The Development of Visuo-spatial Memory: How to Remember Location

1992 ◽  
Vol 15 (4) ◽  
pp. 455-471 ◽  
Author(s):  
Ruth Schumann-Hengsteler
Keyword(s):  
Spatial Memory ◽  
Spatial Information ◽  
Memory Performance ◽  
Spatial Arrangement ◽  
Simultaneous Presentation ◽  
Developmental Differences ◽  
Object Identity ◽  
Older Children ◽  
Visual Spatial ◽  
Age Dependent

Recent studies on developmental differences in spatial memory have reported equivocal results. Some found an age-dependent improvement of memory performance whereas others did not. The two studies reported here investigate age differences in memory for visual-spatial information. A picture reconstruction task with simultaneous presentation of scene-like visual-spatial arrangements was used. Subjects had to recognise objects and to reconstruct the initial spatial arrangement. The first study with 5to 10year-olds produced the typical age-dependent improvement in recognising visual material as well as in remembering the locations of specific objects. No effect for age was obtained in memory for the critical loci themselves. The second study with 4to 6-year-olds revealed similar results. Error analyses indicated that in younger children the association between object identity and object location is weaker than in older children. The results are considered as evidence for the assumption that spatial information is not necessarily represented as a feature of an item. Alternative types of representations of spatial information in the picture reconstruction task are discussed.

A Developmental Analysis of Children’s Self-Ability Judgments in the Physical Domain

1991 ◽  
Vol 3 (4) ◽  
pp. 310-326 ◽  
Author(s):  
Thelma S. Horn ◽  
Maureen R. Weiss
Keyword(s):  
Teacher Evaluation ◽  
Multivariate Analyses ◽  
Developmental Differences ◽  
Physical Domain ◽  
Older Children ◽  
Physical Competence ◽  
Developmental Patterns ◽  
Age Dependent ◽  
Developmental Analysis

This study examined developmental differences in children’s judgments of their physical competence. Two questionnaires were administered to 134 children, ranging in age from 8 to 13 years, to measure their perceptions of competence and the criteria they use to evaluate that competence. In addition, children’s actual physical competence was assessed through teacher evaluation. Univariate and multivariate analyses of the data revealed three major findings. First, the accuracy with which children judge their competence does increase with age. Second, the criteria children use to assess their competence is also age-dependent, with younger children showing greater preference for adult feedback and older children showing greater preference for peer comparison. Third, the criteria children use in competency judgments was found to be directly related to the accuracy of such judgments. The results of this study demonstrated the existence of developmental patterns with respect to children’s judgments of their physical competence.

scholarly journals Preliminary findings of single session of noninvansive brain stimulation over parietal lobe and performance on spatial memory task

2019 ◽  
Author(s):  
V Marija Čolić ◽  
Uroš Konstantinović ◽  
Jovana Bjekić ◽  
R Saša Filipović
Keyword(s):  
Spatial Memory ◽  
Parietal Cortex ◽  
Brain Stimulation ◽  
Posterior Parietal Cortex ◽  
Spatial Information ◽  
Parietal Lobe ◽  
Memory Performance ◽  
Memory Task ◽  
Long Term Effects

AbstractSpatial memory relies on efficient encoding, storage and retrieval of spatial information, which enables us to remember paths or locations of objects in everyday life. Moreover, this type of memory has been shown to decline with age and various neurodegenerative disorders. Parietal cortex has been shown to play an important role in the formation of short-term representations of spatial information. The aim of the current study was to test the possibility of immediate and long-term spatial memory enhancement, by increasing excitability of parietal posterior cortex. We used transcranial direct current stimulation (tDCS) over posterior parietal cortex in a placebo-controlled cross-over study. Participants received anodal (1.5 mA) or sham tDCS stimulation over P4 site (10-20 EEG system) for 20 minutes in two separate sessions. Immediately after stimulation, participants completed a spatial maze task, which consisted of learning block, 2D recall, and 3D recall. Spatial memory performance was tested 24 hours and 7 days after stimulation, to assess potential long-term effects. We found no significant effects of anodal stimulation on spatial memory performance either on immediate or delayed recall. This was the case with both, 2D and 3D spatial memory recall. Our results are in line with some studies that suggest that single brain stimulation sessions do not always produce effects on cognitive functions.

scholarly journals From aMCI to AD: The Role of Visuo-Spatial Memory Span and Executive Functions in Egocentric and Allocentric Spatial Impairments

2021 ◽  
Vol 11 (11) ◽  
pp. 1536
Author(s):  
Tina Iachini ◽  
Francesco Ruotolo ◽  
Alessandro Iavarone ◽  
Michele Carpinelli Mazzi ◽  
Gennaro Ruggiero
Keyword(s):  
Spatial Memory ◽  
Executive Functions ◽  
Spatial Information ◽  
Memory Span ◽  
Attentional Resources ◽  
Healthy Elderly ◽  
Visual Spatial ◽  
Trail Making ◽  
Frontal Functions

A difficulty in encoding spatial information in an egocentric (i.e., body-to-object) and especially allocentric (i.e., object-to-object) manner, and impairments in executive function (EF) are typical in amnestic mild cognitive impairment (aMCI) and Alzheimer's disease (AD). Since executive functions are involved in spatial encodings, it is important to understand the extent of their reciprocal or selective impairment. To this end, AD patients, aMCI and healthy elderly people had to provide egocentric (What object was closest to you?) and allocentric (What object was closest to object X?) judgments about memorized objects. Participants' frontal functions, attentional resources and visual-spatial memory were assessed with the Frontal Assessment Battery (FAB), the Trail Making Test (TMT) and the Corsi Block Tapping Test (forward/backward). Results showed that ADs performed worse than all others in all tasks but did not differ from aMCIs in allocentric judgments and Corsi forward. Regression analyses showed, although to different degrees in the three groups, a link between attentional resources, visuo-spatial memory and egocentric performance, and between frontal resources and allocentric performance. Therefore, visuo-spatial memory, especially when it involves allocentric frames and requires demanding active processing, should be carefully assessed to reveal early signs of conversion from aMCI to AD.

scholarly journals Studying Spatial Memory in Augmented and Virtual reality

2019 ◽  
Author(s):  
Shachar Maidenbaum ◽  
Ansh Patel ◽  
Isaiah Garlin ◽  
Josh Jacobs
Keyword(s):  
Virtual Reality ◽  
Spatial Memory ◽  
Spatial Information ◽  
Memory Performance ◽  
Memory Task ◽  
List Type ◽  
Memory Research ◽  
Mobile Ar ◽  
Crucial Part ◽  
World Environment

AbstractSpatial memory is a crucial part of our lives. Spatial memory research and rehabilitation in humans is typically performed either in real environments, which is challenging practically, or in Virtual Reality (VR), which has limited realism. Here we explored the use of Augmented Reality (AR) for studying spatial cognition. AR combines the best features of real and VR paradigms by allowing subjects to learn spatial information in a flexible fashion while walking through a real-world environment. To compare these methods, we had subjects perform the same spatial memory task in VR and AR settings. Although subjects showed good performance in both, subjects reported that the AR task version was significantly easier, more immersive, and more fun than VR. Importantly, memory performance was significantly better in AR compared to VR. Our findings validate that integrating AR can lead to improved techniques for spatial memory research and suggest their potential for rehabilitation.HighlightsWe built matching spatial memory tasks in VR and ARSubjectively, subjects find the AR easier, more immersive and more funObjectively, subjects are significantly more accurate in AR compared to VRPointing based tasks did not fully show the same advantagesOnly AR walking significantly correlated with SBSoD, suggesting mobile AR better captures more natural spatial performance

scholarly journals Space Radiation-Induced Alterations in the Hippocampal Ubiquitin-Proteome System

2021 ◽  
Vol 22 (14) ◽  
pp. 7713
Author(s):  
Alyssa Tidmore ◽  
Sucharita M. Dutta ◽  
Arriyam S. Fesshaye ◽  
William K. Russell ◽  
Vania D. Duncan ◽  
...  
Keyword(s):  
Spatial Memory ◽  
Memory Performance ◽  
Space Radiation ◽  
Label Free ◽  
Proteomic Profiling ◽  
Neurocognitive Deficits ◽  
Male Wistar Rats ◽  
Radiation Induced ◽  
Induced Changes

Exposure of rodents to <20 cGy Space Radiation (SR) impairs performance in several hippocampus-dependent cognitive tasks, including spatial memory. However, there is considerable inter-individual susceptibility to develop SR-induced spatial memory impairment. In this study, a robust label-free mass spectrometry (MS)-based unbiased proteomic profiling approach was used to characterize the composition of the hippocampal proteome in adult male Wistar rats exposed to 15 cGy of 1 GeV/n 48Ti and their sham counterparts. Unique protein signatures were identified in the hippocampal proteome of: (1) sham rats, (2) Ti-exposed rats, (3) Ti-exposed rats that had sham-like spatial memory performance, and (4) Ti-exposed rats that impaired spatial memory performance. Approximately 14% (159) of the proteins detected in hippocampal proteome of sham rats were not detected in the Ti-exposed rats. We explored the possibility that the loss of the Sham-only proteins may arise as a result of SR-induced changes in protein homeostasis. SR-exposure was associated with a switch towards increased pro-ubiquitination proteins from that seen in Sham. These data suggest that the role of the ubiquitin-proteome system as a determinant of SR-induced neurocognitive deficits needs to be more thoroughly investigated.

scholarly journals Multilab Direct Replication of Flavell, Beach, and Chinsky (1966): Spontaneous Verbal Rehearsal in a Memory Task as a Function of Age

2021 ◽  
Vol 4 (2) ◽  
pp. 251524592110181
Author(s):  
Emily M. Elliott ◽  
Candice C. Morey ◽  
Angela M. AuBuchon ◽  
Nelson Cowan ◽  
Chris Jarrold ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Young Children ◽  
Memory Performance ◽  
Critical Role ◽  
Memory Task ◽  
Older Children ◽  
Continuous Increase ◽  
Verbal Rehearsal ◽  
Picture Memory ◽  
Spontaneous Production

Work by Flavell, Beach, and Chinsky indicated a change in the spontaneous production of overt verbalization behaviors when comparing young children (age 5) with older children (age 10). Despite the critical role that this evidence of a change in verbalization behaviors plays in modern theories of cognitive development and working memory, there has been only one other published near replication of this work. In this Registered Replication Report, we relied on researchers from 17 labs who contributed their results to a larger and more comprehensive sample of children. We assessed memory performance and the presence or absence of verbalization behaviors of young children at different ages and determined that the original pattern of findings was largely upheld: Older children were more likely to verbalize, and their memory spans improved. We confirmed that 5- and 6-year-old children who verbalized recalled more than children who did not verbalize. However, unlike Flavell et al., substantial proportions of our 5- and 6-year-old samples overtly verbalized at least sometimes during the picture memory task. In addition, continuous increase in overt verbalization from 7 to 10 years old was not consistently evident in our samples. These robust findings should be weighed when considering theories of cognitive development, particularly theories concerning when verbal rehearsal emerges and relations between speech and memory.

A Comparison of Mothers' Individual and Simultaneous Book Sharing With Preschool Siblings

2002 ◽  
Vol 11 (2) ◽  
pp. 175-189 ◽  
Author(s):  
Anne van Kleeck ◽  
Amy Beckley-McCall
Keyword(s):  
Mixed Strategy ◽  
Developmental Differences ◽  
Older Children ◽  
Levels Of Abstraction ◽  
Linguistic Complexity ◽  
Reading Condition ◽  
Book Sharing ◽  
Simultaneous Reading ◽  
Fine Tune ◽  
Different Levels

Many studies have demonstrated that adults fine tune book-sharing discussions to the developmental levels of preschoolers, but little is known regarding how reading simultaneously to different-aged preschoolers is negotiated. We observed five mothers of different-aged preschoolers sharing books with each child individually and with both children together. Analyses focused on the linguistic complexity of the book, the amount of time spent sharing a book, and on several aspects of the mothers' book-sharing mediation. Results revealed developmental differences on several measures of how mothers mediated with younger as compared to older children individually. Book complexity, the time spent sharing books, and the percent of utterances at higher levels of abstraction were higher when reading to the older children; the number of mediation strategies per minute and the percent of mothers' behaviors that were used to get and maintain attention were higher when reading to the younger children. When reading to both children simultaneously, which aspects of the mediation fell at these different levels varied among the different mothers. This suggests that different mothers reach different solutions to the task of simultaneously reading to preschoolers of different ages. One mother approached the simultaneous book sharing much as she did sharing a book with her older child, one mother approached it as she did with her younger child, one mother simply read and did little mediation, and two mothers appeared to use a mixed strategy in the simultaneous reading condition.

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