The meditative mind: a comprehensive meta-analysis of MRI studies

Over the past decade mind and body practices, such as yoga and meditation, have raised interest in different scientific fields; in particular, the physiological mechanisms underlying the beneficial effects observed in meditators have been investigated. Neuroimaging studies have studied the effects of meditation on brain structure and function and findings have helped clarify the biological underpinnings of the positive effects of meditation practice and the possible integration of this technique in standard therapy. The large amount of data collected thus far allows drawing some conclusions about the neural effects of meditation practice. In the present study we used activation likelihood estimation (ALE) analysis to make a coordinate-based meta-analysis of neuroimaging data on the effects of meditation on brain structure and function. Results indicate that meditation leads to activation in brain areas involved in processing self-relevant information, self-regulation, focused problem-solving, adaptive behavior, and interoception. Results also show that meditation practice induces functional and structural brain modifications in expert meditators, especially in areas involved in self-referential processes such as self-awareness and self-regulation. These results demonstrate that a biological substrate underlies the positive pervasive effect of meditation practice and suggest that meditation techniques could be adopted in clinical populations and to prevent disease

Gender effects in young road users on road safety attitudes, behaviors and risk perception

In the present study, we investigated gender-related effects on road safety attitudes in 2681 young drivers (1458 males, 54.4%; aged 18-22) who filled out several scales assessing attitudes toward road safety issues, driving behavior in specific hypothetical situations, accident risk perception, and concerns about such a risk. We focused only on young drivers to better understand the role of gender in road safety attitudes in a period of life in which risky behaviors are widespread for males and females. Indeed, there is still no agreement as to the nature of these gender differences. According to some authors, the effects of gender on being involved in a crash due to driving skills are either non-existent or largely explained by differences in alcohol consumption. In our study, we found gender differences in road safety attitudes (i.e., "negative attitude toward traffic rules and risky driving"; "negative attitude toward drugs and alcohol" and "tolerance toward speeding") and in driver behavior (i.e., "errors in inattentive driving" and "driving violations"). This result is consistent in all drivers coming from nine different European countries. Our analyses yielded an important finding concerning risk perception. The results indicate that the level of risk perception during driving is the same for males and females. However, these two groups differ in the level of concern about this risk, with males being less concerned about the risk of a road accident. This suggests that the main difference between these two groups is not strictly related to judgment of the perceived risk probability but rather to the level of concern experienced about the consequences of the risk. This difference between risk perception and worry could explain differences in the frequency of car accidents in the two groups. The present findings may provide new insights for the development of gender-based prevention program

No gender differences in egocentric and allocentric environmental transformation after compensating for male advantage by manipulating familiarity

The present study has two-fold aims: to investigate whether gender differences persist even when more time is given to acquire spatial information; to assess the gender effect when the retrieval phase requires recalling the pathway from the same or a different reference perspective (egocentric or allocentric). Specifically, we analyse the performance of men and women while learning a path from a map or by observing an experimenter in a real environment. We then asked them to reproduce the learned path using the same reference system (map learning vs. map retrieval or real environment learning vs. real environment retrieval) or using a different reference system (map learning vs. real environment retrieval or vice versa). The results showed that gender differences were not present in the retrieval phase when women have the necessary time to acquire spatial information. Moreover, using the egocentric coordinates (both in the learning and retrieval phase) proved easier than the other conditions, whereas learning through allocentric coordinates and then retrieving the environmental information using egocentric coordinates proved to be the most difficult. Results showed that by manipulating familiarity, gender differences disappear, or are attenuated in all conditions

Reading a story. Different degrees of learning in different learning environments

he learning environment in which material is acquired may produce differences in delayed recall and in the elements that individuals focus on. These differences may appear even during development. In the present study, we compared three different learning environments in 450 normally developing 7-year-old children subdivided into three groups according to the type of learning environment. Specifically, children were asked to learn the same material shown in three different learning environments: reading illustrated books (TB); interacting with the same text displayed on a PC monitor and enriched with interactive activities (PC-IA); reading the same text on a PC monitor but not enriched with interactive narratives (PC-NoIA). Our results demonstrated that TB and PC-NoIA elicited better verbal memory recall. In contrast, PC-IA and PCNoIA produced higher scores for visuo-spatial memory, enhancing memory for spatial relations, positions and colors with respect to TB. Interestingly, only TB seemed to produce a deeper comprehension of the story's moral. Our results indicated that PC-IA offered a different type of learning that favored visual details. In this sense, interactive activities demonstrate certain limitations, probably due to information overabundance, emotional mobilization, emphasis on images and effort exerted in interactive activities. Thus, interactive activities, although entertaining, act as disruptive elements which interfere with verbal memory and deep moral comprehensio

Differences in spatial memory recognition due to cognitive style

Field independence refers to the ability to perceive details from the surrounding context as a whole and to represent the environment by relying on an internal reference frame. Conversely, field dependence individuals tend to focus their attention on single environmental features analysing them individually. This cognitive style affects several visuo-spatial abilities including spatial memory. This study assesses both the effect of field independence and field dependence on performance displayed on virtual environments of different complexity. Forty young healthy individuals took part in this study. Participants performed the Embedded Figures Test for field independence or dependence assessment and a new spatial memory recognition test. The spatial memory recognition test demanded to memorize a green box location in a virtual room picture. Thereafter, during ten trials participants had to decide if a green box was located in the same position as in the sample picture. Five of the pictures were correct. The information available in the virtual room was manipulated. Hence, two different experimental conditions were tested: a virtual room containing all landmarks and a virtual room with only two cues. Accuracy and reaction time were registered. Analyses demonstrated that higher field independent individuals were related to better spatial memory performance in two landmarks condition and were faster in all landmark condition. In addition, men and women did not differ in their performance. These results suggested that cognitive style affects spatial memory performance and this phenomenon is modulated by environment complexity. This does not affect accuracy but time spent. Moreover, field dependent individuals are unable to organize the navigational field by relying on internal reference frames when few landmarks are available, and this causes them to commit more errors

Editorial. Creativity and mental imagery

Considering the pivotal role that creative ideas play in human societies, and creativity's contribution to multiple aspects of human life, understanding the cognitive components underlying creativity has become increasingly fundamental. Since the Five-Stages Model of the creative process proposed by Wallas (1926), creativity has become associated with topics as wide-ranging as from problem-solving (Plucker et al., 2004) to art (van Leeuwen et al., 1999; Batt et al., 2010). Furthermore, creativity has been identified as a predictor for educational success and wellbeing (Plucker et al., 2004), and has been proposed as a way to improve the quality of life in healthy and pathological agin

Navigational style influences eye movement pattern during exploration and learning of an environmental map

During navigation people may adopt three different spatial styles (i.e., Landmark, Route, and Survey). Landmark style (LS) people are able to recall familiar landmarks but cannot combine them with directional information; Route style (RS) people connect landmarks to each other using egocentric information about direction; Survey style (SS) people use a map-like representation of the environment. SS individuals generally navigate better than LS and RS people. Fifty-one college students (20 LS; 17 RS, and 14 SS) took part in the experiment. The spatial cognitive style (SCS) was assessed by means of the SCS test; participants then had to learn a schematic map of a city, and after 5 min had to recall the path depicted on it. During the learning and delayed recall phases, eye-movements were recorded. Our intent was to investigate whether there is a peculiar way to explore an environmental map related to the individual's spatial style. Results support the presence of differences in the strategy used by the three spatial styles for learning the path and its delayed recall. Specifically, LS individuals produced a greater number of fixations of short duration, while the opposite eye movement pattern characterized SS individuals. Moreover, SS individuals showed a more spread and comprehensive explorative pattern of the map, while LS individuals focused their exploration on the path and related targets. RS individuals showed a pattern of exploration at a level of proficiency between LS and SS individuals. We discuss the clinical and anatomical implications of our data

Reading a Story: Different Degrees of Learning in Different Learning Environments

The learning environment in which material is acquired may produce differences in delayed recall and in the elements that individuals focus on. These differences may appear even during development. In the present study, we compared three different learning environments in 450 normally developing 7-year-old children subdivided into three groups according to the type of learning environment. Specifically, children were asked to learn the same material shown in three different learning environments: reading illustrated books (TB); interacting with the same text displayed on a PC monitor and enriched with interactive activities (PC-IA); reading the same text on a PC monitor but not enriched with interactive narratives (PC-NoIA). Our results demonstrated that TB and PC-NoIA elicited better verbal memory recall. In contrast, PC-IA and PC-NoIA produced higher scores for visuo-spatial memory, enhancing memory for spatial relations, positions and colors with respect to TB. Interestingly, only TB seemed to produce a deeper comprehension of the story’s moral. Our results indicated that PC-IA offered a different type of learning that favored visual details. In this sense, interactive activities demonstrate certain limitations, probably due to information overabundance, emotional mobilization, emphasis on images and effort exerted in interactive activities. Thus, interactive activities, although entertaining, act as disruptive elements which interfere with verbal memory and deep moral comprehension

Topographical working memory in children with cerebral palsy

Forty children with cerebral palsy (CP) and 120 typical developing children (TD) performed a topographic working memory (WalCT) test requiring to move their body in a walked vista-space and a visuo-spatial test (CBT) requiring just reaching movements. WalCT score was significantly higher in GMFCS II/III than in TD. CBT score was significantly lower in GMFCS I than in III/IV but lower than TD in all CP groups. Similar results in WalCT between GMFCS I and TD and GMFCS II and III/IV respectively indicate that mobility is associated with topographic working memory. Differently in CBT, the absence of bodily movement allows using different cognitive strategies. Children should be provided with opportunities and active participation to enhancing spatial awareness and navigational skills

Travel Planning Ability in Right Brain-Damaged Patients: Two Case Reports

Planning ability is fundamental for goal-directed spatial navigation. Preliminary findings from patients and healthy individuals suggest that travel planning (TP)—namely, navigational planning—can be considered a distinct process from visuospatial planning (VP) ability. To shed light on this distinction, two right brain-damaged patients without hemineglect were compared with a control group on two tasks aimed at testing VP (i.e., Tower of London-16, ToL-16) and TP (i.e., Minefield Task, MFT). The former requires planning the moves to reach the right configuration of three colored beads on three pegs, whereas the latter was opportunely developed to assess TP in the navigational environment when obstacles are present. Specifically, the MFT requires participants to plan a route on a large carpet avoiding some hidden obstacles previously observed. Patient 1 showed lesions encompassing the temporoparietal region and the insula; she performed poorer than the control group on the ToL-16 but showed no deficit on the MFT. Conversely, Patient 2 showed lesions mainly located in the occipitoparietal network of spatial navigation; she performed worse than the control group on the MFT but not on the ToL-16. In both cases performances satisfied the criteria for a classical dissociation, meeting criteria for a double dissociation. These results support the idea that TP is a distinct ability and that it is dissociated from VP skills