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Extensive literature elucidated the mechanisms underlying the ability to memorize the positions of objects in space. However, less is known about the impact that objects' features have on spatial memory. The present study aims to investigate differences in egocentric and allocentric object-location memory between hand stimuli depicted in a first-person perspective (1PP) or in a third-person one (3PP). Fifty-two adults encoded spatial positions within a virtual museum environment featuring four square buildings. Each of these buildings featured eight paintings positioned along the walls, with two pictures displayed on each of the four walls. Thirty-two stimuli were employed, which represented pictures of the right hand performing various types of gestures. Half of the stimuli depicted the hand in the 1PP, while the other half depicted the hand in the 3PP. Both free and guided explorations served as encoding conditions. Immediately after that, participants underwent a two-step object-location memory task. Participants were provided with a map of the museum and asked to identify the correct building where the image was located (allocentric memory). Then, they were presented with a schematic representation of the exhibition room divided into four sections and instructed to select the section where they thought the picture was located (egocentric memory). Our findings indicate a memory performance boost associated with egocentric recall, regardless of the perspective of the bodily stimuli. The results are discussed considering the emerging literature on the mnemonic properties of body-related stimuli for spatial memory.

Spatial navigation (SN) has been reported to be one of the first cognitive domains to be affected in Alzheimer's disease (AD), which occurs as a result of progressive neuropathology involving specific brain areas. Moreover, the epsilon 4 isoform of apolipoprotein-E (APOE-epsilon 4) has been associated with both sporadic and familial late-onset AD, and patients with mild cognitive impairment (MCI) due to AD are more likely to progressively deteriorate. Spatial navigation performance will be examined on a sample of 76 community-dwelling senior citizens (25 healthy controls; 25 individuals with subjective cognitive decline (SCD); and 26 patients with MCI due to AD) via a virtual computer-based task (i.e., the AppleGame) and a naturalistic task (i.e., the Detour Navigation Test-modified version) for which a wearable device with sensors will be used for recording gait data and revealing physiological parameters that may be associated with spatial disorientation. We expect that patients with MCI due to AD and APOE-epsilon 4 carriers will show altered SN performances compared to individuals with SCD and healthy controls in the experimental tasks, and that VR testing may predict ecological performance. Impaired SN performances in people at increased risk of developing AD may inform future cognitive rehabilitation protocols for counteracting spatial disorientation that may occur during elders' traveling to unfamiliar locations. The research protocol has been approved by the Ethics Committee of the Istituto Auxologico Italiano. Findings will be published in peer-reviewed medical journals and discussed in national and international congresses.

Acoustic, lexical, and syntactic information are simultaneously processed in the brain requiring complex strategies to distinguish their electrophysiological activity. Capitalizing on previous works that factor out acoustic information, we could concentrate on the lexical and syntactic contribution to language processing by testing competing statistical models. We exploited electroencephalographic recordings and compared different surprisal models selectively involving lexical information, part of speech, or syntactic structures in various combinations. Electroencephalographic responses were recorded in 32 participants during listening to affirmative active declarative sentences. We compared the activation corresponding to basic syntactic structures, such as noun phrases vs. verb phrases. Lexical and syntactic processing activates different frequency bands, partially different time windows, and different networks. Moreover, surprisal models based on part of speech inventory only do not explain well the electrophysiological data, while those including syntactic information do. By disentangling acoustic, lexical, and syntactic information, we demonstrated differential brain sensitivity to syntactic information. These results confirm and extend previous measures obtained with intracranial recordings, supporting our hypothesis that syntactic structures are crucial in neural language processing. This study provides a detailed understanding of how the brain processes syntactic information, highlighting the importance of syntactic surprisal in shaping neural responses during language comprehension.

Prior studies suggest that the reductions in physical activity during Covid-19-related lockdowns impacted physical and mental health. Whether reductions in physical activity that occurred during lockdowns also relate to cognitive functions such as memory and attention is less explored. Here, we investigated whether changes in physical activity (PA) that occurred during and following Covid-19-related lockdowns could predict a variety of measures of cognitive performance in 318 young adults. Participants were assessed on their engagement in PA before, during, and after lockdowns. They also completed tests of cognitive control, working memory, and short-term memory following lockdown(s). As expected, engagement in PA decreased during lockdown and returned to near baseline levels thereafter. Decreases in PA during lockdown predicted individual differences in cognitive performance following lockdown. Greater reductions in PA during lockdown were associated with lower scores on the go/no-go task, a measure of cognitive control ability, and the n-back task, a measure of working memory performance. Larger post-lockdown increases in PA were associated with higher scores on the same tasks. Individual differences in pandemic-related stress and insomnia also predicted cognitive outcomes. These findings suggest that reductions of PA can predict cognitive performance, and underscore the importance of maintaining PA for cognitive health, especially in situations such as lockdowns.

Immersive virtual reality (IVR) technology provides several educational affordances that make it a valuable tool for learning, especially from a constructivist learning perspective. Combined with the increasing availability of Metaverse social platforms, such as ENGAGE and AltSpace VR, where students and teachers can meet and work together, IVR may transform how students learn and interact with educational content. However, little is known about students’ attitudes toward IVR in education. To address this gap, we surveyed 329 undergraduate students from different universities in Italy. We used the Unified Theory of Acceptance and Use of Technology (UTAUT) to predict students’ intention to adopt IVR for learning. We further explored the role that different individual factors, including students’ learning styles, affordances perceptions, and personal innovativeness, have on their attitudes toward IVR. A hierarchical multiple regression analysis revealed that the four constructs of the UTAUT, namely performance expectancy, effort expectancy, social influence, and facilitating conditions were the strongest predictors of students’ intention to use IVR in education and that individual factors only had little impact on it. Based on these results, this study provides helpful indications for researchers and educators who wish to introduce IVR effectively in educational contexts. Given the new possibilities provided by Metaverse applications based on IVR technology for learning, it is indeed crucial to fully understand the attitudes different stakeholders in education have toward adopting this technology in educational contexts.

Immersive virtual reality (IVR) technology provides several educational affordances that make it a valuable tool for learning, especially from a constructivist learning perspective. Combined with the increasing availability of Metaverse social platforms, such as ENGAGE and AltSpace VR, where students and teachers can meet and work together, IVR may transform how students learn and interact with educational content. However, little is known about students' attitudes toward IVR in education. To address this gap, we surveyed 329 undergraduate students from different universities in Italy. We used the Unified Theory of Acceptance and Use of Technology (UTAUT) to predict students' intention to adopt IVR for learning. We further explored the role that different individual factors, including students' learning styles, affordances perceptions, and personal innovativeness, have on their attitudes toward IVR. A hierarchical multiple regression analysis revealed that the four constructs of the UTAUT, namely performance expectancy, effort expectancy, social influence, and facilitating conditions were the strongest predictors of students' intention to use IVR in education and that individual factors only had little impact on it. Based on these results, this study provides helpful indications for researchers and educators who wish to introduce IVR effectively in educational contexts. Given the new possibilities provided by Metaverse applications based on IVR technology for learning, it is indeed crucial to fully understand the attitudes different stakeholders in education have toward adopting this technology in educational contexts.

According to embodied theories (including embodied, embedded, extended, enacted, situated, and grounded approaches to cognition), language representation is intrinsically linked to our interactions with the world around us, which is reflected in specific brain signatures during language processing and learning. Moving on from the original rivalry of embodied vs. amodal theories, this consensus paper addresses a series of carefully selected questions that aim at determining when and how rather than whether motor and perceptual processes are involved in language processes. We cover a wide range of research areas, from the neurophysiological signatures of embodied semantics, e.g., event-related potentials and fields as well as neural oscillations, to semantic processing and semantic priming effects on concrete and abstract words, to first and second language learning and, finally, the use of virtual reality for examining embodied semantics. Our common aim is to better understand the role of motor and perceptual processes in language representation as indexed by language comprehension and learning. We come to the consensus that, based on seminal research conducted in the field, future directions now call for enhancing the external validity of findings by acknowledging the multimodality, multidimensionality, flexibility and idiosyncrasy of embodied and situated language and semantic processes.

Objective: Syntax involves complex neurobiological mechanisms, which are difficult to disentangle for multiple reasons. Approach: Using a protocol able to separate syntactic information from sound information we investigated the neural causal connections evoked by the processing of homophonous phrases, i.e. with the same acoustic information but with different syntactic content. These could be either verb phrases (VP) or noun phrases (NP). We used event-related causality (ERC) from stereo-electroencephalographic (SEEG) recordings in 10 epileptic patients in multiple cortical and subcortical areas, including language areas and their homologous in the non-dominant hemisphere. The recordings were made while the subjects were listening to the homophonous phrases. Main results: We identified the different networks involved in the processing of these syntactic operations (faster in the dominant hemisphere) showing that VPs engage a wider cortical and subcortical network. We also present a proof-of-concept for the decoding of the syntactic category of a perceived phrase based on causality measures. Significance: Our findings help unravel the neural correlates of syntactic elaboration and show how a decoding based on multiple cortical and subcortical areas could contribute to the development of speech prostheses for speech impairment mitigation. .

Research has shown sound-symbolic associations between speech sounds and conceptual and/or perceptual properties of a referent. This study used the choice response time method to investigate hypothesized associations between a high/low vowel and spatial concepts of up/down and above/below. The participants were presented with a stimulus that moved either upward or downward (Experiments 1 and 2), or that was located above or below the reference stimulus (Experiment 3), and they had to pronounce a vowel ( or [& UAELIG;]) based on the spatial location of the stimulus. The study showed that the high vowel was produced faster in relation to the up-directed and the above-positioned stimulus, while the low vowel [& UAELIG;] was produced faster in relation to the down-directed and the below-positioned stimulus. In addition, the study replicated the pitch-elevation effect showing a raising of the vocalization pitch when vocalizations were produced to the up-directed stimulus. The article discusses these effects in terms of the involvement of sensorimotor processes in representing spatial concepts.

The body is a very special object, as it corresponds to the physical component of the self and it is the medium through which we interact with the world. Our body awareness includes the mental representation of the body that happens to be our own, and traditionally has been defined in terms of body schema and body image. Starting from the distinction between these two types of representations, the present paper tries to reconcile the literature around body representations under the common framework of body memory. The body memory develops ontogenetically from birth and across all the life span and is directly linked to the development of the self. Therefore, our sense of self and identity is fundamentally based on multisensory knowledge accumulated in body memory, so that the sensations collected by our body, stored as implicit memory, can unfold in the future, under suitable circumstances. Indeed, these sets of bodily information had been proposed as possible key factors underpinning several mental health illnesses. Following this perspective, the Embodied Medicine approach put forward the use of advanced technologies to alter the dysfunctional body memory to enhance people’s well-being. In the last sections, recent experimental pieces of evidence will be illustrated that targeted specifically bodily information for increasing health and wellbeing, by means of two strategies: interoceptive feedback and bodily illusions.

This ongoing study aims to assess the feasibility of using virtual reality (VR) social platforms in the context of online higher education by analyzing students’ perceived social presence, emotional experience, and perceived ease of use. A sample of undergraduate students (n=14) was invited to attend two lectures, delivered either on a traditional video conferencing (VC) platform or on a VR social platform. Preliminary results showed no significant differences in social presence between the two platforms. However, students reported more enjoyment, awe, and interest and less boredom with the VR social platform than the VC platform. Despite this, the VC platform was perceived as easier to use, likely due to students' familiarity with this solution. Qualitative data from interviews revealed mixed preferences, with some students finding the VR social platform more engaging while others favored the familiarity of the VC platform. These findings suggest that while VR social platforms show potential in enhancing students' emotional experiences, challenges regarding ease of use and familiarity must be addressed. Further research and a larger sample size are needed to explore the advantages and disadvantages of VR social platforms in online education.

Theories of embodied cognition describe language acquisition and representation as dependent on sensorimotor experiences that are collected during learning. Whereas native language words are typically acquired through sensorimotor experiences, foreign language (L2) words are often learned by reading, listening or repeating bilingual word lists. Recently, grasping referent objects has been demonstrated to serve as a useful sensorimotor strategy for L2 vocabulary learning. The effects of grasping virtual objects, however, remain unknown. In a virtual reality cave, we trained adult participants (N = 46) having low language aptitude and high language aptitude on novel L2 words under three conditions. In an audiovisual (baseline) condition, participants were presented with written and spoken L2 words. In an audiovisual observation condition, participants additionally saw virtual visual objects that corresponded to the meanings of L2 words. In an audiovisual, an observation, and a grasping condition, participants were asked to grasp the virtual objects. Participants’ word learning was assessed in free and cued recall tests administered immediately after training. Relative to baseline learning, simply viewing virtual objects during learning benefitted both groups. As expected, grasping virtual objects was found to benefit vocabulary retention in low language aptitude learners. Interestingly, this benefit was not observed in high language aptitude learners. Language learning aptitude scores correlated with vocabulary learning outcomes in both audiovisual learning conditions, but not in the sensorimotor condition, suggesting that grasping altered the typical relationship between aptitude and language learning performance. The findings are interpreted in terms of differences in the extent to which procedural and declarative memory systems are accessed in low language aptitude and high language aptitude learners during sensorimotor-based vocabulary learning. Additionally

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Alzheimer's disease (AD) is a neurodegenerative disorder characterized by cognitive-behavior deficits, which strongly impact daily-life activities (Weintraub et al., 2012). Currently, the limited efficacy of pharmacological treatments has encouraged researchers to develop non-pharmacological interventions, such as cognitive training and non-invasive brain stimulation (NIBS) treatments, designed to prevent or delay cognitive impairment (Cass, 2017; Cespón et al., 2018).

Along with deficits in spatial cognition, a decline in body-related information is observed in aging and is thought to contribute to impairments in navigation, memory, and space perception. According to the embodied cognition theories, bodily and environmental information play a crucial role in defining cognitive representations. Thanks to the possibility to involve body-related information, manipulate environmental stimuli, and add multisensory cues, virtual reality is one of the best candidates for spatial memory rehabilitation in aging for its embodied potential. However, current virtual neurorehabilitation solutions for aging and neurodegenerative diseases are in their infancy. Here, we discuss three concepts that could be used to improve embodied representations of the space with virtual reality. The virtual bodily representation is the combination of idiothetic information involved during virtual navigation thanks to input/output devices; the spatial affordances are environmental or symbolic elements used by the individual to act in the virtual environment; finally, the virtual enactment effect is the enhancement on spatial memory provided by actively (cognitively and/or bodily) interacting with the virtual space and its elements. Theoretical and empirical findings will be presented to propose innovative rehabilitative solutions in aging for spatial memory and navigation.

Navigation is a multimodal process that requires the active computation of cognitive and bodily cues along with external environmental information. Indeed, according to the embodied cognition framework, the body and the environment build our cognitive representation of the space. This view is supported by findings in the aging population where the decline of bodily information accounts for the deficits in spatial navigation. Consequently, it is crucial to develop innovative rehabilitation solutions in aging that require the active use of bodily and cognitive processing of the space and its elements. Mild cognitive impairment is a geriatric syndrome considered to be a transitional stage between normal aging and dementia. Consequently, it is a preferred time window to administer cognitive rehabilitation programs that could slow down cognitive deterioration. In the current paper, the ANTaging protocol will be presented in its three-step studies: pilot testing, usability study, and proof-of-concept trial.

Hemiparesis affects the majority of stroke patients in the acute phase. In post-stroke motor rehabilitation patients can re-learn motor sequences through repetitive training. Research showed that virtual reality (VR) can be effectively used in upper limb motor rehabilitation by training motor coordination and gestures in an immersive virtual environment. Another promising line of intervention in post-stroke rehabilitation is the use of music, with evidence supporting the notion that a rhythmic accompaniment promotes the recovery of motor coordination in patients with hemiparetic stroke. Furthermore, studies showed a beneficial effect of the observation of movements performed by a third person in patients with post-stroke hemiparesis. Based this evidence, the present study aims at testing the feasibility and efficacy of a novel music-based VR intervention designed for upper limb motor rehabilitation in post-stroke hemiparetic patients. The treatment consists in upper limb repetitive training activities through the imitation of movements synchronized with a musical accompaniment and is delivered in 10 sessions over 2 weeks, supervised by a physical therapist. Participants wear a VR headset through which they observe egocentric 180° 3D videoclips. The experimental condition (group A) will be compared with a no-music condition (group B), to test the specific effect of music, and with traditional physiotherapy rehabilitation (group C), to test the efficacy of the approach. We expect that the patients undergoing the experimental intervention (group A and group B) will show a greater upper limb motor function improvement, as compared to the active control group. As a secondary endpoint we expect the music component to induce a greater motor improvement as compared to the experimental condition without music.