Both symbolic and embodied representations contribute to spatial language processing: Evidence from younger and older adults

Building on earlier neuropsychological work, we adopted a novel individual differences approach to examine the relationship between spatial language and a wide range of both verbal and nonverbal abilities. Three new measures were developed for the assessment of spatial language processing: spatial naming, spatial verbal memory, and verbal comprehension in spatial perspective taking. Results from a sample of young adults revealed significant correlations between performance on the spatial language tasks and performance on both the analogous (non-spatial) verbal measures as well as on the (non-verbal) visual-spatial measures. Visual-spatial abilities, however, were more predictive of spatial language processing than verbal abilities. Furthermore, results from a sample of older adults revealed impairments in visual-spatial tasks and on spatial verbal memory. The results support dual process accounts of meaning, and provide further evidence of the close connection between the language of space and non-linguistic visual-spatial cognition

Evidence for unusual spatial location coding in Williams syndrome: An explanation for the local bias in visuo-spatial construction tasks?

Individuals with Williams syndrome (WS) display poor visuo-spatial cognition relative to verbal abilities. Furthermore, whilst perceptual abilities are delayed, visuo-spatial construction abilities are comparatively even weaker, and are characterised by a local bias. We investigated whether this differentiation in visuo-spatial abilities can be explained by a deficit in coding spatial location in WS. This can be measured by assessing participants? understanding of the spatial relations between objects within a visual scene. Coordinate and categorical spatial relations were investigated independently in four participant groups: 21 individuals with WS; 21 typically developing (TD) children matched for non-verbal ability; 20 typically developing controls of a lower non-verbal ability; and 21 adults. A third task measured understanding of visual colour relations. Results indicated first, that the comprehension of categorical and co-ordinate spatial relations is equally poor in WS. Second, that the comprehension of visual relations is also at an equivalent level to spatial relational understanding in this population. These results can explain the difference in performance on visuo-spatial perception and construction tasks in WS. In addition, both the WS and control groups displayed response biases in the spatial tasks. However, the direction of bias differed across the groups. This finding is explored in relation to current theories of spatial location coding

Music listening and cognitive abilities in 10 and 11 year-olds: The Blur effect

The spatial abilities of a large sample of 10- and 11-year-olds were tested after they listened to contemporary pop music, music composed by Mozart, or a discussion about the present experiment. After being assigned at random to one of the three listening experiences, each child completed two tests of spatial abilities. Performance on one of the tests (square completion) did not differ as a function of the listening experience, but performance on the other test (paper folding) was superior for children who listened to popular music compared to the other two groups. These findings are consistent with the view that positive benefits of music listening on cognitive abilities are most likely to be evident when the music is enjoyed by the listener

Visuo-spatial abilities in chess players

The extent to which the acquisition of expertise in knowledge-rich domains, such as chess, can be influenced by general individual characteristics, such as intelligence, has remained unclear. Some previous studies with children have documented significant correlations between chess skill and performance on some psychometric tests, such as performance IQ (Frydman & Lynn, 1992). However, we found no evidence for a correlation between chess skill and visual memory ability in a group of adult chess players (n=36, age = 28.4). This finding, together with other data in the literature, suggests that there is surprisingly little evidence that chess skill and visuo-spatial ability are associated in adults. Thus, visual memory ability, and perhaps visuo-spatial intelligence, may be relatively unimportant factors in the long-term acquisition of chess skill

Negative affective state mimics effects of perceptual load on spatial perception

Recent electrophysiological evidence has shown that perceptual load and negative affective state can produce very similar, early-attention gating effects in early visual areas, modulating the processing of peripheral stimuli. Here we assessed the question of whether or not these modulatory effects of perceptual load and negative affect (NA) lead to comparable changes in spatial perception abilities, which could be captured at the behavioral level. High perceptual load at fixation impaired the precise spatial localization of peripheral textures, relative to a low perceptual load condition. By contrast, the coarse spatial encoding of these peripheral stimuli was not load-dependent, under neutral affective conditions. The transient experience of NA was induced in an independent sample of participants, who showed decreased performance in the localization task, even at a low perceptual-load level. These results were observed in the absence of any systematic eye movement toward the peripheral textures. These findings suggest that spatial location perception is an attention-dependent, as well as state-dependent process, in the sense that NA, very much like load, can dynamically shape early spatial perceptual abilities. Although NA mimics load during spatial localization, we discuss the possibility that these two effects likely depend upon nonoverlapping brain networks

The measurement of enhancement in mathematical abilities as a result of joint cognitive trainings in numerical and visual-spatial skills: A preliminary study

A body of literature shows the significant role of visual-spatial skills played in the improvement of mathematical skills in the primary school. The main goal of the current study was to investigate the impact of a combined visuo-spatial and mathematical training on the improvement of mathematical skills in 146 second graders of several schools located in Italy. Participants were presented single pencil-and-paper visuo-spatial or mathematical trainings, computerised version of the above mentioned treatments, as well as a combined version of computer-assisted and pencil-and-paper visuo-spatial and mathematical trainings, respectively. Experimental groups were presented with training for 3 months, once a week. All children were treated collectively both in computer-assisted or pencil-and-paper modalities. At pre and post-test all our participants were presented with a battery of objective tests assessing numerical and visuo-spatial abilities. Our results suggest the positive effect of different types of training for the empowerment of visuo-spatial and numerical abilities. Specifically, the combination of computerised and pencil-and-paper versions of visuo-spatial and mathematical trainings are more effective than the single execution of the software or of the pencil-and-paper treatment

Effects of spatial resolution

Studies of the effects of spatial resolution on extraction of geologic information are woefully lacking but spatial resolution effects can be examined as they influence two general categories: detection of spatial features per se; and the effects of IFOV on the definition of spectral signatures and on general mapping abilities

Music listening and cognitive abilities in 10 and 11 year-olds: The Blur effect

The spatial abilities of a large sample of 10- and 11-year-olds were tested after they listened to contemporary pop music, music composed by Mozart, or a discussion about the present experiment. After being assigned at random to one of the three listening experiences, each child completed two tests of spatial abilities. Performance on one of the tests (square completion) did not differ as a function of the listening experience, but performance on the other test (paper folding) was superior for children who listened to popular music compared to the other two groups. These findings are consistent with the view that positive benefits of music listening on cognitive abilities are most likely to be evident when the music is enjoyed by the listener

Developing student spatial ability with 3D software applications

This paper reports on the design of a library of software applications for the teaching and learning of spatial geometry and visual thinking. The core objective of these applications is the development of a set of dynamic microworlds, which enables (i) students to construct, observe and manipulate configurations in space, (ii) students to study different solids and relates them to their corresponding nets, and (iii) students to promote their visualization skills through the process of constructing dynamic visual images. During the developmental process of software applications the key elements of spatial ability and visualization (mental images, external representations, processes, and abilities of visualization) are carefully taken into consideration

Sequentially Generated Instance-Dependent Image Representations for Classification

In this paper, we investigate a new framework for image classification that adaptively generates spatial representations. Our strategy is based on a sequential process that learns to explore the different regions of any image in order to infer its category. In particular, the choice of regions is specific to each image, directed by the actual content of previously selected regions.The capacity of the system to handle incomplete image information as well as its adaptive region selection allow the system to perform well in budgeted classification tasks by exploiting a dynamicly generated representation of each image. We demonstrate the system's abilities in a series of image-based exploration and classification tasks that highlight its learned exploration and inference abilities