Spatial cognition in virtual environments

Since the last decades of the past century, Virtual Reality (VR) has been developed also as a methodology in research, besides a set of helpful applications in medical field (trainings for surgeons, but also rehabilitation tools). In science, there is still no agreement if the use of this technology in research on cognitive processes allows us to generalize results found in a Virtual Environment (VE) to the human behavior or cognition in the real world. This happens because of a series of differences found in basic perceptual processes (for example, depth perception) suggest a big difference in visual environmental representation capabilities of Virtual scenarios. On the other side, in literature quite a lot of studies can be found, which give a proof of VEs reliability in more than one field (trainings and rehabilitation, but also in some research paradigms). The main aim of this thesis is to investigate if, and in which cases, these two different views can be integrated and shed a new light and insights on the use of VR in research. Through the many experiments conducted in the "Virtual Development and Training Center" of the Fraunhofer Institute in Magdeburg, we addressed both low-level spatial processes (within an "evaluation of distances paradigm") and high-level spatial cognition (using a navigation and visuospatial planning task, called "3D Maps"), trying to address, at the same time, also practical problems as, for example, the use of stereoscopy in VEs or the problem of "Simulator Sickness" during navigation in immersive VEs. The results obtained with our research fill some gaps in literature about spatial cognition in VR and allow us to suggest that the use of VEs in research is quite reliable, mainly if the investigated processes are from the higher level of complexity. In this case, in fact, human brain "adapts" pretty well even to a "new" reality like the one offered by the VR, providing of course a familiarization period and the possibility to interact with the environment; the behavior will then be “like if” the environment was real: what is strongly lacking, at the moment, is the possibility to give a completely multisensorial experience, which is a very important issue in order to get the best from this kind of “visualization” of an artificial world. From a low-level point of view, we can confirm what already found in literature, that there are some basic differences in how our visual system perceives important spatial cues as depth and relationships between objects, and, therefore, we cannot talk about "similar environments" talking about VR and reality. The idea that VR is a "different" reality, offering potentially unlimited possibilities of use, even overcoming some physical limits of the real world, in which this "new" reality can be acquired by our cognitive system just by interacting with it, is therefore discussed in the conclusions of this work

Spatial cognition in virtual environments

Since the last decades of the past century, Virtual Reality (VR) has been developed also as a methodology in research, besides a set of helpful applications in medical field (trainings for surgeons, but also rehabilitation tools). In science, there is still no agreement if the use of this technology in research on cognitive processes allows us to generalize results found in a Virtual Environment (VE) to the human behavior or cognition in the real world. This happens because of a series of differences found in basic perceptual processes (for example, depth perception) suggest a big difference in visual environmental representation capabilities of Virtual scenarios. On the other side, in literature quite a lot of studies can be found, which give a proof of VEs reliability in more than one field (trainings and rehabilitation, but also in some research paradigms). The main aim of this thesis is to investigate if, and in which cases, these two different views can be integrated and shed a new light and insights on the use of VR in research. Through the many experiments conducted in the "Virtual Development and Training Center" of the Fraunhofer Institute in Magdeburg, we addressed both low-level spatial processes (within an "evaluation of distances paradigm") and high-level spatial cognition (using a navigation and visuospatial planning task, called "3D Maps"), trying to address, at the same time, also practical problems as, for example, the use of stereoscopy in VEs or the problem of "Simulator Sickness" during navigation in immersive VEs. The results obtained with our research fill some gaps in literature about spatial cognition in VR and allow us to suggest that the use of VEs in research is quite reliable, mainly if the investigated processes are from the higher level of complexity. In this case, in fact, human brain "adapts" pretty well even to a "new" reality like the one offered by the VR, providing of course a familiarization period and the possibility to interact with the environment; the behavior will then be “like if” the environment was real: what is strongly lacking, at the moment, is the possibility to give a completely multisensorial experience, which is a very important issue in order to get the best from this kind of “visualization” of an artificial world. From a low-level point of view, we can confirm what already found in literature, that there are some basic differences in how our visual system perceives important spatial cues as depth and relationships between objects, and, therefore, we cannot talk about "similar environments" talking about VR and reality. The idea that VR is a "different" reality, offering potentially unlimited possibilities of use, even overcoming some physical limits of the real world, in which this "new" reality can be acquired by our cognitive system just by interacting with it, is therefore discussed in the conclusions of this work

Aspectos éticos do uso de identificadores biométricos

Biometrics has had a rapid expansion as a technology, being increasingly accessible to the public, and lending utility to governments and society in the management of citizen security. It is applied either for verification or for identification of an individual's identity and technically constitutes a problem of pattern recognition. In Chile, the existing legal framework regarding the handling of personal data does not include specific biometrics in its regulation. A new bill that considers both biometric data and Biological profiles is in process. In addition, we revised the international reports of the last two decades that analyze the use of biometrics. The primary focus of concern of these documents, from the ethical point of view, is the right to privacy of individuals, giving practical guidance and discussion regarding the elements necessary for the application of these novel technologies in an appropriate ethically manner. Finally, we contextualize from a brief analysis of biopolitics the role of biometrics and the basic ethical requirements for its development in that framework.La biometría ha tenido una rápida expansión como tecnología, siendo cada vez más accesible para el público general, prestando utilidad a los gobiernos y a la sociedad en el manejo de la seguridad ciudadana. Se aplica para la verificación o la identificación de la identidad de un individuo y, desde un punto de vista puramente técnico, constituye un problema de reconocimiento de patrones. En Chile, el marco legal acerca del manejo de datos personales no incluye específicamente a la biometría. A la fecha, se encuentra en trámite un nuevo proyecto de ley que considera tanto los datos biométricos como los perfiles biológicos. En otros países, los informes de las últimas dos décadas, que analizan el uso de biometría, plantean como principal foco de preocupación, desde el punto de vista ético, el derecho a la privacidad de los individuos, entregándose orientaciones prácticas acerca de la aplicación apropiada de estas tecnologías. Finalmente, desde un breve análisis de la biopolítica, se contextualiza el papel que cumple la biometría y los requerimientos éticos básicos para su desarrollo en dicho marco.A biometria teve uma rápida expansão como tecnologia, sendo cada vez mais acessível para o público geral, sendo de utilidade para os governos e à sociedade no manejo da segurança cidadã. Ela pode ser aplicada para a verificação ou estabelecimento da identidade de um indivíduo e, desde um ponto de vista puramente técnico, constitui um problema de reconhecimento de padrões. No Chile, o contexto legal acerca do manejo de dados pessoais não inclui especificamente a biometria. Atualmente, encontra-se tramitando um novo projeto de lei que considera tanto os dados biométricos como os perfis biológicos. Em outros países, os informes das últimas duas décadas que analisam o uso da biometria, propõem como principal foco de preocupação, do ponto de vista ético, o direito à privacidade dos indivíduos, entregando-se orientações práticas acerca da aplicação apropriada destas tecnologias. Finalmente, desde uma breve análise da bio-política, contextualiza-se o papel que cumpre a biometria e os requerimentos éticos básicos para seu desenvolvimento em tal contexto legal

Perceptual Awareness and Its Relationship with Consciousness: Hints from Perceptual Multistability

Many interesting theories of consciousness have been proposed, but so far, there is no “unified” theory capable of encompassing all aspects of this phenomenon. We are all aware of what it feels like to be conscious and what happens if there is an absence of consciousness. We are becoming more and more skilled in measuring consciousness states; nevertheless, we still “don’t get it” in its deeper essence. How does all the processed information converge from different brain areas and structures to a common unity, giving us this very private “feeling of being conscious”, despite the constantly changing flow of information between internal and external states? “Multistability” refers to a class of perceptual phenomena where subjective awareness spontaneously and continuously alternates between different percepts, although the objective stimuli do not change, supporting the idea that the brain “interprets” sensorial input in a “constructive” way. In this perspective paper, multistability and perceptual awareness are discussed as a methodological window for understanding the “local” states of consciousness, a privileged position from which it is possible to observe the brain dynamics and mechanisms producing the subjective phenomena of perceptual awareness in the very moment they are happening

Is artificial stereoscopy really helpful for a correct distance perception in virtual environments?

A correct spatial representation of both real and artificial environments requires an appropriate perceptual spatial information processing. In Virtual Environments (VEs), depth and other spatial cues are rendered with stereoscopy by doubling the display and adjusting the angular distance to the viewer’s eyes to simulate binocular disparity. Although this ‘‘trick’’ sounds reasonable and many studies report great advantages of using stereoscopy in VEs, such as higher transfer of skills in Virtual Trainings (VTs) and a stronger sense of ‘‘Presence’’, results disagree when performing basic perceptual tasks such as evaluation of distances, showing poor performances in verbal metric reports in VEs in general

Action imitation changes perceptual alternations in binocular rivalry.

Binocular rivalry is a visual phenomenon in which perception alternates between two different monocular images presented to each of the two eyes. Here, we propose using this phenomenon as a method to study the relation between action execution and action perception. In our experiment, a simple background (a checkerboard) was contrasted with a video representing a hand continuously grasping and releasing a ball. In Experiment 1, our subjects were asked to reproduce the perceived movement with their right hand whenever they became aware of it and to stop doing this when the checkerboard dominated. Our results revealed that motor imitation of the perceived action significantly increased the time spent perceiving the hand. Three control experiments showed that these effects were not due to a generic involvement of focused attention (Experiment 2 and 3), to a verbal description of the performed action (Experiment 3) or to the execution of an unrelated movement of the hand (Experiment 4). Although an intrinsic connection between action execution and attention cannot be excluded with certainty, and the boundary between action imitation and unrelated action execution may vary along various degrees of similarity, on the whole, the present results seem to suggest, at least on a preliminary basis, that action imitation do play a relevant role in the perception of action. We discuss these findings in the frame of current theories concerning the relation between perception and action

LEARNING TOOLS AGAINST DEVELOPMENTAL DYSCALCULIA IN PRIMARY SCHOOL: A CASE STUDY

Although developmental dyscalculia has a prevalence between 5% and 7%, it does not receive the same public recognition as compared to dyslexia. The low diffusion of scientific studies regarding this specific learning disorder is accompanied to increased difficulties in inclusive classrooms, where teachers are required to meet heterogeneous educational needs. Nowadays, educational interventions for dyscalculia are likely to be limited due to a lack of didactical instruments to help teachers in daily work. The link between research on mathematical diseases and education practice still needs to be consolidated and supported with effective methods and materials. This article presents a case study involving two primary school students (8 and 9-year-old), attending an Italian public school, one with a diagnosis of dyscalculia and one with difficulties in mathematics. Based on recent studies of cognitive and developmental neuroscience, an educational intervention was carried out to support and reinforce their competence of understanding numerosity, being an essential skill to build mathematical knowledge. According to the learning by doing methodology, students were presented with a series of manipulative activities using interlocking cubes (ArtecBlocks). These were specifically designed for mathematics education, in order to combine gamified manual activity with the opportunity of learning by doing, supporting intrinsic motivation and decreasing math anxiety. After one month, the intervention showed improvements in both students, but with a different extent. The student with dyscalculia showed significant improvements in counting, in calculation procedures and recall of arithmetic facts, as well as increase in accuracy and control over the result and a reduction in response times. On the other hand, the student with difficulties in mathematics showed limited improvements, mainly due to an increase in her self-efficacy. Results indicate that the intervention could be successful depending on certain conditions but, more importantly, that the proposed methodology is promising and deserves further investigation

Sequence x Block x Condition interaction in the combined analysis of Experiments 1, 3 and 4.

<p>Blue bars refer to the “observation” condition, Red bars refer to the “task execution” condition (imitation in Experiment 1, verbal description in Experiment 3, unrelated action execution in Experiment 4). The asterisk indicates significant effects (* = <0.01; ** = <0.005).</p

Experiment x Condition interaction in the combined analysis of Experiments 1, 3 and 4.

<p>The asterisk indicates significant effects (* = <0.01; ** = <0.005). The difference between the “task execution” condition and the “observation” condition is much larger in Experiment 1 compared to Experiments 3 and 4. Furthermore, the dominance durations of the “dynamic” stimulus (the moving hand) in the “task execution” condition were clearly much larger in experiment 1 (imitation) than experiment 3 (verbal description) and 4 (unrelated ation execution).</p

The effect of condition in Experiments 1 and 2.

<p>Panel (a) refers to Experiment 1, panel (b) refers to Experiment 2. The asterisk indicates significant effects (* = <0.01; ** = <0.005). Values reported on the Y axis express the difference between the mean alternation durations of the “dynamic” stimulus (the hand or the numbers) compared with the “motionless” one (the checkerboard); positive values express longer durations for the “dynamic” stimulus than the “motionless” one.</p