笔者想感谢行政法院SCOLAIRE公共杜大北方DE L&#39;安大略（CSPGNO）在这个项目中的合作伙伴关系。这项研究成为可能，通过从加拿大卫生部的部分捐款。这里所表达的观点并不一定代表加拿大卫生部的官方意见。谢谢谁参与了数据的收集和准备手稿的学生:MELISSA Therrien，梅丽莎拉里维耶尔，法国兰维尔，西尔维·龙多和亚历山德拉伟业。

这项研究是经劳伦森大学研究伦理委员会。只有对他们来说，家长知情签署同意书代表参加。 1.设置<ol><li>在一个私人房间，如果可能的参与者进行评估。 </li><li>为了减少对认知和导航的分数可能疲劳的影响，所以不推荐管理所有的测试在同一时间，相反，评估参与者在该变化从30分钟至每2小时两到四个会话。 </li><li>当使用这种方法用于研究目的，以控制测试实践上均给出最后的测验元，随机确定其中的导航任务和认知测验的管理秩序，并确保他们是不一样的所有参与者。 </li></ol> 2.程序<ol><li>航行任务<ol><li>材料:使用平板电脑和一个辅助和阿尔特用16格的位置和分类学的分类rnative通信应用。使用预装的辅助和替代通信应用的符号。使用涉及在开始正式评估之前的25个字（ 见表1）和图5实践字检索的导航任务。使用包含符号的每个目标字的一本小册子。注:每个符号是在一个页面上单独存在。 <table border="0" cellpadding="0" cellspacing="0"><tbody><tr><td fo:width="3.4in"> 话从实践部分 </td></tr><tr><td> 1.脚</td></tr><tr><td> 2.香蕉</td></tr><tr><td> 3.猫</td></tr><tr><td> 4.船</td></tr><tr><td> 5.叉</td></tr><tr><td> 话从正规导航任务 </td></tr><tr><td> 1.狗</td></tr><tr><td> 2.汉D </td></tr><tr><td> 3.苹果</td></tr><tr><td> 4.汽车</td></tr><tr><td> 5.勺子</td></tr><tr><td> 6.青蛙</td></tr><tr><td> 7.鞋</td></tr><tr><td> 8.嘴</td></tr><tr><td> 9.鱼</td></tr><tr><td> 10.胡萝卜</td></tr><tr><td> 11.椅子</td></tr><tr><td> 12.花</td></tr><tr><td> 13.鸭</td></tr><tr><td> 14.表</td></tr><tr><td> 15.男孩</td></tr><tr><td> 16.飞机</td></tr><tr><td> 17.甲鱼</td></tr><tr><td> 18.饼干</td></tr><tr><td> 19.宝宝</td></tr><tr><td> 20.腰带</td></tr><tr><td> 21.树</td></tr><tr><td> 22.公交车</td></tr><tr><td> 23.铅笔</td></tr><tr><td> 24.农民</td></tr><tr><td> 25.自行车</td></tr></tbody></table> 表1:从导航任务词。 </li><li>坐/站在一个角度，对面的参与者，以观察是否可以在计算机化片剂选择适当的符号，并便于转动小册子的页面。直接将计算机化片剂中的参与者的前面，平放在桌子上，或在一个45°角，以控制从照明房间中的反射。将小册子直立使用画架与自己和参与者之间的符号。 </li><li>请参与者，如果他们以前使用智能手机或计算机化的平板电脑。注意:如果被用于研究这种方法，此变量​​是唯一重要的。 </li><li>解释符号可以表示在文件夹类别可以发现，这家按钮链接到的第一级和后退按钮链接到以前的水平。状态:"符号可以发现在每个代表不同的类别（指向不同的文件夹）在不同的文件夹中。该按钮在这里（触摸home键）链接到这个水平（表明为参加者），这个按钮在这里（触摸后退按钮）链接到以前的水平。看到了吗？" </li><li>目前在一本小册子，独自在一个页面上，需要的符号，在平板电脑中找到。说代表符号大声的话。 </li><li>保持开放的小册子，而参与者的导航平板电脑的水平之内找到的符号。 </li><li>实践部分期间根据需要，例如给尽可能多的言语和肢体提示:"确实这个词属于什么类别" </li><li>开始正式的航行任务的5实践的话已成功检索后。 </li><li>触摸以一贯从第一级开始审判之间的​​应用程序的主页按钮。 </li><li>请参与者retrie已经计算机化片剂的水平之内的所有25个字使用相同的过程作为实践部，与该提示不给予异常。 </li><li>如果一个符号不能被检索，告诉通过转动图像小册子的页面，该项目可被跳过的参与者。 </li><li>评分项目，如正确的，如果参与者正确选择，在小册子匹配目标的象征。 </li><li>给零分当一个符号被错误地检索。 </li><li>当参与者并不在5分钟内进行选择，提醒通过转动符号小册子的页面，该项目可被跳过的参与者。 </li><li>一旦完所有的25个项目都在测试或参与者到达后未能找回连续8个符号的上限。 </li></ol></li><li>认知测试<ol><li>根据管理研究所的雷特国际操作量表修订版（雷特-R）以下测验3乱子手册。对于每个子测试，提供非口述指令后，监视参与者和记录的正确应答的数目。注:雷特-R是一种非语言测试要求参与者和临床医生与非言语线索，如哑剧，手势，指着一个问话的方式只有沟通。在雷特-R的任务通常包括一个定位或匹配响应。材料包括刺激画架，卡，和泡沫的形状。 <ol><li>辖注意持续子测试。 <ol><li>点来回的目标图像和一个正确的答案在页面上之间并模拟出交叉运动，表示到与会者的需要找到并划掉尽可能多的项目可能是相同的目标几何形状的一个阵列内，30〜60秒3的限期。 </li></ol></li><li>辖图片语境分测验。 <ol><li>用手势来表示对participan牛逼的刺激卡涉及的画架插图3空盒。手势来回，以指示需要通过使用上下文线索3，以确定已经从一个大的显示移除的描绘对象。 </li></ol></li><li>辖形象地分测验。 <ol><li>点来回的刺激物质和画架和耸肩之间的问话方式来指示参与者需要确定在一个复杂的刺激呈现3卡上的嵌入式图形或设计。 </li></ol></li><li>辖顺序分测验。 <ol><li>手势来回刺激物质和托盘插槽之间，以指示与会者的需要选择相关刺激的进展在相应的订单。例如，地方的形状或卡在错误的顺序和摇头"不"3。 </li></ol></li></ol></li></ol></li></ol>

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M., Dunn, D. M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> Peabody Picture Vocabulary Test. , (2007).</li><li>Dunn, L. M., Th&#233;riault-Whalen, C. M., Dunn, L. M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=&#201;chelle+de+Vocabulaire+en+Images+Peabody.+Adaptation+francaise+du+Peabody+Picture+Vocabulary+Test-Revised.">&#201;chelle de Vocabulaire en Images Peabody. Adaptation francaise du Peabody Picture Vocabulary Test-Revised.</a> Manuel pour les formes A et B. , (1993).</li><li>Roid, G. H., Miller, L. J., Pomplun, M., Koch, C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> Leiter International Performance, Third Edition (Leiter-3). , (2013).</li></ol>

这项研究最初是进行作为第一作者的博士论文的一部分。

这个视频的目的是要勾勒用来探索认知因素，影响孩子的导航的能力新元的方法。由于研究罗比拉德和他的同事是1先河带着孩子的，没有预先确定的协议。 包括儿童与典型发展的决定是为了获得，涉及到使用这种技术18-20基本的学习策略和困难的资料。符号被呈现在一本小册子（在一页）同时作为字的符号被所述高声以控制对应的符号，以指涉并确保正在测量仅导航参与者的能力。中试确定了16的位置电网是必要的。当每级超过16个符号被使用的，在导航任务的复杂性被大大地因为​​需要扫描每升更多项目增加伊维尔基尼定位的符号。使用每格小于16个码元将导致更大的需要改变的网页，并且可以增加所述的导航任务的复杂性。字识别导航任务（25）的数量也通过试验测试确定，是基于项目的数量，孩子们可以在一个会话中相当完整，而无需休息。 SymbolStix 23符号被使用，因为他们来到预装Proloquo2Go 21。其它类型的符号也可使用。选择的话是选自如皮博迪图片词汇测试接受性词汇测试阶段年轻-第四版（PPVT-4）22和阶梯杜vocabulaire EN图片皮博迪（ÉVIP）24。选择的话被判定为熟悉为4岁至6岁的儿童最多。上榜的这些词汇包括了代表物体，动物或PEO具体名词PLE。演讲的话的顺序也通过试点测试来确定。即有最高的成功率从试点组的话放在开头，而最低的成功率分别置于接近尾声。项目也被放置在一个秩序，确保两个连续符号在同一类别中没有位置。一些符号可以在第三级和其他在第四级中找到。整个实验的导航任务，有难度的电平的恶化。首先，目标话下在实践部所使用的相同类别。随着任务的进展，新的分类进行了介绍。为了不阻碍参与者，最困难的话，以找回被放置在任务的结束，并没有给予孩子已经达到八个连续误差的上限，因为这促使任务的终止。与会者分别获得0 F A比分或者未施用的项目。 至于认知措施，对雷特-R被选中是因为所有的测验都是非语言的，因此可以给予谁拥有复杂的通信需要的儿童。持续关注被选中来衡量维持注意力的能力。画面背景是选择来衡量分类。形象地被选为认知灵活性的措施。顺序被选为测量流体的推理。雷特的-R 3的新版本中，雷特- 3月25日也将是认知的一个很好的措施。 由罗比拉德及其同事1的结果表明，认知技能对正常发育儿童谁是新的AAC使用的导航能力产生影响。持续关注（注意持续，雷特-R），分类（图片语境和分类，雷特-R），流体推理（表单填写，顺序和众议员eated模式，雷特-R），均与相关导航1。结果的更详细的讨论可以在罗比拉德和合作者1中找到。认知灵活性（图地面，雷特-R）的相关导航在儿童和青少年与自闭症谱系障碍（ASD）2诊断，但没有相关的导航幼儿典型的发展。在与导航相关的因素，最好的预测，正常发育儿童的航海技能分类学组织的子集包括持续关注，分类，流体和推理。由于小一些与会者在研究ASD的，线性回归是不可能的。然而，在相关结果中打开的可能性，即认知灵活性可能是用于ASD患儿的导航能力的预测的一个重要因素。需要参与者数量较多新的研究。该选择符号的速度并没有在以前的研究中的变量，但也可以加入作为处理速度的度量。 程序的限制存在于该方法中。的评估工具的管理进行了多种设置（ 即包房，学校背景噪音，诊所）。这可能影响了参与者的性能。视力可能被评定为排除困难视野。一些与会者可能很难理解，即使象征是航行任务中提出的一本小册子的话表示。导航任务并不代表真正的沟通和实际上只有很少的训练后第一次使用的AAC设备。航海技能可以通过个性化设备，这可以减少认知要求来辅助。该过程概述了评估儿童和未审查的成人人口。此外，的认知因素的有效性受到质疑，因为它们难以分离。 为了减少上述限制，所有参与者应在私人房间没有分心或背景噪声进行评估。若这是不可能的，分心应以不影响参与者的性能的限制。当听力和视力测试是不可能的，困难可以通过询问参与者对家庭的听力和视力排除。 比Proloquo2Go 21,25的其他应用程序也可以使用。其他非语言认知测试，也可以用来测量认知，只要它们包括隔离的不同的认知分量众多子测试。修改在本文中所述的程序时或使用替代时上前评估认知，如非标准化的认知测试需要谨慎，因为结果凑从预期的结果LD不同。 据了解如何认知因素促成的导航能力是非常重要的。选用不当的新元可能会导致儿童和他们的照顾者变得沮丧和放弃使用的设备进行交际的目的。当选择一个SGD幼儿，关注，分类和推理能力进行评估，以帮助预测他们使用一个分类组织1的动态寻呼成功。对于儿童和青少年ASD，认知灵活性可以提供的航海技能2最好的预测。采用上述方法进行更多的研究与其他较大的临床人群需要，以确定认知上的导航谁需要并使用辅助和替代性沟通策略儿童的影响。

所用的方法，以评估认知和导航技术可以广泛地变化。一些研究已经发表关于认知和导航能力。在此之前，华莱士，HUX和Beukelman（2010）研究了认知上的导航与谁经历了创伤性脑损伤4名成人的影响。他们发现，认知灵活性，这部分人群的影响航海技能。由罗比拉德，梅耶-克里滕登，罗伊- Charland，小调Corriveau和贝朗格进行本文所描述的方法已经发表在2013年1，龙多，罗比拉德和罗伊- Charland也采用了类似的研究2此方法。对于本文的目的，一步一步的指导与支持可视化将展示以鼓励这种技术与其他人群为研究目的的重复使用的方法，并支持谁想要评估导航和认知技能，为客户医师谁拥有Çomplex通信需要。 语音发生装置（SGD）的使用电子语音合成器，并且可以具有动态水平的链接，允许用户通过改变水平访问新词产生（ 即从符号的页改变为另一个）5,6。这些电平之间进行导航的能力是必需的，以便找到多个级别的新元6,7中的符号。认知技能导航的新元的水平的能力的重要性已被证明1,2,4。一项研究，分析了航海技能语言能力的影响，结果表明，语言技能是不是导航绝活儿8中一个很好的预测。由于具有更好的理解的认知因素可能影响导航，临床医生可以提供小儿复杂的通信需求的更可靠的评估。将在本研究中要解决的认知因素分别是:持续关注，分类，认知灵活性和流体推理。罗毕拉见和合作者对这些认知因素1的描述。 由于很少有研究着眼于认知因素对航行的影响，评估协议尚未付诸实践。多年来，在语音语言病理学等领域，以便更好地确定需要这些服务的儿童建立评估电池。例如，它是一个众所周知的事实是不重复的字和句子的模仿，这在很大程度上依赖于言语工作记忆，随着选择的语言评估工具两个任务，可以成功地识别与语言障碍儿童9-14。然而，在辅助和替代通信（AAC）的领域，很少关注已考虑到认知和导航的AAC设备的能力之间的关系。甚至更少的关注已经给予一个系统的方法开发遵循。很少有工具的导航技能在儿童中存在的评估。由于存在多种可用于评估非语言认知技能评估工具，这是可以理解，在确定的工具或任务要使用的可能是非常绝大多数临床医生15。医生通常使用特征匹配与谁使用AAC个人。它涉及到匹配的人的能力发挥到SGD的设计特点。因此，重要的是临床医生最有能力的认知技能水平和人的能力的导航匹配到相应的设备。 直到最近，很少有研究已经使用电子药片进行。沃丁顿和合作者16表明部门沟通技能可以传授使用方法的干预，包括使用平板电脑对儿童自闭症谁有限或无讲话。此外，通过Kagohara和合作者17系统性的审查建议，儿童发育障碍可以教给利用技术如片剂用于各种通信的目的。本文介绍的方法将提供研究人员和临床医生的详细指南评估的认知和导航技能时使用。

<table><tbody><tr><td>iPad</td><td>Apple, 2015</td><td>MD786C/A</td><td>tablet with dynamic screen</td></tr><tr><td>Proloquo2Go</td><td>AssistiveWare, 2015</td><td>available on iTunes</td><td>applicaiton for augmentative and alternative communication</td></tr><tr><td>SymbolStix</td><td>N2Y inc, 2015</td><td>https://www.n2y.com/products/symbolstix/</td><td>Symbols used with Proloquo2Go (preloaded)</td></tr><tr><td>Leiter International Performance Scale - Revised, Roid &amp;amp; Miller), 1997</td><td>Stoelting</td><td>37050M</td><td>cognitive non-verbal test</td></tr></tbody></table>

practical methodology of cognitive tasks within a navigational assessment

This paper describes an approach for measuring navigation accuracy relative to cognitive skills. The methodology behind the assessment will thus be clearly outlined in a step-by-step manner. Navigational skills are important when trying to find symbols within a speech-generating device (SGD) that has a dynamic screen and taxonomical organization. The following skills have been found to impact children&#8217;s ability to find symbols when navigating within the levels of an SGD: sustained attention, categorization, cognitive flexibility, and fluid reasoning1,2. According to past studies, working memory was not correlated with navigation1,2.
The materials needed for this method include a computerized tablet, an augmentative and alternative communication application, a booklet of symbols, and the Leiter International Performance Scale-Revised (Leiter-R)3. This method has been used in two previous studies. Robillard, Mayer-Crittenden, Roy-Charland, Minor-Corriveau and B&#233;langer1 assessed typically developing children, while Rondeau, Robillard and Roy-Charland2 assessed children and adolescents with a diagnosis of Autism Spectrum Disorder. The direct observation of this method will facilitate the replication of this study for researchers. It will also help clinicians that work with children who have complex communication needs to determine the children&#8217;s ability to navigate an SGD with taxonomical categorization.

对于这两种研究，使用这种方法1,2，认知是相关的导航分数。认知得分越高，更高是导航分数1,2。分别获得认知灵活性和导航的研究与ASD人口正相关系数。这些结果更类似于华莱士等人。4，其参与者包括谁经历了创伤性脑损伤，而不是那些由研究与正常发育儿童，成人获得。事实上，在后期，认知灵活性不相关与导航。然而，某些认知能力能够预测一个典型的发展中人口1的续航能力。对于这些孩子，持续关注，分类和推理能力允许预测航海技能1的能力。年龄不是为导航的预测的一个重要因素技能。结果示于表2中 。在这些研究的结果的全部细节可以在上述的论文的结果部分中找到。显而易见的是，认知技能是在导航与SGD的能力的一个重要因素。然而，由于预测因素变化从一个作者到下，进一步的研究，需要与不同的临床亚群和年龄组，以便更清楚地确定的认知因素上的导航能力的底层的作用。研究人口较多，以及儿童和谁具有复杂的通信需求，并使用SGDs进行通信，也需要成人。 <table border="0" cellpadding="0" cellspacing="0"><tbody><tr><td fo:width="2in" style="width:300px"> 人口 </td><td fo:width="2in"> 与相关技能导航认知因素 </td></tr><tr><td rowspan="3">与典型的儿童发展</TD&gt; <td>持续关注</td></tr><tr><td>分类</td></tr><tr><td>流体推理</td></tr><tr><td rowspan="4">儿童和青少年自闭症谱系障碍的诊断</td><td>认知灵活性</td></tr><tr><td>持续关注</td></tr><tr><td>分类</td></tr><tr><td>流体推理</td></tr></tbody></table> 表2:结果从使用此方法，通过罗比拉德和2的研究和他的同事1回旋曲和同事。

Watch this Scientific Journal Video about Practical Methodology of Cognitive Tasks Within a Navigational Assessment at JoVE.com

Practical Methodology of Cognitive Tasks Within a Navigational Assessment

谁拥有复杂的通信需要的儿童可以享受使用语音发生装置（SGD）的。认知技能鉴定为具有对SGDs水平之间进行导航的能力产生影响。本协议描述，评估认知能力和导航能力所需要的语音语言病理学家的步骤。

认知任务的实用方法在一个导航评估

This paper describes an approach for measuring navigation accuracy relative to cognitive skills. The methodology behind the assessment will thus be ...

practical-methodology-cognitive-tasks-within-navigational

Universidad San Sebastian

Research

JoVE Journal

Behavior

13.5K 次观看.  Laurentian University. 谁拥有复杂的通信需要的儿童可以享受使用语音发生装置（SGD）的。认知技能鉴定为具有对SGDs水平之间进行导航的能力产生影响。本协议描述，评估认知能力和导航能力所需要的语音语言病理学家的步骤。 

视频: Practical Methodology of Cognitive Tasks Within a Navigational Assessment

Using Pharmacological Manipulation and High-precision Radio Telemetry to Study the Spatial Cognition in Free-ranging Animals

An animal&#39;s ability to perceive and learn about its environment plays a key role in many behavioral processes, including navigation, migration, dispersal and foraging. However, the understanding of the role of cognition in the development of navigation strategies and the mechanisms underlying these strategies is limited by the methodological difficulties involved in monitoring, manipulating the cognition of, and tracking wild animals. This study describes a protocol for addressing the role of cognition in navigation that combines pharmacological manipulation of behavior with high-precision radio telemetry. The approach uses scopolamine, a muscarinic acetylcholine receptor antagonist, to manipulate cognitive spatial abilities. Treated animals are then monitored with high frequency and high spatial resolution via remote triangulation. This protocol was applied within a population of Eastern painted turtles (Chrysemys picta) that has inhabited seasonally ephemeral water sources for ~100 years, moving between far-off sources using precise (&#177; 3.5 m), complex (i.e., non-linear with high tortuosity that traverse multiple habitats), and predictable routes learned before 4 years of age. This study showed that the processes used by these turtles are consistent with spatial memory formation and recall. Together, these results are consistent with a role of spatial cognition in complex navigation and highlight the integration of ecological and pharmacological techniques in the study of cognition and navigation.

This paper describes a novel protocol that combines the pharmacological manipulation of memory and radio telemetry to document and quantify the role of cognition in navigation.

使用药理操纵和高精度无线电遥测研究空间认知中自由放养的动物

An animal&#39;s ability to perceive and learn about its environment plays a key role in many behavioral processes, including navigation, migration, ...

科研

环境科学

Using MazeSuite and Functional Near Infrared Spectroscopy to Study Learning in Spatial Navigation

MazeSuite is a complete toolset to prepare, present and analyze navigational and spatial experiments1. MazeSuite can be used to design and edit adapted virtual 3D environments, track a participants' behavioral performance within the virtual environment and synchronize with external devices for physiological and neuroimaging measures, including electroencephalogram and eye tracking.
Functional near-infrared spectroscopy (fNIR) is an optical brain imaging technique that enables continuous, noninvasive, and portable monitoring of changes in cerebral blood oxygenation related to human brain functions2-7. Over the last decade fNIR is used to effectively monitor cognitive tasks such as attention, working memory and problem solving7-11. fNIR can be implemented in the form of a wearable and minimally intrusive device; it has the capacity to monitor brain activity in ecologically valid environments. 
Cognitive functions assessed through task performance involve patterns of brain activation of the prefrontal cortex (PFC) that vary from the initial novel task performance, after practice and during retention12. Using positron emission tomography (PET), Van Horn and colleagues found that regional cerebral blood flow was activated in the right frontal lobe during the encoding (i.e., initial na&iuml;ve performance) of spatial navigation of virtual mazes while there was little to no activation of the frontal regions after practice and during retention tests. Furthermore, the effects of contextual interference, a learning phenomenon related to organization of practice, are evident when individuals acquire multiple tasks under different practice schedules13,14. High contextual interference (random practice schedule) is created when the tasks to be learned are presented in a non-sequential, unpredictable order. Low contextual interference (blocked practice schedule) is created when the tasks to be learned are presented in a predictable order.
Our goal here is twofold: first to illustrate the experimental protocol design process and the use of MazeSuite, and second, to demonstrate the setup and deployment of the fNIR brain activity monitoring system using Cognitive Optical Brain Imaging (COBI) Studio software15. To illustrate our goals, a subsample from a study is reported to show the use of both MazeSuite and COBI Studio in a single experiment. The study involves the assessment of cognitive activity of the PFC during the acquisition and learning of computer maze tasks for blocked and random orders. Two right-handed adults (one male, one female) performed 315 acquisition, 30 retention and 20 transfer trials across four days. Design, implementation, data acquisition and analysis phases of the study were explained with the intention to provide a guideline for future studies.

MazeSuite is a complete toolset to prepare, present and analyze navigational and spatial experiments. Functional near-infrared spectroscopy (fNIR) is an optical brain imaging technique that enables noninvasive and portable monitoring of cerebral blood oxygenation changes. This paper summarizes collective use of MazeSuite and fNIR within a cognitive processing learning paradigm.

使用近红外光谱MazeSuite和功能研究学习空间导航

MazeSuite is a complete toolset to prepare, present and analyze navigational and spatial experiments1. MazeSuite can be used to design and edit adapted ...

神经科学

A Networked Desktop Virtual Reality Setup for Decision Science and Navigation Experiments with Multiple Participants

Investigating the interactions among multiple participants is a challenge for researchers from various disciplines, including the decision sciences and spatial cognition. With a local area network and dedicated software platform, experimenters can efficiently monitor the behavior of the participants that are simultaneously immersed in a desktop virtual environment and digitalize the collected data. These capabilities allow for experimental designs in spatial cognition and navigation research that would be difficult (if not impossible) to conduct in the real world. Possible experimental variations include stress during an evacuation, cooperative and competitive search tasks, and other contextual factors that may influence emergent crowd behavior. However, such a laboratory requires maintenance and strict protocols for data collection in a controlled setting. While the external validity of laboratory studies with human participants is sometimes questioned, a number of recent papers suggest that the correspondence between real and virtual environments may be sufficient for studying social behavior in terms of trajectories, hesitations, and spatial decisions. In this article, we describe a method for conducting experiments on decision-making and navigation with up to 36 participants in a networked desktop virtual reality setup (i.e., the Decision Science Laboratory or DeSciL). This experiment protocol can be adapted and applied by other researchers in order to set up a networked desktop virtual reality laboratory.

This paper describes a method for conducting multi-user experiments on decision-making and navigation using a networked computer laboratory.

面向多参与者的决策科学与导航实验的网络化桌面虚拟现实设置

Investigating the interactions among multiple participants is a challenge for researchers from various disciplines, including the decision sciences and ...

行为学

Development of an Audio-based Virtual Gaming Environment to Assist with Navigation Skills in the Blind

Audio-based Environment Simulator (AbES) is virtual environment software designed to improve real world navigation skills in the blind. Using only audio based cues and set within the context of a video game metaphor, users gather relevant spatial information regarding a building's layout. This allows the user to develop an accurate spatial cognitive map of a large-scale three-dimensional space that can be manipulated for the purposes of a real indoor navigation task. After game play, participants are then assessed on their ability to navigate within the target physical building represented in the game. Preliminary results suggest that early blind users were able to acquire relevant information regarding the spatial layout of a previously unfamiliar building as indexed by their performance on a series of navigation tasks. These tasks included path finding through the virtual and physical building, as well as a series of drop off tasks. We find that the immersive and highly interactive nature of the AbES software appears to greatly engage the blind user to actively explore the virtual environment. Applications of this approach may extend to larger populations of visually impaired individuals.

Audio-based Environment Simulator (AbES) is virtual environment software designed to improve real world navigation skills in the blind.

基于音频的虚拟游戏环境的发展，以帮助盲人的导航技巧

Audio-based Environment Simulator (AbES) is virtual environment software designed to improve real world navigation skills in the blind. Using only audio ...

医学

Virtual Reality Experiments with Physiological Measures

Virtual reality (VR) experiments are increasingly employed because of their internal and external validity compared to real-world observation and laboratory experiments, respectively. VR is especially useful for geographic visualizations and investigations of spatial behavior. In spatial behavior research, VR provides a platform for studying the relationship between navigation and physiological measures (e.g., skin conductance, heart rate, blood pressure). Specifically, physiological measures allow researchers to address novel questions and constrain previous theories of spatial abilities, strategies, and performance. For example, individual differences in navigation performance may be explained by the extent to which changes in arousal mediate the effects of task difficulty. However, the complexities in the design and implementation of VR experiments can distract experimenters from their primary research goals and introduce irregularities in data collection and analysis. To address these challenges, the Experiments in Virtual Environments (EVE) framework includes standardized modules such as participant training with the control interface, data collection using questionnaires, the synchronization of physiological measurements, and data storage. EVE also provides the necessary infrastructure for data management, visualization, and evaluation. The present paper describes a protocol that employs the EVE framework to conduct navigation experiments in VR with physiological sensors. The protocol lists the steps necessary for recruiting participants, attaching the physiological sensors, administering the experiment using EVE, and assessing the collected data with EVE evaluation tools. Overall, this protocol will facilitate future research by streamlining the design and implementation of VR experiments with physiological sensors.

Virtual reality (VR) experiments can be difficult to implement and require meticulous planning. This protocol describes a method for the design and implementation of VR experiments that collect physiological data from human participants. The Experiments in Virtual Environments (EVE) framework is employed to accelerate this process.

用生理学方法进行虚拟现实实验

Virtual reality (VR) experiments are increasingly employed because of their internal and external validity compared to real-world observation and ...

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Learning disabilities (LDs) encompass disorders of those who have difficulty learning and using academic skills, exhibiting performance below expectations for their chronological age in the areas of reading, writing, and/or mathematics. Each of the disorders making up the LDs involve different deficits; however, some commonalities can be found within that heterogeneity, such in terms of learning self-regulation and metacognition. Unlike in early ages and later educational levels, there are hardly any evidence-based evaluation protocols for adults with LDs. LDs influence academic performance but also have serious consequences in professional, social, and family contexts. In response to this, the current work proposes a multimodal evaluation protocol focused on metacognitive, self-regulation of learning, and emotional processes, which make up the basis of the difficulties in adults with LDs. The assessment is carried out through analysis of the on-line learning process using a variety methods, techniques, and sensors (e.g., eye tracking, facial expressions of emotion, physiological responses, concurrent verbalizations, log files, screen recordings of human-machine interactions) and off-line methods (e.g., questionnaires, interviews, and self-report measures). This theoretically-driven and empirically-based guideline aims to provide an accurate assessment of LDs in adulthood in order to design effective prevention and intervention proposals.

The current work proposes a multimodal evaluation protocol focused on metacognitive, self-regulation of learning, and emotional processes, which make up the basis of the difficulties in adults with LDs.

评估学习困难成人元认知和自我调节的多式联运协议

Learning disabilities (LDs) encompass disorders of those who have difficulty learning and using academic skills, exhibiting performance below expectations ...

基于游戏的探索：解锁人类的空间导航能力

Assessing Human Spatial Navigation in a Virtual Space and its Sensitivity to Exercise

Spatial navigation (SN) is the ability to locomote through the environment, which requires an understanding of where one is located in time and space. This capacity is known to rely on the sequential firing of place cells within the hippocampus. SN is an important behavior to investigate as this process deteriorates with age, especially in neurodegenerative disorders. However, the investigation of SN is limited by the lack of sophisticated behavioral techniques to assess this hippocampal-dependent task. Therefore, the goal of this protocol was to develop a novel, real-world approach to studying SN in humans. Specifically, an active virtual SN task was developed using a cross-platform game engine. During the encoding phase, participants navigated their way through a virtual city to locate landmarks. During the remembering phase, participants remembered where these reward locations were and delivered items to these locations. Time to find each location was captured and episodic memory was assessed by a free recall phase, including aspects of place, order, item, and association. Movement behavior (x, y, and z coordinates) was assessed through an asset available in the game engine. Importantly, results from this task demonstrate that it accurately captures both spatial learning and memory abilities as well as episodic memory. Further, findings indicate that this task is sensitive to exercise, which improves hippocampal functioning. Overall, the findings suggest a novel way to track human hippocampal functioning over the course of time, with this behavior being sensitive to physical activity training paradigms.

作者聚焦：研究身心运动练习对大脑功能的影响

Here, we present a novel, brief, and active spatial navigation task that assesses both spatial navigation and episodic memory ability. Importantly, spatial navigation and episodic memory were associated with one another, and this task demonstrated sensitivity to exercise.

评估虚拟空间中的人类空间导航及其对运动的敏感性

Spatial navigation (SN) is the ability to locomote through the environment, which requires an understanding of where one is located in time and space. ...

<meta charset="utf8"></head><body>实施定向越野进行身体和大脑训练

Orienteering as a Tool for Cognitive Research: An Implementation Guide

The sport of orienteering combines physical activity with spatial navigation. Using only a map and a compass, the orienteer must locate a series of checkpoints over unfamiliar terrain using any navigational route they choose and while moving as quickly as possible. Although expert orienteers have superior spatial memory and navigational abilities, even a single session of orienteering can benefit cognition, suggesting that orienteering may be a promising way to train the brain. Research interventions involving orienteering may be especially beneficial for staving off Alzheimer's disease and related dementias that are afflicted by early impairments in wayfinding and spatial cognition. Though orienteering has gained traction in recent literature, certain barriers exist for researchers who are unfamiliar with the sport and wish to implement an intervention. Specifically, a lack of research-based resources for creating orienteering maps and courses may prevent those wishing to study orienteering from designing an intervention. Therefore, this report provides the fundamental information needed to develop orienteering maps and courses and how to implement orienteering interventions in a research setting.

<meta charset="utf8"></head><body>定向越野作为认知研究的工具:实施指南

The sport of orienteering is emerging as an effective way to train both the body and brain as it combines physical activity with spatial navigation. The current manuscript offers a guide on how to implement the sport of orienteering in research.

定向越野作为认知研究的工具:实施指南

The sport of orienteering combines physical activity with spatial navigation. Using only a map and a compass, the orienteer must locate a series of ...

认知任务的实用方法在一个导航评估

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用生理学方法进行虚拟现实实验

评估学习困难成人元认知和自我调节的多式联运协议

评估虚拟空间中的人类空间导航及其对运动的敏感性

评估虚拟空间中的人类空间导航及其对运动的敏感性

评估虚拟空间中的人类空间导航及其对运动的敏感性

定向越野作为认知研究的工具:实施指南