The Experts below are selected from a list of 125589 Experts worldwide ranked by ideXlab platform
John W. Philbeck - One of the best experts on this subject based on the ideXlab platform.
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Peripheral vision benefits Spatial Learning by guiding eye movements
2013Co-Authors: Naohide Yamamoto, John W. PhilbeckAbstract:Free to read at publisher The loss of peripheral vision impairs Spatial Learning and navigation. However, the mechanisms underlying these impairments remain poorly understood. One advantage of having peripheral vision is that objects in an environment are easily detected and readily foveated via eye movements. The present study examined this potential benefit of peripheral vision by investigating whether competent performance in Spatial Learning requires effective eye movements. In Experiment 1, participants learned room-sized Spatial layouts with or without restriction on direct eye movements to objects. Eye movements were restricted by having participants view the objects through small apertures in front of their eyes. Results showed that impeding effective eye movements made subsequent retrieval of Spatial memory slower and less accurate. The small apertures also occluded much of the environmental surroundings, but the importance of this kind of occlusion was ruled out in Experiment 2 by showing that participants exhibited intact Learning of the same Spatial layouts when luminescent objects were viewed in an otherwise dark room. Together, these findings suggest that one of the roles of peripheral vision in Spatial Learning is to guide eye movements, highlighting the importance of Spatial information derived from eye movements for Learning environmental layouts.
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Peripheral vision benefits Spatial Learning by guiding eye movements
Memory & Cognition, 2012Co-Authors: Naohide Yamamoto, John W. PhilbeckAbstract:The loss of peripheral vision impairs Spatial Learning and navigation. However, the mechanisms underlying these impairments remain poorly understood. One advantage of having peripheral vision is that objects in an environment are easily detected and readily foveated via eye movements. The present study examined this potential benefit of peripheral vision by investigating whether competent performance in Spatial Learning requires effective eye movements. In Experiment 1, participants learned room-sized Spatial layouts with or without restriction on direct eye movements to objects. Eye movements were restricted by having participants view the objects through small apertures in front of their eyes. Results showed that impeding effective eye movements made subsequent retrieval of Spatial memory slower and less accurate. The small apertures also occluded much of the environmental surroundings, but the importance of this kind of occlusion was ruled out in Experiment 2 by showing that participants exhibited intact Learning of the same Spatial layouts when luminescent objects were viewed in an otherwise dark room. Together, these findings suggest that one of the roles of peripheral vision in Spatial Learning is to guide eye movements, highlighting the importance of Spatial information derived from eye movements for Learning environmental layouts.
Naohide Yamamoto - One of the best experts on this subject based on the ideXlab platform.
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Peripheral vision benefits Spatial Learning by guiding eye movements
2013Co-Authors: Naohide Yamamoto, John W. PhilbeckAbstract:Free to read at publisher The loss of peripheral vision impairs Spatial Learning and navigation. However, the mechanisms underlying these impairments remain poorly understood. One advantage of having peripheral vision is that objects in an environment are easily detected and readily foveated via eye movements. The present study examined this potential benefit of peripheral vision by investigating whether competent performance in Spatial Learning requires effective eye movements. In Experiment 1, participants learned room-sized Spatial layouts with or without restriction on direct eye movements to objects. Eye movements were restricted by having participants view the objects through small apertures in front of their eyes. Results showed that impeding effective eye movements made subsequent retrieval of Spatial memory slower and less accurate. The small apertures also occluded much of the environmental surroundings, but the importance of this kind of occlusion was ruled out in Experiment 2 by showing that participants exhibited intact Learning of the same Spatial layouts when luminescent objects were viewed in an otherwise dark room. Together, these findings suggest that one of the roles of peripheral vision in Spatial Learning is to guide eye movements, highlighting the importance of Spatial information derived from eye movements for Learning environmental layouts.
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Peripheral vision benefits Spatial Learning by guiding eye movements
Memory & Cognition, 2012Co-Authors: Naohide Yamamoto, John W. PhilbeckAbstract:The loss of peripheral vision impairs Spatial Learning and navigation. However, the mechanisms underlying these impairments remain poorly understood. One advantage of having peripheral vision is that objects in an environment are easily detected and readily foveated via eye movements. The present study examined this potential benefit of peripheral vision by investigating whether competent performance in Spatial Learning requires effective eye movements. In Experiment 1, participants learned room-sized Spatial layouts with or without restriction on direct eye movements to objects. Eye movements were restricted by having participants view the objects through small apertures in front of their eyes. Results showed that impeding effective eye movements made subsequent retrieval of Spatial memory slower and less accurate. The small apertures also occluded much of the environmental surroundings, but the importance of this kind of occlusion was ruled out in Experiment 2 by showing that participants exhibited intact Learning of the same Spatial layouts when luminescent objects were viewed in an otherwise dark room. Together, these findings suggest that one of the roles of peripheral vision in Spatial Learning is to guide eye movements, highlighting the importance of Spatial information derived from eye movements for Learning environmental layouts.
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Differential effects of aging on Spatial Learning through exploratory navigation and map reading
2012Co-Authors: Naohide Yamamoto, Gregory J. DegirolamoAbstract:It has been shown that abilities in Spatial Learning and memory are adversely affected by aging. The present study was conducted to investigate whether increasing age has equal consequences for all types of Spatial Learning or impacts certain types of Spatial Learning selectively. Specifically, two major types of Spatial Learning, exploratory navigation and map reading, were contrasted. By combining a neuroimaging finding that the medial temporal lobe (MTL) is especially important for exploratory navigation and a neurological finding that the MTL is susceptible to age-related atrophy, it was hypothesized that Spatial Learning through exploratory navigation would exhibit a greater decline in later life than Spatial Learning through map reading. In an experiment, young and senior participants learned locations of landmarks in virtual environments either by navigating in them in the first-person perspective or by seeing aerial views of the environments. Results showed that senior participants acquired less accurate memories of the layouts of landmarks than young participants when they navigated in the environments, but the two groups did not differ in Spatial Learning performance when they viewed the environments from the aerial perspective. These results suggest that Spatial Learning through exploratory navigation is particularly vulnerable to adverse effects of aging, whereas elderly adults may be able to maintain their map reading skills relatively well.
Liisa A.m. Galea - One of the best experts on this subject based on the ideXlab platform.
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Strain differences in neurogenesis and activation of new neurons in the dentate gyrus in response to Spatial Learning
Neuroscience, 2010Co-Authors: Jonathan R. Epp, N.a. Scott, Liisa A.m. GaleaAbstract:Adult neurogenesis continues throughout life in the mammalian hippocampus and evidence suggests that adult neurogenesis is involved in hippocampus-dependent Learning and memory. Numerous studies have demonstrated that Spatial Learning enhances neurogenesis in the hippocampus but few studies have examined whether enhanced neurogenesis is related to enhanced activation of new neurons in response to Spatial Learning. Furthermore, the majority of these studies have utilized Sprague-Dawley (SD) rats. However, Long-Evans and Sprague-Dawley rats have been reported to have different Learning abilities. In order to determine whether these strains exhibit a similar enhancement of neurogenesis and new neuronal activation in response to Spatial Learning we tested both strains in a hippocampus-dependent or hippocampus-independent version of the Morris water task (MWT) and then compared levels of neurogenesis and activation of these new cells in the hippocampus. Here we show that despite equivalent performance in the MWT, Spatial Learning produced a different effect on neurogenesis in each strain. Spatial Learning increased cell survival and the number of immature neurons in SD rats compared to cage control and cue-trained rats. In Long-Evans (LE) rats however, Spatial Learning increased cell survival (BrdU-labeling) but did not increase the number of immature neurons (doublecortin-labeling). Furthermore, we report here an intriguing difference in the activation of new neurons (using the immediate early gene product zif268) in SD versus LE rats. In SD rats we show that Spatial Learning increases the percentage of doublecortin-labeled cells that are activated during a probe trial. Conversely, in LE rats Spatial Learning increased the activation of BrdU-labeled but not doublecortin-labeled cells. This interesting difference suggests that different ages or maturational stages of cells are recruited by Spatial Learning in the two strains. These findings may lead to a better understanding of how and why neurogenesis is regulated by Spatial Learning.
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Parasitic infection impairs Spatial Learning in mice
Animal Behaviour, 1995Co-Authors: Martin Kavaliers, Douglas D. Colwell, Liisa A.m. GaleaAbstract:Abstract Although parasite modification of host behaviour is well established, little is known about the effects of parasites on the Spatial Learning abilities of the host. The effects of an acute, sub-clinical infection with the naturally occurring, single host, enteric, protozoan parasite, Eimeria vermiformis , on Spatial water-maze Learning by male laboratory mice, Mus musculus , were examined. Individual mice had to learn the Spatial location of a submerged hidden platform using extra-maze visual cues. Determinations of Spatial acquisition were made with different groups of mice on days 4 (pre-nfective), 7 (onset of infectivity or patency) and 10 (infective) post-infection. Task retention was examined in a probe trial 1 day later. The infected mice displayed significantly poorer acquisition and retention of the water-maze task over 1 day of testing (six blocks of four trials) than either sham-infected or control mice, with mice at days 4 and 7 post-infection displaying significantly poorer Spatial performance than mice on day 10 post-infection. This attenuation of Spatial Learning occurred in the absence of either any symptoms of malaise or illness, or any evident motor, visual and motivational impairments. These parasitic-infection-induced decreases in Spatial Learning are likely to arise as side-effects of the immunological and neuromodulatory responses of the host and may be considered as a fitness cost associated with response to infection.
William H Warren - One of the best experts on this subject based on the ideXlab platform.
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Active and passive contributions to Spatial Learning
Psychonomic Bulletin and Review, 2012Co-Authors: Elizabeth R. Chrastil, William H WarrenAbstract:It seems intuitively obvious that active exploration of a new environment will lead to better Spatial Learning than will passive exposure. However, the literature on this issue is decidedly mixed-in part, because the concept itself is not well defined. We identify five potential components of active Spatial Learning and review the evidence regarding their role in the acquisition of landmark, route, and survey knowledge. We find that (1) idiothetic information in walking contributes to metric survey knowledge, (2) there is little evidence as yet that decision making during exploration contributes to route or survey knowledge, (3) attention to place-action associations and relevant Spatial relations contributes to route and survey knowledge, although landmarks and boundaries appear to be learned without effort, (4) route and survey information are differentially encoded in subunits of working memory, and (5) there is preliminary evidence that mental manipulation of such properties facilitates Spatial Learning. Idiothetic information appears to be necessary to reveal the influence of attention and, possibly, decision making in survey Learning, which may explain the mixed results in desktop virtual reality. Thus, there is indeed an active advantage in Spatial Learning, which manifests itself in the task-dependent acquisition of route and survey knowledge.
Christian Otte - One of the best experts on this subject based on the ideXlab platform.
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Sex effects on Spatial Learning but not on Spatial memory retrieval in healthy young adults
Behavioural brain research, 2017Co-Authors: Dominique Piber, Katja Wingenfeld, Jan Nowacki, Sven C. Mueller, Christian OtteAbstract:Abstract Objectives Sex differences have been found in Spatial Learning and Spatial memory, with several studies indicating that males outperform females. We tested in the virtual Morris Water Maze (vMWM) task, whether sex differences in Spatial cognitive processes are attributable to differences in Spatial Learning or Spatial memory retrieval in a large student sample. Methods We tested 90 healthy students (45 women and 45 men) with a mean age of 23.5 years ( SD = 3.5). Spatial Learning and Spatial memory retrieval were measured by using the vMWM task, during which participants had to search a virtual pool for a hidden platform, facilitated by visual cues surrounding the pool. Several Learning trials assessed Spatial Learning, while a separate probe trial assessed Spatial memory retrieval. Results We found a significant sex effect during Spatial Learning, with males showing shorter latency and shorter path length, as compared to females (all p 0.001). Yet, there was no significant sex effect in Spatial memory retrieval ( p = 0.615). Furthermore, post-hoc analyses revealed significant sex differences in Spatial search strategies ( p p = 0.375). Conclusion Our results indicate that in healthy young adults, males show faster Spatial Learning in a virtual environment, as compared to females. Interestingly, we found no significant sex differences during Spatial memory retrieval. Our study raises the question, whether men and women use different Learning strategies, which nevertheless result in equal performances of Spatial memory retrieval.
