Evaluating the influence of interaction technology on procedural learning using Virtual Reality

Abstract Objective Over the past fifty years, many traditional paper-and-pencil neuropsychological tests have been translated to new computerized devices (Canini et al., 2014). Virtual reality offers neuropsychologists an opportunity to observe patients’ neurocognitive functioning in an immersive, lifelike environment, rich in visual stimuli (Morganti, 2004), yet relatively little is known about the relationship between visual memory and performance on learning and memory tasks in virtual reality environments. The purpose of this study was to investigate, among older adults, the relationship between visual memory, as measured by a traditional paper-and-pencil test, and procedural learning and memory performance in a virtual reality environment simulating meal preparation tasks. Methods Older adults (N = 73) ages 55-90 (M = 72.77, SD = 7.87) were administered the Weschler Adult Intelligence Scale-Fourth Edition (WMS-IV) Visual Reproduction Immediate Recall and the Virtual Kitchen Protocol (VPK), a virtual reality-based measure of learning and memory for meal preparation tasks. Results Participants performance on the immediate portion of WMS-IV, visual reproduction, correlated with their performance on the VPK teaching trial (r = .65, p = 0.01), immediate recall (r = .51, p = 0.01), delayed recall (r = .58, p = 0.01), and forced choice recognition ( r = ..54, p = 0.01) of Job Sim. Conclusion Results suggest that visual memory aids healthy older adults in procedural learning and memory tasks in the Virtual Kitchen Protocol, a virtual reality environment simulating meal preparation tasks. These results suggest that visual memory ability is germane to performance in virtual reality environments that are rich in visual stimuli.

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Deficits in Explicit Language Problem Solving Rather Than in Implicit Learning in Specific Language Impairment: Evidence From Learning an Artificial Morphological Rule

Journal of Speech Language and Hearing Research ◽

10.1044/2019_jslhr-l-17-0140 ◽

2019 ◽

Vol 62 (10) ◽

pp. 3790-3807 ◽

Cited By ~ 2

Author(s):

Sara Ferman ◽

Liat Kishon-Rabin ◽

Hila Ganot-Budaga ◽

Avi Karni

Keyword(s):

Language Learning ◽

Language Impairment ◽

Specific Language Impairment ◽

Explicit Knowledge ◽

Procedural Memory ◽

Procedural Learning ◽

Specific Language ◽

Language Problems ◽

Morphological Rule ◽

Semantic Distinction

Purpose The purpose of this study was to delineate differences between children with specific language impairment (SLI), typical age–matched (TAM) children, and typical younger (TY) children in learning and mastering an undisclosed artificial morphological rule (AMR) through exposure and usage. Method Twenty-six participants (eight 10-year-old children with SLI, 8 TAM children, and ten 8-year-old TY children) were trained to master an AMR across multiple training sessions. The AMR required a phonological transformation of verbs depending on a semantic distinction: whether the preceding noun was animate or inanimate. All participants practiced the application of the AMR to repeated and new (generalization) items, via judgment and production tasks. Results The children with SLI derived significantly less benefit from practice than their peers in learning most aspects of the AMR, even exhibiting smaller gains compared to the TY group in some aspects. Children with SLI benefited less than TAM and even TY children from training to judge and produce repeated items of the AMR. Nevertheless, despite a significant disadvantage in baseline performance, the rate at which they mastered the task-specific phonological regularities was as robust as that of their peers. On the other hand, like 8-year-olds, only half of the SLI group succeeded in uncovering the nature of the AMR and, consequently, in generalizing it to new items. Conclusions Children with SLI were able to learn language aspects that rely on implicit, procedural learning, but experienced difficulties in learning aspects that relied on the explicit uncovering of the semantic principle of the AMR. The results suggest that some of the difficulties experienced by children with SLI when learning a complex language regularity cannot be accounted for by a broad, language-related, procedural memory disability. Rather, a deficit—perhaps a developmental delay in the ability to recruit and solve language problems and establish explicit knowledge regarding a language task—can better explain their difficulties in language learning.

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Detection of neuronal response in a new mechatronics equipment with virtual reality images

Electroencephalography and Clinical Neurophysiology ◽

10.1016/s0013-4694(97)89078-9 ◽

1997 ◽

Vol 103 (1) ◽

pp. 223

Author(s):

A Rovetta

Keyword(s):

Virtual Reality ◽

Neuronal Response

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Top-Down Processing and Visual Reorientation Illusions in a Virtual Reality Environment

Swiss Journal of Psychology ◽

10.1024/1421-0185.63.3.143 ◽

2004 ◽

Vol 63 (3) ◽

pp. 143-149 ◽

Cited By ~ 3

Author(s):

Fred W. Mast ◽

Charles M. Oman

Keyword(s):

Virtual Reality ◽

Visual Processing ◽

Line Length ◽

Perceptual Cues ◽

Virtual Reality Environment ◽

Top Down ◽

Test Conditions ◽

The Subject ◽

Processing Mechanisms

The role of top-down processing on the horizontal-vertical line length illusion was examined by means of an ambiguous room with dual visual verticals. In one of the test conditions, the subjects were cued to one of the two verticals and were instructed to cognitively reassign the apparent vertical to the cued orientation. When they have mentally adjusted their perception, two lines in a plus sign configuration appeared and the subjects had to evaluate which line was longer. The results showed that the line length appeared longer when it was aligned with the direction of the vertical currently perceived by the subject. This study provides a demonstration that top-down processing influences lower level visual processing mechanisms. In another test condition, the subjects had all perceptual cues available and the influence was even stronger.

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Laparoscopic Cholecystectomy

Swiss Surgery ◽

10.1024/1023-9332.8.6.250 ◽

2002 ◽

Vol 8 (6) ◽

pp. 250-254

Author(s):

Vogelbach ◽

Bogdan ◽

Rosenthal ◽

Pfefferkorn ◽

Triponez

Keyword(s):

Virtual Reality ◽

Laparoscopic Cholecystectomy ◽

Neue Technik

Fragestellung: Die dieser Untersuchung zugrunde liegende Frage war, ob das angewandte Ausbildungskonzept geeignet war, um am Beispiel der Einführung der laparoskopischen Cholezystektomie eine neue Operationsmethode in einer universitären Ausbildungsklinik mit einer grossen Anzahl Chirurgen zu etablieren. Patienten und Methodik: Seit Einführung der ersten laparoskopischen Cholezystektomie wurden alle Cholezystektomien während zwei Jahren (Mai 1990 bis Mai 1992) prospektiv erfasst. Ein Ausbildungskonzept wurde gewählt, bei dem jeweils ein Operateur durch einen Tutor geschult wurde und so 15 konsekutive Eingriffe durchführte, um dann die Technik einem weiteren auszubildenden Chirurgen zu instruieren. Resultate: In zwei Jahren wurden 355 Patienten cholezystektomiert. 60% der Operationen wurden laparoskopisch durchgeführt oder begonnen. 40% der Operationen wurden offen durchgeführt. In den ersten zwei Jahren konnten 13 Operateure (durchschnittlich 16 Operationen / Operateur , range 1 - 60) in die neue Technik eingeführt werden. Es traten keine schweren Komplikationen, insbesondere keine Gallenwegsverletzungen in dieser Einführungsphase auf. Diskussion: In der Literatur wird dieses Vorgehen bei der Einführungsphase seit 1992 wiederholt vorgestellt, diskutiert und empfohlen. Zwischenzeitlich gibt es Richtlinien von Fachgesellschaften und nationalen Institutionen, welche die Ausbildung zur Ausführung neuer chirurgischer Techniken reglementieren. In den letzten Jahren verlagern sich die ersten Ausbildungsschritte in Richtung Trainingskurse an skill-stations und virtual reality Trainer. Schlussfolgerung: Das beschriebene Ausbildungskonzept bewährte sich in der Einführungsphase der laparoskopischen Cholezystektomie zu Beginn der 90er-Jahre.

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