Theories of spatial term meanings often focus on geometric properties of objects and locations as the key to understanding meaning. For example, in English, \"The cat is on the mat\" might engage geometric properties characterizing the figure (\'cat\', a point) and the ground (\'mat\', a plane) as well as the geometric relationship between the two objects (\'on\', + vertical, 0 distance from ground object). However, substantial literature suggests that geometric properties are far from sufficient to capture the meanings of many spatial expressions, and that instead, force-dynamic properties of objects that afford containment or support relationships may be crucial to the meanings of those expressions. I will argue that both approaches are needed to understand the variety of spatial terms that appear in language and further, that spatial terms fall into two distinct sets, one represented by geometric properties of figure and ground and their spatial relationships, and the other by the force-dynamic properties of objects and their relationships. This division of labor within spatial terms has many consequences, with the two types differing in the nature of the acquisition problem and likely learning mechanisms, the extent and kind of cross-linguistic variation that has been observed, and the application of pragmatic principles to spatial terms. Speculatively, the two types may also be rooted in different cognitive systems and their neural substrates.

The visual system adapts to a wide range of visual features, from lower-level features like color and motion to higher-level features like causality and, perhaps, number. According to some, adaptation is a strictly perceptual phenomenon, such that the presence of adaptation licenses the claim that a feature is truly perceptual in nature. Given the theoretical importance of claims about adaptation, then, it is important to understand exactly when the visual system does and does not exhibit adaptation. Here, we take as a case study one specific kind of adaptation: visual adaptation to size. Supported by evidence from four experiments, we argue that, despite robust effects of size adaptation in the lab, (1) size adaptation effects are phenomenologically underwhelming (in some cases, hardly appreciable at all), (2) some effects of size adaptation appear contradictory, and difficult to explain given current theories of size adaptation, and (3) prior studies on size adaptation may have failed to isolate size as the adapted dimension. Ultimately, we argue that while there is evidence to license the claim that size adaptation is genuine, size adaptation is a puzzling and poorly understood phenomenon.

Children have persistent difficulty with foundational measurement concepts, which may be linked to the instruction they receive. Here, we focus on testing various ways to support their understanding that rulers comprise spatial interval units. We examined whether evidence-based learning tools-disconfirming evidence and/or structural alignment-enhance their understanding of ruler units. Disconfirming evidence, in this context, involves having children count the spatial interval units under an object that is not aligned with the origin of a ruler. Structural alignment, in this context, involves highlighting what a ruler unit is by overlaying plastic unit chips on top of ruler units when an object is aligned with the origin of a ruler. In three experiments employing a pre-test/training/post-test design, a total of 120 second graders were randomly assigned to one of six training conditions (two training conditions per experiment). The training conditions included different evidence-based learning principles or \"business-as-usual\" instruction (control), with equal allocation to each (N = 20 for each condition). In each experiment, children who did not perform above chance level on the pre-test were selected to continue with training, which resulted in a total of 88 students for the analysis of improvement. The children showed significant improvement in training conditions that included disconfirming evidence, but not in the structural alignment or control conditions. However, an exploratory analysis suggests that improvement occurred more rapidly and was retained better when structural alignment was combined with disconfirming evidence compared to disconfirming evidence alone.

Spatial proximity to important stimuli often induces impulsive behaviour. How we overcome impulsive tendencies is what determines behaviour to be adaptive. Here, we used virtual reality to investigate whether the spatial proximity of stimuli is causally related to the supplementary motor area (SMA) functions. In two experiments, we set out to investigate these processes using a virtual environment that recreates close and distant spaces to test the causal contributions of the SMA in spatial impulsivity. In an online first experiment (N = 93) we validated and measured the influence of distant stimuli using a go/no-go task with close (21 cm) or distant stimuli (360 cm). In experiment 2 (N = 28), we applied transcranial static magnetic stimulation (tSMS) over the SMA (double-blind, crossover, sham-controlled design) to test its computations in controlling impulsive tendencies towards close vs distant stimuli. Reaction times and error rates (omission and commission) were analysed. In addition, the EZ Model parameters (a, v, Ter and MDT) were computed. Close stimuli elicited faster responses compared to distant stimuli but also exhibited higher error rates, specifically in commission errors (experiment 1). Real stimulation over SMA slowed response latencies (experiment 2), an effect mediated by an increase in decision thresholds (a). Current findings suggest that impulsivity might be modulated by spatial proximity, resulting in accelerated actions that may lead to an increase of inaccurate responses to nearby objects. Our study also provides a first starting point on the role of the SMA in regulating spatial impulsivity.

UNASSIGNED: The purpose of this study was to examine the association between video gaming experience, spatial cognition, and laparoscopic surgical skills in a cohort of 50 medical students.
UNASSIGNED: Participants were assessed for video gaming experience, spatial cognition, and laparoscopic skills. The number of hours played per week was also recorded. Structural equation modeling was used to determine the relationship between these variables.
UNASSIGNED: Our findings revealed that video gaming experience and spatial cognition exerted a positive influence on laparoscopic skills. Interestingly, students who excessively indulged in video games without concomitant improvements in spatial cognition experienced a negative impact on their laparoscopic skills.
UNASSIGNED: These findings underscore the potential of video gaming as a tool for improving surgical skills, but also highlight the potential downsides of excessive gaming. The positive correlation between gaming and surgical skills suggests that video games could be integrated into surgical education. Future research should focus on identifying specific video games that effectively promote visuospatial skills as well as determining the optimal balance between gaming and traditional surgical training.

The behavioral, sensory, and neural bases of vertebrate navigation are primarily described in mammals and birds. However, we know much less about navigational abilities and mechanisms of vertebrates that move on smaller scales, such as amphibians. To address this knowledge gap, we conducted an extensive field study on navigation in the cane toad, Rhinella marina. First, we performed a translocation experiment to describe how invasive toads in Hawai\'i navigate home following displacements of up to one kilometer. Next, we tested the effect of olfactory and magnetosensory manipulations on homing, as these senses are most commonly associated with amphibian navigation. We found that neither ablation alone prevents homing, suggesting that toad navigation is multimodal. Finally, we tested the hypothesis that the medial pallium, the amphibian homolog to the hippocampus, is involved in homing. By comparing neural activity across homing and non-homing toads, we found evidence supporting the involvement of the medial pallium, lateral pallium, and septum in navigation, suggesting a conservation of neural structures supporting navigation across vertebrates. Our study lays the foundation to understand the behavioral, sensory, and neural bases of navigation in amphibians and to further characterize the evolution of behavior and neural structures in vertebrates.

The integration of virtual, mixed, and augmented reality technologies in cognitive neuroscience and neuropsychology represents a transformative frontier. In this Commentary, we conducted a meta-analysis of studies that explored the impact of Virtual Reality (VR), Mixed Reality (MR), and Augmented Reality (AR) on cognitive neuroscience and neuropsychology. Our review highlights the versatile applications of VR, ranging from spatial cognition assessments to rehabilitation for Traumatic Brain Injury. We found that MR and AR offer innovative avenues for cognitive training, particularly in memory-related disorders. The applications extend to addressing social cognition disorders and serving as therapeutic interventions for mental health issues. Collaborative efforts between neuroscientists and technology developers are crucial, with reinforcement learning and neuroimaging studies enhancing the potential for improved outcomes. Ethical considerations, including informed consent, privacy, and accessibility, demand careful attention. Our review identified common aspects of the meta-analysis, including the potential of VR technologies in cognitive neuroscience and neuropsychology, the use of MR and AR in memory research, and the role of VR in neurorehabilitation and therapy.

UNASSIGNED: Egocentric and allocentric spatial memory impairments affect the navigation abilities of older adults with mild cognitive impairment (MCI). Embodied cognition research hints that specific aids can be implemented into virtual reality (VR) training to enhance spatial memory.
UNASSIGNED: In this study, we preliminarily tested \'ANTaging\', an embodied-based immersive VR training for egocentric and allocentric memory, compared to treatment as usual (TAU) spatial training in MCI.
UNASSIGNED: MCI patients were recruited for this controlled trial. A cognitive battery was administered at pre-test, after ten sessions of ANTaging or TAU intervention, and at 3-month follow-up (FU). The primary outcomes were spatial cognition tests (Corsi supra-span, CSS; Manikin test, MT). VR egocentric and allocentric performance was also collected.
UNASSIGNED: We found that ANTaging significantly improved MT scores at FU compared to TAU. CSS slightly improved in both groups. Concerning secondary outcomes, auditory-verbal forgetting significantly improved at post-test in the ANTaging but not TAU group and significantly declined at FU in the TAU but not in the ANTaging group. Global cognition significantly improved at FU for TAU and remained stable for ANTaging. Other tests showed no improvement or deterioration. Clinical significance showed that ANTaging is effective for CSS. Virtual egocentric and allocentric memory performance improved across ANTaging sessions.
UNASSIGNED: ANTaging holds the potential to be superior for improving spatial cognition in MCI compared to TAU. Embodied cognition research provides insights for designing effective spatial navigation rehabilitation in aging.

We know little about the ability to explore and navigate large-scale space for people with intellectual disability (ID). In this cross-syndrome study, individuals with Down syndrome (DS), individuals with Williams syndrome (WS) and typically developing children (TD; aged 5-11 years) explored virtual environments with the goal of learning where everything was within the environment (Experiment 1) or to find six stars (Experiment 2). There was little difference between the WS and DS groups when the goal was simply to learn about the environment with no specific destination to be reached (Experiment 1); both groups performed at a level akin to a subset of TD children of a similar level of non-verbal ability. The difference became evident when the goal of the task was to locate targets in the environment (Experiment 2). The DS group showed the weakest performance, performing at or below the level of a subset of TD children at a similar level of non-verbal ability, whilst the WS group performed at the level of the TD subset group. The DS, WS and TD group also demonstrated different patterns of exploration behavior. Exploration behaviour in DS was weak and did not improve across trials. In WS, exploration behavior changed across trials but was atypical (the number of revisits increased with repeated trials). Moreover, transdiagnostic individual difference analysis (Latent Profile Analysis) revealed five profiles of exploration and navigation variables, none of which were uniquely specific to DS or to WS. Only the most extreme profile of very poor navigators was specific to participants with DS and WS. Interestingly, all other profiles contained at least one individual with DS and at least one individual with WS. This highlights the importance of investigating heterogeneity in the performance of individuals with intellectual disability and the usefulness of a data-driven transdiagnostic approach to identifying behavioral profiles.

OBJECTIVE: Accurate verticality perception is essential for daily life activities, such as correctly estimating object orientation in space. This study established normative data for the subjective visual vertical (SVV) and subjective haptic vertical (SHV) using the portable and self-constructable modified Bucket test and Rotating-Column test. Additionally, the contribution of age, sex, and starting position of the line/ column on SVV and SHV accuracy were evaluated.
METHODS: This study, part of the PRECISE project (ClinicalTrials.gov ID NCT05978596), was conducted following the STROBE guidelines. Healthy adults without visual/neurological/vestibular disorders were recruited. Subjective visual vertical and SHV accuracy were described in terms of constant errors (i.e., mean deviation from 0° [true vertical] respecting its direction), unsigned errors (i.e., mean deviation from 0° irrespective of direction), and variability (i.e., intra-individual standard deviation).
RESULTS: Sixty participants were evaluated (mean age: 41.14 [SD = 16.74] years). Subjective visual vertical constant errors between -2.82° and 2.90°, unsigned errors up to 2.15°, and variability up to 1.61° are considered normal. Subjective haptic vertical constant errors ranged from -6.94° to 8.18°, unsigned errors up to 6.66° and variability up to 4.25°. Higher ages led to higher SVV unsigned errors and variability. SHV variability was higher in females compared to males. Certain starting positions led to higher SVV and SHV constants and SVV unsigned errors.
CONCLUSIONS: Normative data are provided for affordable, self-constructable, and portable SVV and SHV tools. These norms are consistent with more sophisticated equipment and can be used to distinguish between normal and abnormal values.