position (up/down) that was compatible with the ‘pitch direction’ (ascending or descending) of the previously-presented auditory ‘cuing’ stimulus. Our findings suggest that pitch-varying sounds are recoded spatially, thus modulating visual spatial attention.

A study for development and validation of the computer-based working memory tasks for school-aged children

2016 ◽  
Vol 33 (S1) ◽  
pp. S134-S134
Author(s):  
M.S. Shin ◽  
S.J. Oh ◽  
J.J. Lee ◽  
J.E. Lee
Keyword(s):  
Working Memory ◽  
Concurrent Validity ◽  
Preventive Intervention ◽  
Attention Problems ◽  
Assessment Tools ◽  
Developmental Trend ◽  
School Aged Children ◽  
Visual Spatial ◽  
Short Period ◽  
Computer Based

IntroductionWorking memory (WM) is the ability to retain and manipulate information during a short period of time. According to previous studies, children who have neurocognitive dysfunctions, such as ADHD and learning disorder were found to have a WM problem, which was associated with frontal lobe dysfunction, especially dysfunctions in dorsolateral prefrontal cortex.ObjectivesIn the present study, we developed the computer-based WM tasks for school-aged children, which help to provide a timely assessment of risk and preventive intervention for children with subclinical attention problems.AimsWe evaluated the construct and concurrent validity of newly developed WM tasks.MethodsA hundred and fourteen 8- to 10-year-old children were recruited. The newly developed, computer-based WM tasks consist of two domains:– auditory-verbal WM;– visual-spatial WM.We examined the construct validity of the tasks through examining the developmental trend of the WM abilities with age. To determine the concurrent validity of those tasks, we conducted correlation analyses between the participants’ scores and their scores on well-known measures of verbal and visual WM; Arithmetic and Letter-Number Sequencing subtest of intelligence scale (KEDI WISC), and Corsi block test.ResultsThere are marked linear increasing trends of the response accuracy with age. Further, there were high correlations between the scores of two WM tasks and the corresponding scores of standardized assessment tools.ConclusionsThis study showed promising evidence for the validity of computer-based tasks assessing WM, which might have the utility for school-aged children in research and clinical settings.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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