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Head direction (HD) neurons, signalling facing direction, generate a signal that is primarily anchored to the outside world by visual inputs. We investigated the route for visual landmark information into the HD system in rats. There are two candidates: an evolutionarily older, larger subcortical retino‐tectal pathway and a more recently evolved, smaller cortical retino‐geniculo‐striate pathway. We disrupted the cortical pathway by lesioning the dorsal lateral geniculate thalamic nuclei bilaterally, and recorded HD cells in the postsubicular cortex as rats foraged in a visual‐cue‐controlled enclosure. In lesioned rats we found the expected number of postsubicular HD cells. Although directional tuning curves were broader across a trial, this was attributable to the increased instability of otherwise normal‐width tuning curves. Tuning curves were also poorly responsive to polarizing visual landmarks and did not distinguish cues based on their visual pattern. Thus, the retino‐geniculo‐striate pathway is not crucial for the generation of an underlying, tightly tuned directional signal but does provide the main route for vision‐based anchoring of the signal to the outside world, even when visual cues are high in contrast and low in detail. Key points: Head direction (HD) cells indicate the facing direction of the head, using visual landmarks to distinguish directions.In rats, we investigated whether this visual information is routed through the thalamus to the visual cortex or arrives via the superior colliculus, which is a phylogenetically older and (in rodents) larger pathway.We lesioned the thalamic dorsal lateral geniculate nucleus (dLGN) in rats and recorded the responsiveness of cortical HD cells to visual cues.We found that cortical HD cells had normal tuning curves, but these were slightly more unstable during a trial. Most notably, HD cells in dLGN‐lesioned animals showed little ability to distinguish highly distinct cues and none to distinguish more similar cues.These results suggest that directional processing of visual landmarks in mammals requires the geniculo‐cortical pathway, which raises questions about when and how visual directional landmark processing appeared during evolution. [ABSTRACT FROM AUTHOR]

Ancient Roman “technical memory” is not (as much of the modern specialist literature would have it) a generative technology of association. Rather it is (as a literal reading of the texts would suggest) a specialized tool for precise serial recall. Modern experimental evidence both confirms the fitness for the purpose of the technique and shows why that purpose is not trivial, as some have suggested. While the mechanism(s) by which the technique operates are not fully understood, a review of the current literature suggests that it would have had the advantage over other mnemonic techniques by virtue of recruiting a variety of cognitive capacities. These likely include spatial/navigational mechanisms and possibly visual/imagery‐based ones as well. Finally, small differences between the method as recorded in the ancient texts and similar methods that have been the subject of laboratory experiments are used to suggest possible directions for further experimentation. [ABSTRACT FROM AUTHOR]

Assessing cognitive traits poses consistent methodological challenges. We describe a method for testing Arctic charr by incorporating a T‐maze into their housing, which reduced stress and improved the engagement of the tested fish in the task. We outline the phases of testing to evaluate learning efficiency and determine which orientation strategies, such as motor response versus beaconing, are prioritized by the animals. We emphasize the stress management aspects of the design, aiming to inspire other researchers tackling similar obstacles, rather than delving into the specific aspects of cognitive abilities assessment. [ABSTRACT FROM AUTHOR]

Research shows that high‐ and low‐pitch sounds can be associated with various meanings. For example, high‐pitch sounds are associated with small concepts, whereas low‐pitch sounds are associated with large concepts. This study presents three experiments revealing that high‐pitch sounds are also associated with open concepts and opening hand actions, while low‐pitch sounds are associated with closed concepts and closing hand actions. In Experiment 1, this sound‐meaning correspondence effect was shown using the two‐alternative forced‐choice task, while Experiments 2 and 3 used reaction time tasks to show this interaction. In Experiment 2, high‐pitch vocalizations were found to facilitate opening hand gestures, and low‐pitch vocalizations were found to facilitate closing hand gestures, when performed simultaneously. In Experiment 3, high‐pitched vocalizations were produced particularly rapidly when the visual target stimulus presented an open object, and low‐pitched vocalizations were produced particularly rapidly when the target presented a closed object. These findings are discussed concerning the meaning of intonational cues. They are suggested to be based on cross‐modally representing conceptual spatial knowledge in sensory, motor, and affective systems. Additionally, this pitch‐opening effect might share cognitive processes with other pitch‐meaning effects. [ABSTRACT FROM AUTHOR]

Spatial thinking is essential for nurturing spatially literate graduates in tertiary education. However, there is limited research on individual differences in cognitive processes and their impact on spatial problem solving in disciplinary contexts. This study aimed to investigate cognitive processes involved in spatial thinking in geography majors using a web‐based geographic information systems (GIS) mapping tool. The results revealed three clusters characterised by distinctive cognitive processes: spatial analytic, spatial diagrammatic and alternative. Each cluster adopted unique spatial strategies to solve problems with web‐based GIS. Notably, spatial analytic learners demonstrated the most optimal profile, resulting in high spatial task performance. These findings have implications for maximising students' learning potential in spatial thinking in the tertiary classroom, optimising performance outcomes in spatial problem solving and building intelligent tutoring systems for adaptive learning. Practitioner notes What is already known about this topic There are individual differences in spatial reasoning. The processes of spatial thinking may have an impact on learners' spatial performance outcomes. What this paper adds Three clusters characterised by distinctive processes of spatial thinking were identified: spatial analytic, spatial diagrammatic and alternative. Each cluster adopted unique spatial strategies to solve problems with web‐based GIS. Spatial analytic learners demonstrated the optimal profile, resulting in high‐level spatial performance, whereas alternative learners exhibited the maladaptive profile, which was associated with low task outcomes. Implications for practice and/or policy Web‐based GIS mapping tools make it possible to track the processes of spatial thinking that have remained largely unexplored. Cluster analysis and lag sequential analysis reveal differences in spatial reasoning, aiding educators in maximising the potential for university students to learn spatial thinking and optimising performance outcomes in spatial problem solving. Our findings could inform learning technology designers to build adaptive learning applications in which students receive automatic feedback and tailored support while completing spatial tasks at their own pace. What is already known about this topic There are individual differences in spatial reasoning. The processes of spatial thinking may have an impact on learners' spatial performance outcomes. What this paper adds Three clusters characterised by distinctive processes of spatial thinking were identified: spatial analytic, spatial diagrammatic and alternative. Each cluster adopted unique spatial strategies to solve problems with web‐based GIS. Spatial analytic learners demonstrated the optimal profile, resulting in high‐level spatial performance, whereas alternative learners exhibited the maladaptive profile, which was associated with low task outcomes. Implications for practice and/or policy Web‐based GIS mapping tools make it possible to track the processes of spatial thinking that have remained largely unexplored. Cluster analysis and lag sequential analysis reveal differences in spatial reasoning, aiding educators in maximising the potential for university students to learn spatial thinking and optimising performance outcomes in spatial problem solving. Our findings could inform learning technology designers to build adaptive learning applications in which students receive automatic feedback and tailored support while completing spatial tasks at their own pace. [ABSTRACT FROM AUTHOR]

While action selection strategies in well-defined domains have received considerable attention, little is yet known about how people choose what to do next in ill-defined tasks. In this contribution, we shed light on this issue by considering everyday tasks, which in many cases have a multitude of possible solutions (e.g., it does not matter in which order the items are brought to the table when setting a table) and are thus categorized as ill-defined problems. Even if there are no hard constraints on the ordering of subtasks in everyday activities, our research shows that people exhibit specific preferences. We propose that these preferences arise from bounded rationality, that is, people only have limited knowledge and processing power available, which results in a preference to minimize the overall physical and cognitive effort. In the context of everyday activities, this can be achieved by (a) taking properties of the spatial environment into account to use them to one's advantage, and (b) employing a stepwise-optimal action selection strategy. We present the Opportunistic Planning Model as an explanatory cognitive model, which instantiates these assumptions, and show that the model is able to generalize to new everyday tasks, outperforming machine learning models such as neural networks during generalization. [ABSTRACT FROM AUTHOR]

Though visuospatial skills are often considered a relative strength in autism spectrum disorder (ASD), unexplained difficulties relative to neurotypical (NT) peers have also been observed. Dissociations between spatial cognition and language skills in ASD may explain these difficulties given that these systems are linked in NT individuals. The current study examined performance on a mental rotation task that systematically varied stimulus features and the degree to which performance was associated with language in ASD relative to NT peers. Participants were children and young adults with ASD and 25 pairwise age‐ and IQ‐matched NT peers (p's>0.53). The mental rotation task involved four conditions: two‐dimensional (2D) abstract figures, three‐dimensional (3D) abstract figures, 2D common objects, and 3D common objects. Structural language was measured using the grammar subscale from the Test of Language Development: Intermediate adapted for Norwegian. Mixed‐effects model results indicated that autistic individuals were less accurate and had slower reaction time across mental rotation task conditions than NT peers. Language was associated with mental rotation accuracy for both groups across conditions, but with reaction time only for the NT group. The current study demonstrated selective associations between language and performance on a classic spatial cognition task in autistic individuals. Namely, there was a dissociation between language and in‐the‐moment efficiency in the ASD group, and this dissociation may reflect a broader dissociation between visuospatial and language systems. Lay Summary: This study tested spatial cognition and how language skills relate to spatial cognition in autistic individuals versus peers without autism to better understand links between cognition and language. We found that the autistic group experienced greater difficulty on the spatial cognition task than peers without autism, and that language was linked with how efficiently they completed the spatial cognition task to a lesser degree in the autistic than non‐autistic group. These results suggest that language may not be drawn upon when autistic individuals are completing cognitive tasks as much as is observed in non‐autistic peers. [ABSTRACT FROM AUTHOR]

This empirical study builds upon prior research concerning cultural influences on spatial mental representations in Oceania. A comprehensive examination of 93 mental maps sourced from 59 lagoon fishers of Moorea (French Polynesia) reveals interesting facts about the way they organize and share their spatial knowledge. Firstly, consistent with previous studies across Oceania, Polynesian fishers exhibit a preference for the allocentric perspective when representing their environment. Secondly, they generally rely on marine landmarks for navigation, with a particular emphasis on four entities: the reef barrier, maritime beacons, coral outcrops, and a key chromatic marker — Moana (blue in Tahitian) — indicating the depth of the lagoon. Finally, the factor analysis we conducted highlights two significant facts: (1) a geographical self‐censorship, demonstrated by the low presence or even the absence of landmarks useful for locating their fishing spots; (2) a continuum between the surface and the depths of the lagoon, showing that surface fishers (line, net, troll, etc.) have a proven knowledge of seabed topography, whereas underwater speargun fishers also rely on landmarks located above the water. [ABSTRACT FROM AUTHOR]

Effective self‐localization requires that the brain can resolve ambiguities in incoming sensory information arising from self‐similarities (symmetries) in the environment structure. We investigated how place cells use environmental cues to resolve the ambiguity of a rotationally symmetric environment, by recording from hippocampal CA1 in rats exploring a "2‐box." This apparatus comprises two adjacent rectangular compartments, identical but with directionally opposed layouts (cue card at one end and central connecting doorway) and distinguished by their odor contexts (lemon vs. vanilla). Despite the structural and visual rotational symmetry of the boxes, no place cells rotated their place fields. The majority changed their firing fields (remapped) between boxes but some repeated them, maintaining a translational symmetry and thus adopting a relationship to the layout that was conditional on the odor. In general, the place field ensemble maintained a stable relationship to environment orientation as defined by the odors, but sometimes the whole ensemble rotated its firing en bloc, decoupling from the odor context cues. While the individual elements of these observations—odor remapping, place field repetition, ensemble rotation, and decoupling from context—have been reported in isolation, the combination in the one experiment is incompletely explained within current models. We redress this by proposing a model in which odor cues enter into a three‐way association with layout cues and head direction, creating a configural context signal that facilitates two separate processes: place field orientation and place field positioning. This configuration can subsequently still function in the absence of one of its components, explaining the ensemble decoupling from odor. We speculate that these interactions occur in retrosplenial cortex, because it has previously been implicated in context processing, and all the relevant signals converge here. [ABSTRACT FROM AUTHOR]

Cardiorespiratory fitness has a potent effect on neurocognitive health, especially regarding the hippocampal memory system. However, less is known about the impact of cardiorespiratory fitness on medial temporal lobe extrahippocampal neocortical regions. Specifically, it is unclear how cardiorespiratory fitness modulates these brain regions in young adulthood and if these regions are differentially related to cardiorespiratory fitness in young versus older adults. The primary goal of this study was to investigate if cardiorespiratory fitness predicted medial temporal lobe cortical thickness which, with the hippocampus, are critical for spatial learning and memory. Additionally, given the established role of these cortices in spatial navigation, we sought to determine if cardiorespiratory fitness and medial temporal lobe cortical thickness would predict greater subjective sense of direction in both young and older adults. Cross‐sectional data from 56 young adults (20–35 years) and 44 older adults (55–85 years) were included. FreeSurfer 6.0 was used to automatically segment participants' 3T T1‐weighted images. Using hierarchical multiple regression analyses, we confirmed significant associations between greater cardiorespiratory fitness and greater left entorhinal, left parahippocampal, and left perirhinal cortical thickness in young, but not older, adults. Left parahippocampal cortical thickness interacted with age group to differentially predict subjective sense of direction in young and older adults. Young adults displayed a positive, and older adults a negative, correlation between left parahippocampal cortical thickness and sense of direction. Our findings extend previous work on the association between cardiorespiratory fitness and hippocampal subfield structure in young adults to left medial temporal lobe neocortical regions. [ABSTRACT FROM AUTHOR]

Although studies on fish cognition are increasing, consideration of how methodological details influence the ability to detect and measure performance is lagging. Here, in two separate experiments the authors compared latency to leave the start position, latency to make a decision, levels of participation and success rates (whether fish entered the rewarded chamber as first choice) across different physical designs. Experiments compared fish performance across (a) two sizes of T‐mazes, large and standard, and a plus‐maze, and (b) open choice arenas with either two or four doors. Fish in T‐mazes with longer arms took longer to leave the start chamber and were less likely to participate in a trial than fish in T‐mazes with shorter arms. The number of options, or complexity, in a maze significantly impacted success but did not necessarily impact behavioural measures, and did not impact the number of fish that reached a chamber. Fish in the plus‐maze had similar latencies to leave the start box and time to reach any chamber as fish in the same‐sized T‐maze but exhibited lower overall success. Similarly, in an open choice arena, increasing the number of options – doors to potential reward chambers − resulted in lower probability of success. There was an influence of reward position in the choice arena, with rewarded chambers closest to the sides of the arena resulting in lower latencies to enter and higher probability of decision success. Together the results allow the authors to offer practical suggestions towards optimal maze design for studies of fish cognition. [ABSTRACT FROM AUTHOR]

Mental rotation, the cognitive process of moving an object in mind to predict how it looks in a new orientation, is coupled to intelligence, learning, and educational achievement. On average, adolescent and adult males solve mental rotation tasks slightly better (i.e., faster and/or more accurate) than females. When such behavioral differences emerge during development, however, remains poorly understood. Here we analyzed effect sizes derived from 62 experiments conducted in 1705 infants aged 3–16 months. We found that male infants recognized rotated objects slightly more reliably than female infants. This difference survives correction for small degrees of publication bias. These findings indicate that gender differences in mental rotation are small and not robustly detectable in the first months of postnatal life. Research Highlights: We analyzed effect sizes of 62 mental rotation experiments including 1705 infants.Looking time reveals that 3–16‐months‐old infants are able to perform mental rotation.Mental rotation is slightly more reliable in male infants compared to female infants.Gender difference in mental rotation is robust to small degrees of publication bias. [ABSTRACT FROM AUTHOR]

Speakers of different languages (e.g., English vs. Turkish) show a binary split in how they package and order components of a motion event in speech and co‐speech gesture but not in silent gesture. In this study, we focused on Mandarin Chinese, a language that does not follow the binary split in its expression of motion in speech, and asked whether adult Chinese speakers would follow the language‐specific speech patterns in co‐speech but not silent gesture, thus showing a pattern akin to Turkish and English adult speakers in their description of animated motion events. Our results provided evidence for this pattern, with Chinese—as well as English and Turkish—speakers following language‐specific patterns in speech and co‐speech gesture but not in silent gesture. Our results provide support for the "thinking‐for‐speaking" account, namely that language influences thought only during online, but not offline, production of speech. [ABSTRACT FROM AUTHOR]

Understanding brain activity linked to built environment exposure is important, as it may affect underlying cognitive, perceptual, and emotional processes, which have a critical influence in our daily life. As our time spent inside buildings is rising, and mental health problems have become more prevalent, it is important we investigate how design characteristics of the built environment impact brain function. In this study, we utilized electroencephalography to understand whether the design elements of scale and color of interior built environments modulate functional brain connectivity (i.e., brain network communication). Using a Cave Automatic Virtual Environment, while controlling indoor environmental quality responsible for physiological comfort, healthy adult participants aged 18–55 years (66 for scale, subset of 18 for color), were exposed to context‐neutral indoor room scenes presented for two‐minutes each. Our results show that both enlarging and reducing scale enhanced theta connectivity across the left temporoparietal region and right frontal region. We also found when reducing the built environment scale, there was a network exhibiting greater high‐gamma connectivity, over the right frontoparietal region. For color, the condition (blue) contrasted to our achromatic control (white) increased theta connectivity in the frontal hemispheres. These findings identify a link between theta and gamma oscillations during exposure to the scale and color of the built environment, showing that design characteristics of the built environment could affect our cognitive processes and mental health. This suggests that, through the design of buildings, we may be able to mediate performance and health outcomes, which could lead to major health and economic benefits for society. [ABSTRACT FROM AUTHOR]

The aim of this issue is to take stock of cognitive science of human variation in the field of spatial navigation, an important domain in which debates have often assumed an invariant human mind. Addressing the challenge of individual differences requires cognitive scientists to change their practices in several ways. First, we need to consider how to design measures and paradigms that have adequate psychometric characteristics. Second, using reliable, efficient, and valid measures, we need to examine how people vary from time to time, both in the short run due to emotions, such as stress or time pressure, and in the longer run, due to training or living in physical environments that require wayfinding skills. Third, we need to study people different from the traditional college participants, including variations in age, gender, education, culture, physical environment, and possible interactions among these variables. This issue assesses how human spatial navigation differs: within individuals across short‐term variations in mood or stress, and between individuals across variations in age, gender, education, culture, and physical environment. [ABSTRACT FROM AUTHOR]

Navigational performance responds to navigational challenges, and both decline with age in Western populations as older people become less mobile. But mobility does not decline everywhere; Tsimané forager‐farmers in Bolivia remain highly mobile throughout adulthood, traveling frequently by foot and dugout canoe for subsistence and social visitation. We, therefore, measured both natural mobility and navigational performance in 305 Tsimané adults, to assess differences with age and to test whether greater mobility was related to better navigational performance across the lifespan. Daily mobility was measured by GPS tracking, regional mobility through interview, navigational performance through pointing accuracy and perspective taking in environmental space, and mental rotation by a computerized task. Although mental rotation and spatial perspective taking declined with age, mobility and pointing accuracy remained high from mid‐life through old age. Greater regional mobility was associated with greater accuracy at pointing and perspective taking, suggesting that spatial experience at environmental scales may help maintain navigational performance in later adulthood. Is the decline in spatial ability with age inevitable, or might continued mobility help to preserve it? We address this question with data from a population of Bolivian forager‐farmers who remain highly mobile throughout adulthood. [ABSTRACT FROM AUTHOR]

Research on spatial thinking requires reliable and valid measures of individual differences in various component skills. Spatial perspective taking (PT)—the ability to represent viewpoints different from one's own—is one kind of spatial skill that is especially relevant to navigation. This study had two goals. First, the psychometric properties of four PT tests were examined: Four Mountains Task (FMT), Spatial Orientation Task (SOT), Perspective‐Taking Task for Adults (PTT‐A), and Photographic Perspective‐Taking Task (PPTT). Using item response theory (IRT), item difficulty, discriminability, and efficiency of item information functions were evaluated. Second, the relation of PT scores to general intelligence, working memory, and mental rotation (MR) was assessed. All tasks showed good construct validity except for FMT. PPTT tapped a wide range of PT ability, with maximum measurement precision at average ability. PTT‐A captured a lower range of ability. Although SOT contributed less measurement information than other tasks, it did well across a wide range of PT ability. After controlling for general intelligence and working memory, original and IRT‐refined versions of PT tasks were each related to MR. PTT‐A and PPTT showed relatively more divergent validity from MR than SOT. Tests of dimensionality indicated that PT tasks share one common PT dimension, with secondary task‐specific factors also impacting the measurement of individual differences in performance. Advantages and disadvantages of a hybrid PT test that includes a combination of items across tasks are discussed. This study examined the psychometric properties of four tests of spatial perspective‐taking using item response theory, as well as relations with general intelligence, working memory, and mental rotation. Three showed good construct validity. Tests shared a common dimension, with secondary task‐specific factors. [ABSTRACT FROM AUTHOR]

Navigation ability varies widely across humans. Prior studies have reported that being younger and a male has an advantage for navigation ability. However, these studies have generally involved small numbers of participants from a handful of western countries. Here, we review findings from our project Sea Hero Quest, which used a video game for mobile and tablet devices to test 3.9 million people on their navigation ability, sampling across every nation‐state and from 18 to 99 years of age. Results revealed that the task has good ecological validity and across all countries sufficiently sampled (N = 63), age is linked to a near‐linear decline in navigation ability from the early 20s. All countries showed a male advantage, but this varied considerably and could be partly predicted by gender inequality. We found that those who reported growing up in a city were on average worse at navigating than those who grew up outside cities and that navigation performance helped identify those at greater genetic risk of Alzheimer's disease. We discuss the advantages and challenges of using a mobile app to study cognition and the future avenues for understanding individual differences in navigation ability arising from this research. Results from project Sea Hero Quest are reviewed, in which 3.9 million people across 63 countries took part in an online app‐based virtual assessment of navigation skill. Key findings to date are: a) navigation skill declines linearly across the adult life span, b) a male advantage partially predicted by metrics of gender inequality across countries, c) navigation skill is geographically clustered across our planet, with Nordic people, North Americans and Antipodeans performing best across countries sampled and d) growing up in cities with grid‐like layout has an overall negative impact on navigation skill. [ABSTRACT FROM AUTHOR]

Pathological changes in the medial temporal lobe (MTL) are found in the early stages of Alzheimer's disease (AD) and aging. The earliest pathological accumulation of tau colocalizes with the areas of the MTL involved in object processing as part of a wider anterolateral network. Here, we sought to assess the diagnostic potential of memory for object locations in iVR environments in individuals at high risk of AD dementia (amnestic mild cognitive impairment [aMCI] n = 23) as compared to age‐related cognitive decline. Consistent with our primary hypothesis that early AD would be associated with impaired object location, aMCI patients exhibited impaired spatial feature binding. Compared to both older (n = 24) and younger (n = 53) controls, aMCI patients, recalled object locations with significantly less accuracy (p <.001), with a trend toward an impaired identification of the object's correct context (p =.05). Importantly, these findings were not explained by deficits in object recognition (p =.6). These deficits differentiated aMCI from controls with greater accuracy (AUC = 0.89) than the standard neuropsychological tests. Within the aMCI group, 16 had CSF biomarkers indicative of their likely AD status (MCI+ n = 9 vs. MCI− n = 7). MCI+ showed lower accuracy in the object‐context association than MCI− (p =.03) suggesting a selective deficit in object‐context binding postulated to be associated with anterior‐temporal areas. MRI volumetric analysis across healthy older participants and aMCI revealed that test performance positively correlates with lateral entorhinal cortex volumes (p <.05) and hippocampus volumes (p <.01), consistent with their hypothesized role in binding contextual and spatial information with object identity. Our results indicate that tests relying on the anterolateral object processing stream, and in particular requiring successful binding of an object with spatial information, may aid detection of pre‐dementia AD due to the underlying early spread of tau pathology. [ABSTRACT FROM AUTHOR]

We propose an account of cognitive tools that takes into account the process of enculturation by which tools are integrated into our cognitive systems. Drawing on work in cultural evolution and developmental psychology, we argue that cognitive tools are complex entities consisting of physical objects, representational systems, and cognitive practices for the physical manipulation of the tool. We use an extensive case study of spatial navigation to demonstrate the core claims. The account we provide is contrasted with conceptions of cognitive tools that simplify cognition, in particular that they offload cognitive work, or that the tools themselves are temporary developmental scaffolds or props. Enculturation results in transformed cognitive systems, and we can now think and act in new ways with cognitive tools. This article has two aims: First to present a case for the integration of cognitive tools into our cognitive systems as a process of Enculturation. Second, to present an argument against the simplifying account of cognitive tools as 'offloading' cognitive complexity, or 'outsourcing' cognitive processing to the tools themselves. We use an extensive case study of spatial navigation to demonstrate the core claims. [ABSTRACT FROM AUTHOR]

Social life is inherently relational, entailing the ability to recognize and monitor social entities and the relationships between them. Very young infants privilege socially relevant entities in the visual world, such as faces and bodies. Here, we show that six‐month‐old infants also discriminate between configurations of multiple human bodies, based on the internal visuo‐spatial relations between bodies, which could cue—or not—social interaction. We measured the differential looking times for two images, each featuring two identical bodies, but in different spatial relations. Infants discriminated between face‐to‐face and back‐to‐back body dyads (Experiment 1), and treated face‐to‐face dyads with higher efficiency (i.e., processing speed), relative to back‐to‐back dyads (Experiment 2). Looking times for dyads in an asymmetrical relation (i.e., one body facing another without reciprocation) were comparable to looking times for face‐to‐face dyads, and differed from looking times to back‐to‐back dyads, suggesting general discrimination between the presence versus absence of relation (Experiment 3). Infants' discrimination of images based on relative positioning of items did not generalize to body‐object pairs (Experiment 4). Early sensitivity to the relative positioning of bodies in a scene may be a building block of social cognition, preparing the discovery of the keel and backbone of social life: relations. [ABSTRACT FROM AUTHOR]

According to proponents of the generalized magnitude system proposal (GMS), SNARC‐like effects index spatial mappings of magnitude and provide crucial evidence for the existence of a GMS. Casasanto and Pitt (2019) have argued that these effects, instead, reflect mappings of ordinality, which people compute on the basis of differences among stimuli that vary either qualitatively (e.g., musical pitches) or quantitatively (e.g., dots of different sizes). In response to our paper, Prpic et al. (2021) argued that both magnitude and ordinality play a role in SNARC‐like effects. Here, we address each of their arguments and conclude that magnitude is relevant to these effects only insofar as it serves as a basis for ordinality. For this reason and others, SNARC or SNARC‐like effects cannot provide evidence for the putative generalized magnitude system. [ABSTRACT FROM AUTHOR]

Spatial experience in childhood is a factor in the development of spatial abilities. In this study, we assessed whether American and Faroese participants' (N = 246, Mage = 19.31 years, 151 females) early spatial experience and adult spatial outcomes differed by gender and culture, and if early experience was related to adult performance and behavior. Participants completed retrospective reports on their childhood spatial experience, both large‐scale (permitted childhood range size) and small‐scale (Lego play). They also completed assessments of their current large‐scale spatial behavior (navigational strategy) and small‐scale ability (mental rotation task, MRT). We replicated earlier results showing better MRT performance among males and more reliance by males on orientation navigational strategies, although males and females reported similar ranges as children. However, there were cross‐cultural differences, with Faroese having larger childhood ranges, less reliance on route strategies, better MRT scores, and a smaller gender difference in MRT. Larger permitted childhood ranges were associated with reduced use of route strategies for navigation in adulthood, and greater Lego play in childhood predicted better MRT performance as adults. There was also some evidence supporting relationships across spatial scales, with more Lego play predicting an orientation style of navigation and larger childhood ranges predicting better performance on the MRT, although the latter was not independent of country. In sum, we observed an association in both cultures between large‐scale childhood experience and large‐scale behavior in adulthood, small‐scale experience in childhood and adult small‐scale performance, and some associations between experience and behavior across spatial scales. [ABSTRACT FROM AUTHOR]

Licensed London taxi drivers have been found to show changes in the gray matter density of their hippocampus over the course of training and decades of navigation in London (UK). This has been linked to their learning and using of the "Knowledge of London," the names and layout of over 26,000 streets and thousands of points of interest in London. Here we review past behavioral and neuroimaging studies of London taxi drivers, covering the structural differences in hippocampal gray matter density and brain dynamics associated with navigating London. We examine the process by which they learn the layout of London, detailing the key learning steps: systematic study of maps, travel on selected overlapping routes, the mental visualization of places and the optimal use of subgoals. Our analysis provides the first map of the street network covered by the routes used to learn the network, allowing insight into where there are gaps in this network. The methods described could be widely applied to aid spatial learning in the general population and may provide insights for artificial intelligence systems to efficiently learn new environments. [ABSTRACT FROM AUTHOR]

Spatial construction—the activity of creating novel spatial arrangements or copying existing ones—is a hallmark of human spatial cognition. Spatial construction abilities predict math and other academic outcomes and are regularly used in IQ testing, but we know little about the cognitive processes that underlie them. In part, this lack of understanding is due to both the complex nature of construction tasks and the tendency to limit measurement to the overall accuracy of the end goal. Using an automated recording and coding system, we examined in detail adults' performance on a block copying task, specifying their step‐by‐step actions, culminating in all steps in the full construction of the build‐path. The results revealed the consistent use of a structured plan that unfolded in an organized way, layer by layer (bottom to top). We also observed that complete layers served as convergence points, where the most agreement among participants occurred, whereas the specific steps taken to achieve each of those layers diverged, or varied, both across and even within individuals. This pattern of convergence and divergence suggests that the layers themselves were serving as the common subgoals across both inter and intraindividual builds of the same model, reflecting cognitive "chunking." This structured use of layers as subgoals was functionally related to better performance among builders. Our findings offer a foundation for further exploration that may yield insights into the development and training of block‐construction as well as other complex cognitive‐motor skills. In addition, this work offers proof‐of‐concept for systematic investigation into a wide range of complex action‐based cognitive tasks. [ABSTRACT FROM AUTHOR]

Euclidean geometry has formed the foundation of architecture, science, and technology for millennia, yet the development of human's intuitive reasoning about Euclidean geometry is not well understood. The present study explores the cognitive processes and representations that support the development of humans' intuitive reasoning about Euclidean geometry. One‐hundred‐twenty‐five 7‐ to 12‐year‐old children and 30 adults completed a localization task in which they visually extrapolated missing parts of fragmented planar triangles and a reasoning task in which they answered verbal questions about the general properties of planar triangles. While basic Euclidean principles guided even young children's visual extrapolations, only older children and adults reasoned about triangles in ways that were consistent with Euclidean geometry. Moreover, a relation beteen visual extrapolation and reasoning appeared only in older children and adults. Reasoning consistent with Euclidean geometry may thus emerge when children abandon incorrect, axiomatic‐based reasoning strategies and come to reason using mental simulations of visual extrapolations. [ABSTRACT FROM AUTHOR]

Learning to navigate uncharted terrain is a key cognitive ability that emerges as a deeply embodied process, with eye movements and locomotion proving most useful to sample the environment. We studied healthy human participants during active spatial learning of room‐scale virtual reality (VR) mazes. In the invisible maze task, participants wearing a wireless electroencephalography (EEG) headset were free to explore their surroundings, only given the objective to build and foster a mental spatial representation of their environment. Spatial uncertainty was resolved by touching otherwise invisible walls that were briefly rendered visible inside VR, similar to finding your way in the dark. We showcase the capabilities of mobile brain/body imaging using VR, demonstrating several analysis approaches based on general linear models (GLMs) to reveal behavior‐dependent brain dynamics. Confirming spatial learning via drawn sketch maps, we employed motion capture to image spatial exploration behavior describing a shift from initial exploration to subsequent exploitation of the mental representation. Using independent component analysis, the current work specifically targeted oscillations in response to wall touches reflecting isolated spatial learning events arising in deep posterior EEG sources located in the retrosplenial complex. Single‐trial regression identified significant modulation of alpha oscillations by the immediate, egocentric, exploration behavior. When encountering novel walls, as well as with increasing walking distance between subsequent touches when encountering novel walls, alpha power decreased. We conclude that these oscillations play a prominent role during egocentric evidencing of allocentric spatial hypotheses. [ABSTRACT FROM AUTHOR]

Objective: Febrile seizures (FSs) are the most common form of seizures in children. Single short FSs are benign, but FSs lasting longer than 30 min, termed febrile status epilepticus, may result in neurological sequelae. However, there is little information about an intermediary condition, brief recurrent FSs (RFSs). The goal of this study was to determine the role of RFSs on spatial learning and memory and the properties of spontaneous hippocampal signals. Methods: A hippocampus‐dependent active avoidance task was used to assess spatial learning and memory in adult rats that underwent experimental RFSs (eRFSs) in early life compared with their littermate controls. Following completion of the task, we utilized high‐density laminar probes to measure spontaneous hippocampal CA1 circuit activity under urethane anesthesia, which allowed for the simultaneous recording of input regions in CA1 associated with both CA3 and entorhinal cortex. Results: RFSs did not result in deficits in the active avoidance spatial test, a hippocampus‐dependent test of spatial learning and memory. However, in vivo high‐density laminar electrode recordings from eRFS rats had significantly altered power and frequency expression of theta and gamma bandwidths as well as signaling efficacy along the CA1 somatodendritic axis. Thus, although eRFS modified CA1 neuronal input/output dynamics, these alterations were not sufficient to impair active avoidance spatial behavior. Significance: These findings indicate that although eRFSs do not result in spatial cognitive deficits in the active avoidance task, recurrent seizures do alter the brain and result in longstanding changes in the temporal organization of the hippocampus. [ABSTRACT FROM AUTHOR]

According to the centroid hypothesis, the visual Müller‐Lyer‐type illusions in which subjects misperceive lines or gaps as longer or shorter depending on surrounding distracters result from the pooling of positioning neural signals such that the perceived object is shifted towards these distracters. However, it is uncertain if this type of pooling is a more general principal that influences perceptions in other sensory modalities, including time perception based on auditory signals. In this study, I show that by applying the principles of the centroid hypothesis, an audial time duration illusion can be constructed. The perception of two sequential time intervals, which were defined by three short tone signals, was distorted by placing distracting white noise sounds near each signal. Misperception magnitude, which peaked at 31%, changed with the time interval between the tone signals and distracters; the relationship between the target–distracter distance and the illusion strength closely paralleled with that of a Müller‐Lyer‐type illusion, whereby the visual objects were analogically arranged in space rather than time. These results demonstrate that even if signals and distracters are distinguishable, the neural mechanisms for estimating time duration utilize coarser sampling to preserve processing resources at the expense of high accuracy. I hypothesize that systems that are dedicated to visual length and time duration estimations are based on similar perceptual magnitude evaluation algorithms. Moreover, this signal pooling principle may be applicable to other perceptual modalities across different species. [ABSTRACT FROM AUTHOR]

Although we are constantly making spatial decisions about where to place our objects and ourselves, few studies in psychology have investigated this phenomenon in‐depth. In the current study, we examined how spatial decisions are made over time by tracking students' seating choices in classrooms over the course of a semester (i.e., 12 weeks). We found that seating choice became more fixed over time (i.e., a decrease in the distance between seats chosen on adjacent days), though this was disrupted by individuals' time of arrival to class; latecomers often sat further away from where they last sat. We also observed a surprising de‐stabilization of this pattern on the last day of class wherein seating choices became more varied. These results suggest that although spatial preference stabilizes over time, this pattern of stabilization may weaken once individuals no longer expect to occupy that space in the future. [ABSTRACT FROM AUTHOR]

Objective: Early life seizures (ELSs) alter activity‐dependent maturation of neuronal circuits underlying learning and memory. The pathophysiological mechanisms underpinning seizure‐induced cognitive impairment are not fully understood, and critical variables such as sex and dynamic brain states with regard to cognitive outcomes have not been explored. We hypothesized that in comparison to control (CTL) rats, ELS rats would exhibit deficits in spatial cognition correlating with impaired dynamic neural signal coordination between the hippocampus and medial prefrontal cortex (mPFC). Methods: Male and female rat pups were given 50 flurothyl‐induced seizures over 10 days starting at postnatal Day 15. As adults, spatial cognition was tested through active avoidance on a rotating arena. Microwire tetrodes were implanted in the mPFC and CA1 subfield. Single cells and local field potentials were recorded and analyzed in each region during active avoidance and sleep. Results: ELS males exhibited avoidance impairments, whereas female rats were unaffected. During avoidance, hippocampus–mPFC coherence was higher in CTL females than CTL males across bandwidths. In comparison to CTL males, ELS male learners exhibit increased coherence within theta bandwidth as well as altered burst‐timing in mPFC cell activity. Hippocampus–mPFC coherence levels are predictive of cognitive outcome in the active avoidance spatial task. Significance: Spatial cognitive outcome post‐ELS is sex‐dependent, as females fare better than males. ELS males that learn the task exhibit increased mPFC coherence levels at low‐theta frequency, which may compensate for ELS effects on mPFC cell timing. These results suggest that coherence may serve as a biomarker for spatial cognitive outcome post‐ELS and emphasize the significance of analyzing sex and dynamic cognition as variables in understanding seizure effects on the developing brain. [ABSTRACT FROM AUTHOR]

Objective: Head direction cell and place cell spatially tuned firing is often anchored to salient visual landmarks on the periphery of a recording environment. What is less well understood is whether structural features of an environment, such as orientation of a maze sub‐compartment or a polarizing barrier, can likewise control spatial firing. Method: We recorded from 54 head direction cells in the medial entorhinal cortex and subicular region of male Lister Hooded rats while they explored an apparatus with four parallel or four radially arranged compartments (Experiment 1). In Experiment 2, we recorded from 130 place cells (in Lister‐ and Long‐Evans Hooded rats) and 30 head direction cells with 90° rotations of a cue card and a barrier in a single environment (Experiment 2). Results: We found that head direction cells maintained a similar preferred firing direction across four separate maze compartments even when these faced different directions (Experiment 1). However, in an environment with a single compartment, we observed that both a barrier and a cue card exerted comparable amounts of stimulus control over head direction cells and place cells (Experiment 2). Conclusion: The maintenance of a stable directional orientation across maze compartments suggests that the head direction cell system has the capacity to provide a global directional reference that allows the animal to distinguish otherwise similar maze compartments based on the compartment's orientation. A barrier is, however, capable of controlling spatially tuned firing in an environment in which it is the sole polarizing feature. [ABSTRACT FROM AUTHOR]

While action selection strategies in well-defined domains have received considerable attention, little is yet known about how people choose what to do next in ill-defined tasks. In this contribution, we shed light on this issue by considering everyday tasks, which in many cases have a multitude of possible solutions (e.g., it does not matter in which order the items are brought to the table when setting a table) and are thus categorized as ill-defined problems. Even if there are no hard constraints on the ordering of subtasks in everyday activities, our research shows that people exhibit specific preferences. We propose that these preferences arise from bounded rationality, that is, people only have limited knowledge and processing power available, which results in a preference to minimize the overall physical and cognitive effort. In the context of everyday activities, this can be achieved by (a) taking properties of the spatial environment into account to use them to one's advantage, and (b) employing a stepwise-optimal action selection strategy. We present the Opportunistic Planning Model as an explanatory cognitive model, which instantiates these assumptions, and show that the model is able to generalize to new everyday tasks, outperforming machine learning models such as neural networks during generalization., (© 2024 The Authors. Cognitive Science published by Wiley Periodicals LLC on behalf of Cognitive Science Society (CSS).)

Speakers of English frequently associate location in space with valence, as in moving up and down the "social ladder." If such an association also holds for the sagittal axis, an object "in front of" another object would be evaluated more positively than the one "behind." Yet how people conceptualize relative locations depends on which frame of reference (FoR) they adopt—and hence on cross‐linguistically diverging preferences. What is conceptualized as "in front" in one variant of the relative FoR (e.g., translation) is "behind" under another variant (reflection), and vice versa. Do such diverging conceptualizations of an object's location also lead to diverging evaluations? In two studies employing an implicit association test, we demonstrate, first, that speakers of German, Chinese, and Japanese indeed evaluate the object "in front of" another object more positively than the one "behind." Second, and crucially, the reversal of which object is conceptualized as "in front" involves a corresponding reversal of valence, suggesting an impact of linguistically imparted FoR preferences on evaluative processes. [ABSTRACT FROM AUTHOR]

This study investigated the effect of contrast in neutral‐, warm‐, and cool‐colored spaces on spatial memory. Spatial memory was measured in terms of architectural scale and recollection of architectural elements and furniture. Participants (N = 114) viewed a short virtual simulation video of a residential studio and were asked to sketch a map of the architectural elements on distributed grid paper. Spatial memory was measured in terms of scale, and item recall rate. Contrast and hue had no significant effect on the memorization of proportional scale. However, high‐contrast schemes allowed for a significantly higher recollection of architectural elements than low‐contrast schemes. In comparing the effect of hues, a significant difference was seen in recalling detailed furniture and lighting items. Participants reported significantly better spatial memory of neutral and warm color schemes than of cool color schemes. There was no interaction effect between contrast and hue in the color combinations. These results can be applied in the design of color schemes for architectural spaces requiring enhanced spatial cognition and memory. [ABSTRACT FROM AUTHOR]

This study aimed to assess the impact of the type of undergraduate studies and the ability to form mental images on representations of city imagery. A total of 291 Architecture and Business Studies undergraduates participated in the study. Participants completed a 5‐min task of drawing their own mental map of a city. The number of point marks, line marks, and area marks drawn and the system of representation were assessed. Business Studies undergraduates represented more point marks using a point than Architecture undergraduates, whereas the latter drew more point marks in plan and in 3D than the former. The ability to form spatial images had no influence on the number of point, line, or area marks drawn. Significant differences between women and men were observed in the 3D representations, and in the configuration. [ABSTRACT FROM AUTHOR]

Objectives: The emergence of human‐unique cognitive abilities has been linked to our species' extended juvenile period. Comparisons of cognitive development across species can provide new insights into the evolutionary mechanisms shaping cognition. This study examined the development of different components of spatial memory, cognitive mechanisms that support complex foraging, by comparing two species with similar life history that vary in wild ecology: bonobos (Pan paniscus) and chimpanzees (Pan troglodytes). Materials and methods: Spatial memory development was assessed using a cross‐sectional experimental design comparing apes ranging from infancy to adulthood. Study 1 tested 73 sanctuary‐living apes on a task examining recall of a single location after a 1‐week delay, compared to an earlier session. Study 2 tested their ability to recall multiple locations within a complex environment. Study 3 examined a subset of individuals from Study 2 on a motivational control task. Results: In Study 1, younger bonobos and chimpanzees of all ages exhibited improved performance in the test session compared to their initial learning experience. Older bonobos, in contrast, did not exhibit a memory boost in performance after the delay. In Study 2, older chimpanzees exhibited an improved ability to recall multiple locations, whereas bonobos did not exhibit any age‐related differences. In Study 3, both species were similarly motivated to search for food in the absence of memory demands. Discussion: These results indicate that closely related species with similar life history characteristics can exhibit divergent patterns of cognitive development, and suggests a role of socioecological niche in shaping patterns of cognition in Pan. [ABSTRACT FROM AUTHOR]

Spatial representations are processed in the service of several different cognitive functions. The present study capitalizes on the Activation Likelihood Estimation (ALE) method of meta‐analysis to identify: (a) the shared neural activations among spatial functions to reveal the "core" network of spatial processing; (b) the specific neural activations associated with each of these functions. Following PRISMA guidelines, a total of 133 fMRI and PET studies were included in the meta‐analysis. The overall analysis showed that the core network of spatial processing comprises regions that are symmetrically distributed on both hemispheres and that include dorsal frontoparietal regions, presupplementary motor area, anterior insula, and frontal operculum. The specific analyses revealed the brain regions that are selectively recruited for each spatial function, such as the right temporoparietal junction for shift of spatial attention, the right parahippocampal gyrus, and the retrosplenial cortex for navigation and spatial long‐term memory. The findings are integrated within a systematic review of the neuroimaging literature and a new neurocognitive model of spatial cognition is proposed. [ABSTRACT FROM AUTHOR]

Background: Prior longitudinal and correlational research with adults and adolescents indicates that spatial ability is a predictor of science learning and achievement. However, there is little research to date with primary‐school aged children that addresses this relationship. Understanding this association has the potential to inform curriculum design and support the development of early interventions. Aims: This study examined the relationship between primary‐school children's spatial skills and their science achievement. Method: Children aged 7–11 years (N = 123) completed a battery of five spatial tasks, based on a model of spatial ability in which skills fall along two dimensions: intrinsic–extrinsic; static–dynamic. Participants also completed a curriculum‐based science assessment. Results: Controlling for verbal ability and age, mental folding (intrinsic–dynamic spatial ability), and spatial scaling (extrinsic–static spatial ability) each emerged as unique predictors of overall science scores, with mental folding a stronger predictor than spatial scaling. These spatial skills combined accounted for 8% of the variance in science scores. When considered by scientific discipline, mental folding uniquely predicted both physics and biology scores, and spatial scaling accounted for additional variance in biology and variance in chemistry scores. The children's embedded figures task (intrinsic–static spatial ability) only accounted for variance in chemistry scores. The patterns of association were consistent across the age range. Conclusion: Spatial skills, particularly mental folding, spatial scaling, and disembedding, are predictive of 7‐ to 11‐year‐olds' science achievement. These skills make a similar contribution to performance for each age group. [ABSTRACT FROM AUTHOR]

Abstract: Geometric visualization, the spatial perception of problems, and geometric reasoning are always considered essential skills for an engineering student. Although the student can learn geometric visualization eventually, some students with the missing visualization skills cannot follow the instructions to solve the engineering problems. Immersive mixed reality (MR) technologies have been used by the author to help students with object visualization problems. MR technologies virtually project the objects and allow students observing three dimensional (3D) representation of two dimensional (2D) sketches in front of them, while also rotating the virtual model as they wish. These educational mobile applications have been tested in engineering drawing classes and overall improvement of student visualization skills has been reported. In this study, the research question is if some students benefit more from the immersive technologies. Some students have previous CAD experiences from their high school education or interest in technology as a hobby. Playing video games gives students some visualization skills too. Pre‐ and post‐ mental rotation tests (MRTs) are analyzed along with their pre‐existing educational and video game experiences to evaluate the level of benefits of MR technology in class. [ABSTRACT FROM AUTHOR]

Núñez and Fias raised concerns on whether our results demonstrate a linear number-space mapping. Patro and Nuerk urge caution on the use of animal models to understand the origin (cultural vs. biological) of the orientation of spatial-numerical association. Here, we discuss why both objections are unfounded. [ABSTRACT FROM AUTHOR]

Visual neuroprostheses are still limited and simulated prosthetic vision (SPV) is used to evaluate potential and forthcoming functionality of these implants. SPV has been used to evaluate the minimum requirement on visual neuroprosthetic characteristics to restore various functions such as reading, objects and face recognition, object grasping, etc. Some of these studies focused on obstacle avoidance but only a few investigated orientation or navigation abilities with prosthetic vision. The resolution of current arrays of electrodes is not sufficient to allow navigation tasks without additional processing of the visual input. In this study, we simulated a low resolution array (15 × 18 electrodes, similar to a forthcoming generation of arrays) and evaluated the navigation abilities restored when visual information was processed with various computer vision algorithms to enhance the visual rendering. Three main visual rendering strategies were compared to a control rendering in a wayfinding task within an unknown environment. The control rendering corresponded to a resizing of the original image onto the electrode array size, according to the average brightness of the pixels. In the first rendering strategy, vision distance was limited to 3, 6, or 9 m, respectively. In the second strategy, the rendering was not based on the brightness of the image pixels, but on the distance between the user and the elements in the field of view. In the last rendering strategy, only the edges of the environments were displayed, similar to a wireframe rendering. All the tested renderings, except the 3 m limitation of the viewing distance, improved navigation performance and decreased cognitive load. Interestingly, the distance-based and wireframe renderings also improved the cognitive mapping of the unknown environment. These results show that low resolution implants are usable for wayfinding if specific computer vision algorithms are used to select and display appropriate information regarding the environment. [ABSTRACT FROM AUTHOR]

Previous research has linked the concept of number and other ordinal series to space via a spatially oriented mental number line. In addition, it has been shown that in visual scene recognition and production, speakers of a language with a left-to-right orthography respond faster to and tend to draw images in which the agent of an action is located to the left of the patient. In this study, we aim to bridge these two lines of research by employing a novel method that measures the spatial bias produced by transitive sentences that use a wide variety of abstract and concrete verbs. Across four experiments, participants read sentences and then responded to probe words appearing on either the left or right sides of the screen. Probe words consisted of agents, patients, other words in the sentence, or newly encountered words. We found consistent lateral biases to responding to agents and patients, which appears to be independent of order of mention in the sentence but which does reflect a correspondence between position in the sentence and role in the causal sequence of the action. Our results also show that this spatial bias is driven by the use of the hands in two different ways: The left hand shows a greater sensitivity to the spatial effect than the right hand, and vocal responses produce no spatial effect. [ABSTRACT FROM AUTHOR]

In this article, I revisit Landau and Jackendoff's () paper, 'What and where in spatial language and spatial cognition,' proposing a friendly amendment and reformulation. The original paper emphasized the distinct geometries that are engaged when objects are represented as members of object kinds (named by count nouns), versus when they are represented as figure and ground in spatial expressions (i.e., play the role of arguments of spatial prepositions). We provided empirical and theoretical arguments for the link between these distinct representations in spatial language and their accompanying nonlinguistic neural representations, emphasizing the 'what' and 'where' systems of the visual system. In the present paper, I propose a second division of labor between two classes of spatial prepositions in English that appear to be quite distinct. One class includes prepositions such as in and on, whose core meanings engage force-dynamic, functional relationships between objects, with geometry only a marginal player. The second class includes prepositions such as above/below and right/left, whose core meanings engage geometry, with force-dynamic relationships a passing or irrelevant variable. The insight that objects' force-dynamic relationships matter to spatial terms' uses is not new; but thinking of these terms as a distinct set within spatial language has theoretical and empirical consequences that are new. I propose three such consequences, rooted in the fact that geometric knowledge is highly constrained and early-emerging in life, while force-dynamic knowledge of objects and their interactions is relatively unconstrained and needs to be learned piecemeal over a lengthy timeline. First, the two classes will engage different learning problems, with different developmental trajectories for both first and second language learners; second, the classes will naturally lead to different degrees of cross-linguistic variation; and third, they may be rooted in different neural representations. [ABSTRACT FROM AUTHOR]

ABSTRACT Training in the active place avoidance task changes hippocampus synaptic function, the dynamics of hippocampus local field potentials, place cell discharge, and active place avoidance memory is maintained by persistent PKMζ activity. The extent to which these changes reflect memory processes and/or stress responses is unknown. We designed a study to assess stress within the active place avoidance task by measuring serum corticosterone (CORT) at different stages of training. CORT levels did not differ between trained mice that learned to avoid the location of the mild foot shock, and untrained no-shock controls exposed to the same environment for the same amount of time. Yoked mice, that received unavoidable shocks in the same time sequence as the trained mice, had significantly higher CORT levels than mice in the trained and no-shock groups after the first trial. This increase in CORT disappeared by the fourth trial the following day, and levels of CORT for all groups matched that of home cage controls. The data demonstrate that place avoidance training is no more stressful than experiencing a familiar environment. We conclude that changes in neural function as a result of active place avoidance training are likely to reflect learning and memory processes rather than stress. © 2016 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

This study examined sex difference in spatial reasoning, a type of spatial cognition necessary for everyday activities. An aggregated data set was composed of data from 273 3- to 4-year olds who participated in 12 different studies using variants of the same spatial reasoning task. This data set was used to investigate whether and how sex difference is related to learning opportunities through training. The results showed that boys outperform girls in general, but this sex difference was influenced by training. When children received additional training, boys showed improved spatial reasoning ability compared to girls. But when children did not receive additional training, there was no sex difference. The type and amount of training did not influence the sex difference in this data set. These findings add to our understanding of how sex difference in spatial cognition emerges in early development. [ABSTRACT FROM AUTHOR]

Background Successful navigation is crucial to everyday life. Individuals with Williams syndrome (WS) have impaired spatial abilities. This includes a deficit in spatial navigation abilities such as learning the route from A to B. To-date, to determine whether participants attend to landmarks when learning a route, landmark recall tasks have been employed after the route learning experience. Here, we combined virtual reality and eye tracking technologies, for the first time, to measure landmark use in typically developing (TD) children and participants with WS during route-learning. Method Nineteen individuals with WS were asked to learn a route in a sparse environment (few landmarks) and in a rich environment (many landmarks) whilst their eye movements were recorded. Looking times towards landmarks were compared to TD children aged 6, 8 and 10 years. Changes in attention to landmarks during the learning process were also recorded. Results The WS group made fewer looks to landmarks overall, but all participants looked for longer at landmarks that were at junctions and along the paths of the maze than landmarks that were in the distance. Few differences were observed in route learning between the sparse and rich environments. In contrast to the TD groups, those in the WS group were as likely to look at non-unique landmarks as landmarks at junctions and on paths. Discussion The current results demonstrate that attention to landmarks during route learning reflects the types of landmarks remembered in memory tasks, that individuals with WS can learn a route if given sufficient exposure, but that this is accomplished within the context of an impaired ability to select appropriate landmarks. [ABSTRACT FROM AUTHOR]

How did the human mind evolve? How and when did we come to think in the ways we do? The last thirty years have seen an explosion in research related to the brain and cognition. This research has encompassed a range of biological and social sciences, from epigenetics and cognitive neuroscience to social and developmental psychology. Following naturally on this efflorescence has been a heightened interest in the evolution of the brain and cognition. Evolutionary scholars, including paleoanthropologists, have deployed the standard array of evolutionary methods. Ethological and experimental evidence has added significantly to our understanding of nonhuman brains and cognition, especially those of nonhuman primates. Studies of fossil brains through endocasts and sophisticated imaging techniques have revealed evolutionary changes in gross neural anatomy. Psychologists have also gotten into the game through application of reverse engineering to experimentally based descriptions of cognitive functions. For hominin evolution, there is another rich source of evidence of cognition, the archeological record. Using the methods of Paleolithic archeology and the theories and models of cognitive science, evolutionary cognitive archeology documents developments in the hominin mind that would otherwise be inaccessible. [ABSTRACT FROM AUTHOR]