The Role of Gestures in Mental Animation

We examined the use of hand gestures while people solved spatial reasoning problems in which they had to infer how components of a mechanical device will move from a static diagram of the device (mental animation problems). In Experiment 1, participants were asked to think aloud while solving mental animation problems. They gestured on more than 90% of problems, and most gestures expressed information about the component motions that was not stated in words. Two further experiments examined whether the gestures functioned in the mechanical inference process, or whether they merely served functions of expressing or communicating the results of this process. In these experiments, we examined the effects of instructions to think aloud, restricting participants' hand motions, and secondary tasks on mental animation performance. Although participants who were instructed to think aloud gestured more than control groups, some gestures occurred even in control conditions. A concurrent spatial tapping task impaired performance on mechanical reasoning, whereas a simple tapping task and restricting hand motions did not. These results indicate that gestures are a natural way of expressing the results of mental animation processes and suggest that spatial working memory and premotor representations are involved in mental animation. They provide no direct evidence that gestures are functional in the thought process itself, but do not rule out a role for overt gestures in this type of spatial thinking

Visuo-spatial ability in colonoscopy simulator training

Visuo-spatial ability is associated with a quality of performance in a variety of surgical and medical skills. However, visuo-spatial ability is typically assessed using Visualization tests only, which led to an incomplete understanding of the involvement of visuo-spatial ability in these skills. To remedy this situation, the current study investigated the role of a broad range of visuo-spatial factors in colonoscopy simulator training. Fifteen medical trainees (no clinical experience in colonoscopy) participated in two psycho-metric test sessions to assess four visuo-spatial ability factors. Next, participants trained flexible endoscope manipulation, and navigation to the cecum on the GI Mentor II simulator, for four sessions within 1 week. Visualization, and to a lesser degree Spatial relations were the only visuo-spatial ability factors to correlate with colonoscopy simulator performance. Visualization additionally covaried with learning rate for time on task on both simulator tasks. High Visualization ability indicated faster exercise completion. Similar to other endoscopic procedures, performance in colonoscopy is positively associated with Visualization, a visuo-spatial ability factor characterized by the ability to mentally manipulate complex visuo-spatial stimuli. The complexity of the visuo-spatial mental transformations required to successfully perform colonoscopy is likely responsible for the challenging nature of this technique, and should inform training- and assessment design. Long term training studies, as well as studies investigating the nature of visuo-spatial complexity in this domain are needed to better understand the role of visuo-spatial ability in colonoscopy, and other endoscopic techniques

Suturing training in Augmented Reality: gaining proficiency in suturing skills faster

Background: Providing informative feedback and setting goals tends to motivate trainees to practice more extensively. Augmented Reality simulators retain the benefit of realistic haptic feedback and additionally generate objective assessment and informative feedback during the training. This study researched the performance curve of the adapted suturing module on the ProMIS Augmented Reality simulator. Methods: Eighteen novice participants were pretrained on the MIST-VR to become acquainted with laparoscopy. Subsequently, they practiced 16 knots on the suturing module, of which the assessment scores were recorded to evaluate the gain in laparoscopic suturing skills. The scoring of the assessment method was calculated from the “time spent in the correct area” during the knot tying and the quality of the knot. Both the baseline knot and the knot at the top of the performance curve were assessed by two independent objective observers, by means of a standardized evaluation form, to objectify the gain in suturing skills. Results: There was a statistically significant difference between the scores of the second knot (mean 72.59, standard deviation (SD) 16.28) and the top of the performance curve (mean 95.82, SD 3.05; p < 0.001, paired t-test). The scoring of the objective observers also differed significantly (mean 11.83 and 22.11, respectively; SD 3.37 and 3.89, respectively; p < 0.001) (interobserver reliability Cronbach’s alpha = 0.96). The median amount of repetitions to reach the top of the performance curve was eight, which also showed significant differences between both the assessment score (mean 88.14, SD 13.53, p < 0.001) and scoring of the objective observers of the second knot (mean 20.51, SD 4.14; p < 0.001). Conclusions: This adapted suturing module on the ProMIS Augmented Reality laparoscopic simulator is a potent tool for gaining laparoscopic suturing skills.Industrial DesignIndustrial Design Engineerin

Interactive 3D Digital Models for Anatomy and Medical Education

This chapter explores the creation and use of interactive, three-dimensional (3D), digital models for anatomy and medical education. Firstly, it looks back over the history and development of virtual 3D anatomy resources before outlining some of the current means of their creation; including photogrammetry, CT and surface scanning, and digital modelling, outlining advantages and disadvantages for each. Various means of distribution are explored, including; virtual learning environments, websites, interactive PDF’s, virtual and augmented reality, bespoke applications, and 3D printing, with a particular focus on the level of interactivity each method offers. Finally, and perhaps most importantly, the use of such models for education is discussed. Questions addressed include; How can such models best be used to enhance student learning? How can they be used in the classroom? How can they be used for selfdirected study? As well as exploring if they could one day replace human specimens, and how they complement the rise of online and e-learning

Despotism and Risk of Infanticide Influence Grizzly Bear Den-Site Selection

Given documented social dominance and intraspecific predation in bear populations, the ideal despotic distribution model and sex hypothesis of sexual segregation predict adult female grizzly bears (Ursus arctos) will avoid areas occupied by adult males to reduce risk of infanticide. Under ideal despotic distribution, juveniles should similarly avoid adult males to reduce predation risk. Den-site selection and use is an important component of grizzly bear ecology and may be influenced by multiple factors, including risk from conspecifics. To test the role of predation risk and the sex hypothesis of sexual segregation, we compared adult female (n = 142), adult male (n = 36), and juvenile (n = 35) den locations in Denali National Park and Preserve, Alaska, USA. We measured elevation, aspect, slope, and dominant land cover for each den site, and used maximum entropy modeling to determine which variables best predicted den sites. We identified the global model as the best-fitting model for adult female (area under curve (AUC) = 0.926) and elevation as the best predictive variable for adult male (AUC = 0.880) den sites. The model containing land cover and elevation best-predicted juvenile (AUC = 0.841) den sites. Adult females spatially segregated from adult males, with dens characterized by higher elevations ( = 1,412 m, SE = 52) and steeper slopes ( = 21.9°, SE = 1.1) than adult male (elevation:  = 1,209 m, SE = 76; slope:  = 15.6°, SE = 1.9) den sites. Juveniles used a broad range of landscape attributes but did not avoid adult male denning areas. Observed spatial segregation by adult females supports the sex hypothesis of sexual segregation and we suggest is a mechanism to reduce risk of infanticide. Den site selection of adult males is likely related to distribution of food resources during spring

The relationship between socialization processes of adjunct nursing faculty and their attitude towards organizational commitment and professional development

This study examined the organizational commitment and professional development of adjunct nursing faculty as it related to socialization processes provided by their organization. This study also investigated the independent variables that contributed to affective, continuance, and normative commitment. The study was conducted using an online Survey looking at the commitment levels of adjunct nursing faculty from nursing programs in New York State. Participants self-reported demographics which assisted in providing commonality among the participants, and completed two valid, published surveys; Eisenberger, Huntington, Hutchinson, and Sowa's (1986) Survey of Perceived Organizational Commitment (SPOC) and Allen and Meyer's (1990) Three Component Model (TCM) of Organizational Commitment. Results indicated that age, one independent variable, was found to be significant for continuance commitment between two age groups; 25–40 and 55 and greater. This finding leads academic administrators to focus on their multigenerational workforce needs, which now occupies many of their teaching positions. Further research is warranted to investigate the multigenerational nursing adjunct faculty member and the relationship socialization processes has on their organizational commitment and professional development

Everyday cognitive science: using the methods of cognitive science to explore spatial thinking in related disciplines

This symposium will address how the breadth of investigation within the cognitive sciences can be brought to bear on applied everyday common problems, such as difficulties with reading charts and maps, and difficulties in using an in-car navigation device. Research with a problem-based focus often requires a systems approach that requires assimilation of work from many different disciplines. Such problems thus constitute ideal domains for illustrating the benefits of such multi-discipline and multi-method approaches. Speakers will focus on the use of spatial thinking in the context of examining these applied problems. These speakers span at least two disciplines, one a traditional discipline represented within cognitive science, and the other a related discipline such as geosciences and architecture