Unifying the Ability-as-Compensator and Ability-as-Enhancer Hypotheses

Spatial abilities have been found to interact with the design of visualizations in educational materials in different forms: (1) spatial abilities enhanced learning with optimized visual design (ability-as-enhancer) or (2) spatial abilities compensated for suboptimal visual design (ability-as-compensator). A brief review of pertinent studies suggests that these two forms are viewed as mutually exclusive. We propose a novel unifying conceptualization. This conceptualization suggests that the ability-as enhancer interaction will be found in the low-medium range of a broad ability continuum whereas the ability-as-compensator interaction will be found in the medium-high range. The largest difference in learning outcomes between visual design variations is expected for medium ability. A corresponding analytical approach is suggested that includes nonlinear quadratic interactions. The unifying conceptualization was confirmed in an experiment with a consistent visual-spatial task. In addition, the conceptualization was investigated with a reanalysis of pooled data from four multimedia learning experiments. Consistent with the conceptualization, quadratic interactions were found, meaning that interactions depended on ability range. The largest difference between visual design variations was obtained for medium ability, as expected. It is concluded that the unifying conceptualization is a useful theoretical and methodological approach to analyze and interpret aptitude-treatment interactions that go beyond linear interactions.

GRASP-Tabu Search Algorithms for the Route Planning Problem in Spatial Crowdsourcing

With the speedy progress of mobile devices, a lot of commercial enterprises have exploited crowdsourcing as a useful approach to gather information to develop their services. Thus, spatial crowdsourcing has appeared as a new platform in e-commerce and which implies procedures of requesters and workers. A requester submits spatial tasks request to the workers who choose and achieve them during a limited time. Thereafter, the requester pays only the worker for the well accomplished the task. In spatial crowdsourcing, each worker is required to physically move to the place to accomplish the spatial task and each task is linked with location and time. The objective of this article is to find an optimal route to the worker through maximizing her rewards with respecting some constraint, using an approach based on GRASP with Tabu. The proposed algorithm is used in the literature for benchmark instances. Computational results indicate that the proposed and the developed algorithm is competitive with other solution approaches.

Pigeons retain partial memories of homing paths years after learning them individually, collectively or culturally

Memory of past experience is central to many animal decisions, but how long specific memories can influence behaviour is poorly understood. Few studies have reported memories retrieved after several years in non-human animals, especially for spatial tasks, and whether the social context during learning could affect long-term memory retention. We investigated homing pigeons' spatial memory by GPS-recording their homing paths from a site 9 km from their loft. We compared solo flights of naive pigeons with those of pigeons that had last homed from this site 3–4 years earlier, having learnt a homing route either alone (individual learning), together with a naive partner (collective learning) or within cultural transmission chains (cultural learning). We used as a control a second release site unfamiliar to all pigeons. Pigeons from all learning treatments outperformed naive birds at the familiar (but not the unfamiliar) site, but the idiosyncratic routes they formerly used several years before were now partially forgotten. Our results show that non-human animals can use their memory to solve a spatial task years after they last performed it, irrespective of the social context during learning. They also suggest that without reinforcement, landmarks and culturally acquired ‘route traditions' are gradually forgotten.

Recognition of post-learning alteration of hippocampal ripples by convolutional neural network differs in the wild-type and AD mice

Evidence indicates that sharp-wave ripples (SWRs) are primary network events supporting memory processes. However, some studies demonstrate that even after disruption of awake SWRs the animal can still learn spatial task or that SWRs may be not necessary to establish a cognitive map of the environment. Moreover, we have found recently that despite a deficit of sleep SWRs the APP/PS1 mice, a model of Alzheimer’s disease, show undisturbed spatial reference memory. Searching for a learning-related alteration of SWRs that could account for the efficiency of memory in these mice we use convolutional neural networks (CNN) to discriminate pre- and post-learning 256 ms samples of LFP signals, containing individual SWRs. We found that the fraction of samples that were correctly recognized by CNN in majority of discrimination sessions was equal to ~ 50% in the wild-type (WT) and only 14% in APP/PS1 mice. Moreover, removing signals generated in a close vicinity of SWRs significantly diminished the number of such highly recognizable samples in the WT but not in APP/PS1 group. These results indicate that in WT animals a large subset of SWRs and signals generated in their proximity may contain learning-related information whereas such information seem to be limited in the AD mice.

Individual differences in preschoolers' spatial thinking: Comprehension of dimensional adjectives and their relation to children's performance on non-verbal spatial tasks

The current study explores whether individual differences in the dimensional adjectives (e.g., big, tall) children understand, relates to individual differences in two non-verbal spatial abilities, an extrinsic spatial task (i.e., spatial scaling) and an intrinsic spatial task (i.e., mental rotation) in two studies that looked at spatial scaling and mental transformations respectively. Ninety-two Spanish-English bilingual children between 37.65 and 71.87 months (42 male) participated in Study 1 and with 79 of the children aged 48- to 72-months (40 male) also participating in study 2. Results show number of dimensional adjectives preschool children comprehend utilizing a new interactive, tablet-based task relates to performance on non-verbal spatial tasks. Children may use language when solving spatial tasks, or language may be indicative of overall stronger understanding of spatial relations.

Spatial Recognition Memory: Differential Brain Strategic Activation According to Sex

Human spatial memory research has significantly progressed since the development of computerized tasks, with many studies examining sex-related performances. However, few studies explore the underlying electrophysiological correlates according to sex. In this study event-related potentials were compared between male and female participants during the performance of an allocentric spatial recognition task. Twenty-nine university students took part in the research. Results showed that while general performance was similar in both sexes, the brain of males and females displayed a differential activation. Males showed increased N200 modulation than females in the three phases of memory process (encoding, maintenance, and retrieval). Meanwhile females showed increased activation of P300 in the three phases of memory process compared to males. In addition, females exhibited more negative slow wave (NSW) activity during the encoding phase. These differences are discussed in terms of attentional control and the allocation of attentional resources during spatial processing. Our findings demonstrate that sex modulates the resources recruited to performed this spatial task.

Contributions of Executive Function to Spatial Thinking in Preschool Children

Identifying factors that contribute to spatial thinking is of great interest given links between spatial thinking and success in STEM. Working memory has been found to be predictive of spatial thinking but little research has explored other components of executive function (i.e., inhibition, shifting) in relation to spatial thinking. A total of 131 four- to six-year-olds (Mage = 5.06; 53.4% male; 56% Latinx, 18% White, 12% Mixed Race, 5% Asian, and 5% other) were assessed using spatial, executive function, and intelligence tasks. Results show that inhibition, shifting, and working memory are all associated with intrinsic and extrinsic spatial task scores. These results advance developmental theory on spatial thinking and offer a promising route for future interventions in improving spatial ability.

No Evidence for Cross-Contextual Consistency in Spatial Cognition or Behavioral Flexibility in a Passerine

Although the evolution of cognitive differences among species has long been of interest in ecology, whether natural selection acts on cognitive processes within populations has only begun to receive similar attention. One of the key challenges is to understand how consistently cognitive traits within any one domain are expressed over time and across different contexts, as this has direct implications for the way in which selection might act on this variation. Animal studies typically measure a cognitive domain using only one task in one context and assume that this captures the likely expression of that domain in different contexts. This use of limited and restricted measures is not surprising because, from an ecologist’s perspective, cognitive tasks are laborious to employ, and if the measure requires learning a particular aspect of the task (e.g., reward type, cue availability, scale of testing), then it is difficult to repeat the task as the learning is context specific. Thus, our knowledge of whether individual differences in cognitive abilities are consistent across contexts is limited, and current evidence suggests that consistency is weak. We tested up to 32 wild great tits (Parus major) to characterize the consistency of two cognitive abilities, each in two different contexts: 1) spatial cognition at two different spatial scales, and 2) behavioral flexibility as performance in a detour reaching task and reversal learning in a spatial task. We found no evidence of a correlation between individuals’ performance in two measures of spatial cognition or two measures of behavioral flexibility. This suggests that cognitive performance is highly plastic and sensitive to differences across tasks, that variants of these well-known tasks may tap into different combinations of both cognitive and non-cognitive mechanisms, or that the tasks simply do not adequately measure each putative cognitive domain. Our results highlight the challenges of developing standardized cognitive assays to explain natural behavior and to understand the selective consequences of that variation.

Early Blindness Limits the Head-Trunk Coordination Development for Horizontal Reorientation

During locomotion, goal-directed orientation movements in the horizontal plane require a high degree of head-trunk coordination. This coordination is acquired during childhood. Since early visual loss is linked to motor control deficits, we hypothesize that it may also affect the development of head-trunk coordination for horizontal rotations. However, no direct evidence exists about such a deficit. To assess this hypothesis, we tested early blind and sighted individuals on dynamic sound alignment through a head-pointing task with sounds delivered in acoustic virtual reality. Participants could perform the head-pointing with no constraints, or they were asked to immobilize their trunk voluntarily. Kinematics of head and trunk were assessed individually and with respect to each other, together with spatial task performance. Results indicated a head-trunk coordination deficit in the early blind group; yet, they could dampen their trunk movements so as not to let their coordination deficit affect spatial performance. This result highlights the role of vision in the development of head-trunk coordination for goal-directed horizontal rotations. It also calls for clarification on the impact of the blindness-related head-trunk coordination deficit on the performance of more complex tasks akin to daily life activities such as steering during locomotion or reaching to targets placed sideways.

Memantine and Riluzole Exacerbate, Rather Than Ameliorate Behavioral Deficits Induced by 8-OH-DPAT Sensitization in a Spatial Task

Chronic sensitization to serotonin 1A and 7 receptors agonist 8-OH-DPAT induces compulsive checking and perseverative behavior. As such, it has been used to model obsessive-compulsive disorder (OCD)-like behavior in mice and rats. In this study, we tested spatial learning in the 8-OH-DPAT model of OCD and the effect of co-administration of memantine and riluzole—glutamate-modulating agents that have been shown to be effective in several clinical trials. Rats were tested in the active place avoidance task in the Carousel maze, where they learned to avoid the visually imperceptible shock sector. All rats were subcutaneously injected with 8-OH-DPAT (0.25 mg/kg) or saline (control group) during habituation. During acquisition, they were pretreated with riluzole (1 mg/kg), memantine (1 mg/kg), or saline solution 30 min before each session and injected with 8-OH-DPAT (“OH” groups) or saline (“saline” groups) right before the experiment. We found that repeated application of 8-OH-DPAT during both habituation and acquisition significantly increased locomotion, but it impaired the ability to avoid the shock sector. However, the application of 8-OH-DPAT in habituation had no impact on the learning process if discontinued in acquisition. Similarly, memantine and riluzole did not affect the measured parameters in the “saline” groups, but in the “OH” groups, they significantly increased locomotion. In addition, riluzole increased the number of entrances and decreased the maximum time avoided of the shock sector. We conclude that monotherapy with glutamate-modulating agents does not reduce but exacerbates cognitive symptoms in the animal model of OCD.