This thesis explores neural activity associated with processing of rotated alphanumeric characters, focusing particularly on linear and quadratic trend components of orientation-dependent activity. Choice of these components was driven by results of reaction-time (RT) studies; judging whether characters are normal or backward (parity task) typically elicit RTs that are linearly related to character disorientation, implying mental rotation of the characters to the upright, while judging whether they are letters or digits (categorisation task) elicits RTs related nonlinearly to disorientation, combining both linear and quadratic component, but not indicative of mental rotation. In Experiment 1 neural activity was monitored using fMRI while participants performed these tasks. In the next two experiments, neural processing was monitored with high-density EEG. In Experiment 2 participants performed the same two tasks, while in Experiment 3 they performed the category task and red-blue colour judgements. In Experiment 1, linear increases in fMRI activation were elicited only by the parity task and were observed in the posterior portion of the dorsal intraparietal sulcus and lateral and medial pre-supplementary motor areas, suggesting a fronto-parietal network underlying mental rotation. Experiment 2 showed that linear increases in parietal negativity between 350 and 710 ms only evident in the parity task, again indicating that mental rotation is only elicited by that task. Contrary to previous evidence, Experiment 2 indicated that both hemispheres may be involved in mental rotation, but rotation is faster in the right hemisphere than in the left hemisphere. Experiment 1 also showed that effects of orientation common to both tasks were best characterised by a quadratic trend, and were restricted to the supramarginal gyrus. This activation was interpreted as representing orientation-dependent shape recognition. Experiments 2 and 3 also revealed orientation-dependent neural activity at three distinct stages prior to mental rotation. First, on the P1 component, there was a difference between oblique and vertical orientations, suggesting the extraction of orientation based on axis of elongation. Next, orientation affected the N1 component, with longer latencies and larger amplitudes with misorientation, and smaller effects for inversion than for intermediate angular rotations. Finally, changes in orientation affected the P2 component differently for the parity and category tasks, probably signalling the perception of orientation relative to a parity-defined memory representation, and serving as a preparation for mental rotation. These experiments identify both the orientation-specific neural processing that occurs prior to the onset of mental rotation, and the subsequent neural correlates of mental rotation itself. / Top Achiever Doctoral Scholarship, University of Auckland Doctoral Scholarship, The New Zealand Neurological Foundation, University of Auckland Research Fund (Project numbers: 3607199, 3605876 3604420)

This thesis explores neural activity associated with processing of rotated alphanumeric characters, focusing particularly on linear and quadratic trend components of orientation-dependent activity. Choice of these components was driven by results of reaction-time (RT) studies; judging whether characters are normal or backward (parity task) typically elicit RTs that are linearly related to character disorientation, implying mental rotation of the characters to the upright, while judging whether they are letters or digits (categorisation task) elicits RTs related nonlinearly to disorientation, combining both linear and quadratic component, but not indicative of mental rotation. In Experiment 1 neural activity was monitored using fMRI while participants performed these tasks. In the next two experiments, neural processing was monitored with high-density EEG. In Experiment 2 participants performed the same two tasks, while in Experiment 3 they performed the category task and red-blue colour judgements. In Experiment 1, linear increases in fMRI activation were elicited only by the parity task and were observed in the posterior portion of the dorsal intraparietal sulcus and lateral and medial pre-supplementary motor areas, suggesting a fronto-parietal network underlying mental rotation. Experiment 2 showed that linear increases in parietal negativity between 350 and 710 ms only evident in the parity task, again indicating that mental rotation is only elicited by that task. Contrary to previous evidence, Experiment 2 indicated that both hemispheres may be involved in mental rotation, but rotation is faster in the right hemisphere than in the left hemisphere. Experiment 1 also showed that effects of orientation common to both tasks were best characterised by a quadratic trend, and were restricted to the supramarginal gyrus. This activation was interpreted as representing orientation-dependent shape recognition. Experiments 2 and 3 also revealed orientation-dependent neural activity at three distinct stages prior to mental rotation. First, on the P1 component, there was a difference between oblique and vertical orientations, suggesting the extraction of orientation based on axis of elongation. Next, orientation affected the N1 component, with longer latencies and larger amplitudes with misorientation, and smaller effects for inversion than for intermediate angular rotations. Finally, changes in orientation affected the P2 component differently for the parity and category tasks, probably signalling the perception of orientation relative to a parity-defined memory representation, and serving as a preparation for mental rotation. These experiments identify both the orientation-specific neural processing that occurs prior to the onset of mental rotation, and the subsequent neural correlates of mental rotation itself. / Top Achiever Doctoral Scholarship, University of Auckland Doctoral Scholarship, The New Zealand Neurological Foundation, University of Auckland Research Fund (Project numbers: 3607199, 3605876 3604420)

Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 1999. / Vita. Includes bibliographical references (leaves 105-113).

CAVALCANTE, Cristiane de Oliveira. A orientação espacial na pré-escola: analisando saberes docentes. 2015. 125f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2015. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-05-06T12:59:50Z No. of bitstreams: 1 2015_dis_cocavalcante.pdf: 938431 bytes, checksum: 6850f837729e9ddb74c58eca2618f8a2 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-05-06T15:07:57Z (GMT) No. of bitstreams: 1 2015_dis_cocavalcante.pdf: 938431 bytes, checksum: 6850f837729e9ddb74c58eca2618f8a2 (MD5) / Made available in DSpace on 2016-05-06T15:07:57Z (GMT). No. of bitstreams: 1 2015_dis_cocavalcante.pdf: 938431 bytes, checksum: 6850f837729e9ddb74c58eca2618f8a2 (MD5) Previous issue date: 2015 / According to Brazilian official documents, the area of school mathematics is divided into four blocks or axes: Numbers and Operations, Space and Shape (Geometry), Quantities and Measurements, and Treatment Information (Statistics). The teaching of mathematics, however, is still very focused on the first, at the expense of other blocks. Two decades ago, several researchers (PAVANELLO, 1993; ARAÚJO, 1994; LORENZATO, 1995; FAINGUELERNT, 1995) denounced the abandonment of geometry, which includes content related to form and space, in Basic Education and defended their appreciation. In the past decade, legal provisions determined the inclusion of Pre-School in compulsory basic education. With regard to the pedagogical work with the geometry at this stage of early childhood education, often the educator addresses only the (re) knowledge of plane geometric figures - circle, triangle, rectangle, square - in painting and appointment activities. Teaching and Geometry learning, however, need to create opportunities, as proposed by several researchers - (GRANDE, 1994) (CERQUETTI-ABERKNE; BERDONNEAU, 1997) (DUHALDE; Cuberes, 1998) (Smole; DINIZ; CANDID , 2003), (Lorenzato, 2006) - the development of concepts for space and form, giving children opportunities to realize and know the areas in which they live, they move, where they learn to explore, conquer, order and represent. This study aimed to identify the teachers´s knowledge of teachers who teach the spatial orientation on Pre-School. The qualitative research, case study type, was carried out in an institution of Early Childhood Education and Elementary Education municipal fortress system. Study participants were two teachers, one of child IV and of child V, and a trainer of early childhood education. Over nine meetings were held periodic visits to the realization of field observations of classes taught by teachers participating research and interviews (initial and reflective), which were recorded and later transcribed, generating texts and reflections. From the results, it was found that, despite having some geometry knowledge, the teacher´s knowledge of teachers and trainer regarding the spatial orientation, an important content in the development and learning of children from pre-school, are fragmented, requiring provide urgently training opportunities that enhance and articulate such knowledge. / De acordo com documentos oficiais brasileiros, a área da Matemática escolar é dividida em quatro blocos ou eixos: Números e Operações, Espaço e Forma (Geometria), Grandezas e Medidas, e Tratamento da Informação (Estatística). O ensino da Matemática, entretanto, ainda é muito focado no primeiro, em detrimento dos outros blocos. Há duas décadas, vários pesquisadores (PAVANELLO, 1993; ARAÚJO, 1994; LORENZATO, 1995; FAINGUELERNT, 1995) denunciaram o abandono da Geometria, a qual contempla conteúdos referentes a forma e espaço, na Educação Básica e defenderam a sua valorização. Na década passada, dispositivos legais determinaram a inclusão da Pré-Escola na Educação Básica obrigatória. No que se refere ao trabalho pedagógico com a Geometria nesta fase da Educação Infantil, muitas vezes o educador aborda apenas o (re)conhecimento de figuras geométricas planas – círculo, triângulo, retângulo, quadrado – em atividades de pintura e nomeação. O ensino e a aprendizagem de Geometria, no entanto, precisa oportunizar, tal como propõem vários pesquisadores – (GRANDE, 1994), (CERQUETTI-ABERKNE; BERDONNEAU, 1997), (DUHALDE; CUBERES, 1998), (SMOLE; DINIZ; CÂNDIDO, 2003), (LORENZATO, 2006) – o desenvolvimento de conceitos referentes a espaço e forma, oferecendo às crianças oportunidades de perceberem e conhecerem os espaços em que vivem, se locomovem, nos quais elas aprendem a explorar, conquistar, ordenar e representar. Este estudo teve como objetivo identificar os saberes docentes de pedagogos que lecionam na Pré-Escola sobre orientação espacial. A pesquisa de natureza qualitativa, do tipo estudo de caso, foi realizada numa instituição de Educação Infantil e Ensino Fundamental do sistema municipal de Fortaleza. Participaram do estudo duas professoras, sendo uma do Infantil IV e uma do Infantil V, e uma formadora da Educação Infantil. Ao longo de nove encontros, foram realizadas visitas periódicas para a realização das observações em campo das aulas ministradas pelas professoras participantes da pesquisa e entrevistas (iniciais e reflexivas), que foram gravadas, e, posteriormente, transcritas, gerando textos e reflexões. A partir dos resultados, constatou-se que, apesar de possuírem algum conhecimento de Geometria, os saberes docentes das professoras e formadora referentes à orientação espacial, um conteúdo importante no desenvolvimento e na aprendizagem das crianças da Pré-Escola, são fragmentados, sendo necessário proporcionar, com urgência, oportunidades de formação que ampliem e articulem tais saberes.

As pessoas interagem diariamente com seu ambiente e, embora possa parecer simples, esta interação recruta diferentes fontes de informações visuais e não visuais que podem ser usadas no processamento da distância durante a locomoção. Baseado nisto, o objetivo deste estudo foi avaliar o desempenho de crianças e adolescentes em tarefas envolvendo distância e orientação espacial durante o caminhar de rotas retilíneas e triangulares, na ausência de informações visuais e auditivas. Para tanto, grupos de voluntários de ambos os sexos, G1 (7-8 anos), G2 (9-10 anos) e G3 (12-16 anos), realizaram três tarefas em ambientes naturais. A tarefa I consistiu em caminhar diretamente a um alvo, com a visão ocluída, após vê-lo brevemente. A tarefa II consistiu em caminhar distâncias em linha reta, com a visão ocluída, pelo guiar de um condutor, e subsequentemente, ao girar em sentido horário ou anti-horário, retornar sozinho à origem do percurso. A tarefa III foi similar a tarefa II, mas com rotas triangulares; o participante, com a visão ocluída, caminhou as duas primeiras arestas do triângulo guiadas por um condutor, e a aresta complementar, percorrida sozinho retornando à origem do percurso. Em cada tarefa foram mensuradas as distâncias caminhadas e os desvios de orientação, sendo que as distâncias consideradas como acuradas eram de 4, 8 e 16 m. Os resultados em todas as tarefas demonstraram que a acurácia na produção das distâncias depende da amplitude da distância percorrida independente da idade. Nas tarefas I e II, a distância de 4 m exerceu maior efeito sobre o G1, possivelmente devido à menor experiência sensório-motora destes participantes sobre relações físicas espaciais e como elas surgem para os seus sentidos. Em relação à manutenção da orientação, nas tarefas I e III, todos os grupos apresentaram maiores desvios na distância de 16 m. Ainda, na tarefa III o girar em sentido anti-horário no retorno à origem aumentou o grau dos desvios bem como as distâncias caminhadas. Em conclusão, nossos resultados sugerem que a acurácia do desempenho depende da amplitude das distâncias e da complexidade da tarefa. / People interact daily with their environment and, although it may seem simple, this interaction recruits different sources of information, both visual and non-visual, which can be used for distance processing during locomotion. Based on this, the objective of this study was to assess the performance of children and adolescents in tasks involving distance and spatial orientation during walking in a straight lines and triangular routes, in the absence of visual and auditory cues. Thus, groups of volunteers, G1 (7-8 yrs), G2 (9-10 yrs) and G3 (12-16 yrs), accomplished three tasks. Task I consisted of walking blindfolded directly towards a target, after seeing it briefly. Task II consisted of walking blindfolded in a straight lines distances, led by the experimenter, and subsequently, to turn clockwise or anti-clockwise, returning to the origin of the route alone. Task III was similar to task II, but the routes were triangular, the participant blindfolded walked the first two edges of the triangle guided by a driver, and the additional edge, traveled alone back to the origin of the route. Walking distance and direction deviation were measured in each task, given that the distances were accurate considered accurate were 4, 8 and 16 m. The results in all tasks showed that the accuracy in the production of distances depend on the magnitude of the distance travelled, irrespective of age. In tasks I and II, a distance of 4 m had stronger effect on the G1, possibly the lower sensory-motor experience of the participants about physical spatial relations and how they appear to your senses.Regarding the maintenance of orientation in tasks I and III, all groups showed larger deviations in the distance of 16 m. Besides, in task III rotating counter-clockwise increased not only the desviations, but also the walked distances. In conclusion, our results suggest that the accuracy of performance depends on the distances amplitudes and the complexity of the task.

No andar, o risco de quedas em idosos é maior. O objetivo é estudar o risco de quedas na locomoção sem visão e a relação entre orientação espacial, veering e controle postural. Participaram 27 adultos (25,2±4,5 anos, 1,68±0,10m, 63,8±10,3kg); 27 idosos AF (72,1±4,3 anos, 1,60±0,09m, 68,5±13kg); 12 idosos RQ (72,3±6 anos, 1,57±0,08m, 67,4±10,9kg). Eles caminharam 15m sem visão com um acelerômetro fixo entre L1 e L2. Variáveis: grupo; variabilidade do desvio; erro absoluto e variável; DFA; Tc; HST; DLT. O idoso RQ teve maior variabilidade do desvio (F(2,63)=4,6, p=0,01), erro absoluto (F(2,63)=16,64, p<0,0001) e variável (F(2,63)=4,5, p=0,01). Grupo (F(2,652)=48,9, p<0,0001) e direção (F(1,652)=444,5, p<0,0001) afetaram o DFA, e foi maior nos idosos e em AP (p<0,0001). O grupo (F(2,652)=29,3, p<0,0001) e direção (F(1,652)=605, p<0,0001) afetaram o HST, no idoso RQ e na ML (p<0,0001). O grupo (F(2,652)=30,8, p<0,0001) e direção (F(1,652)=178, p<0,0001) afetaram HLT,que foi maior nos idosos e em ML (p<0,0001). A forma como o indivíduo caminha nas direções ML e AP são diferentes. O controle da oscilação é anti-persistente na direção ML e persistente na AP. Os idosos dependem mais da visão na estabilização ML na locomoção. Os idosos RQ apresentam maior veering, os idosos AF e adultos têm veering semelhante. A AF pode retardar o envelhecimento quanto à estabilidade dinâmica e à memória espacial durante a locomoção sem visão, diminuindo o risco de quedas / For elderly, the risk to fall increases during walking. The aim of this project is to study the risk to fall in elderly during gait without vision and its relation to spatial orientation, veering and postural control. The subjects were 27 adults (25.2±4.5 years old, 1.68±0,10 m height, 63.8±10.3 kg weight); 27 elderly AF (72.1±4.3 years old, 1.60±0.09 m height, 68.5±13 kg weight); 12 elderly RQ (72.3±6 years old, 1.57±0.08m height, 67.4±10.9 kg weight). The subjects were instructed to walk straight ahead with their eyes closed for 15 m, with an accelerometer fixed between L1 and L2. The variables were: group; target variability; absolute and variable error; DFA; Tc; HST; DLT. The elderly RQ showed the highest target variability (F(2,63)=4.6, p=0.01), absolute (F(2,63)=16.6, p<0,0001) and variable error (F(2,63)=4.5, p=0.01). Group (F(2,652)=48.9, p<0.0001) and direction (F(1,652)=444, p<0.0001) affected DFA, AP and elderly showed the highest values (p<0.0001). Group (F(2,652)=29.3, p<0.0001) and direction (F(1,652)=605, p<0.0001) affected HST, elderly RQ and ML showed the highest values (p<0.0001). Group (F(2,652)=30.8, p<0.0001) and direction (F(1,652)=178, p<0.0001) affected HLT, all elderly and ML showed the highest values (p<0.0001). The direction affects gait control, it is anti-persistent for ML direction and persistent for AP direction. The lack of visual information affects more the elderly in ML direction. The elderly RQ showed larger veering; while the others were similar. Physical activity may slow down the aging process by affecting the dynamic stability and spatial memory during gait without vision, leading to reduce the risk of fall

The aim of this project is to analyse the relation between a deafblind person and his envi-ronment, understand his needs and requirements for surrounding space and subsequently respond to acquired knowledge with an architectural design of a facility for this specific type of people.

No / A current, popular, theory of spatial localization holds that the visual system represents the location of simple objects by a single positional tag, the accuracy of which is largely independent of the internal properties of the object. We have already presented evidence of the limitations of such a view (Keeble & Hess (1998). Vision Research, 38, 827-840) in that 3-micropattern alignment performance was found to be dependent on the orientation of the micropatterns. We tested whether this was caused by a local anisotropy in positional coding by conducting 3-micropattern bisection experiments with varying patch orientation. No corresponding effect of patch orientation was found, implying a difference in the mechanisms used for the two tasks. In a further experiment we show that alignment task performance is very similar to the otherwise identical 2-patch orientation discrimination task. We conclude that the 3-micropattern alignment task is mediated by orientational mechanisms. We therefore present a 2nd-order orientation model for 3-patch alignment.

This paper examines the integration of geometric and feature cues in spatial memory with a modified version of the spatial reorientation task. Proponents of the geometric module position argue that there is an encapsulated reorientation module, and that true reorientation is accomplished only via geometry (Lee & Spelke, 2010). Features can be used in a second and separate step, but only to locate a goal rather than as a reorientation cue. In contrast, proponents of the adaptive combination approach argue that geometry and feature cues are integrated in spatial memory and that both cues can be used to facilitate reorientation (Newcombe & Ratliff, 2007). The present experiment provides support for the adaptive combination position. The first phase of the experiment was a reorientation task in a trapezoid enclosure (unambiguous geometry) with a narrow feature strip (unambiguous feature). During training, participants started facing a set direction, were disoriented, and then were asked to return to the original facing direction using the geometry, the feature, or both. During these training trials, participants were biased in the direction of the feature, indicating that both features and geometry might be integrated in a Bayesian fashion in spatial memory. The test trials provided additional support for integration and the adaptive combination position. There were four conflict test conditions where the feature moved in relation to the geometry present in training. When the feature moved a small distance in the direction of the geometry, when the feature moved to a novel wall, or when the feature moved a small distance away from the geometry of an acute corner angle, participants selected the correct geometric position. In contrast, when the feature moved a small distance away from the geometry of an obtuse corner angle or when the feature moved a moderate distance away from the geometry of either an acute or an obtuse angle, participants integrated their response and selected and area between the training geometry and feature. The modularity position predicts choices exclusively at the geometry position. This was not found. The adaptive combination position predicts that features and geometry will sometimes be used independently and crucially can be integrated. The data support this position. In sum, the present research provides the first evidence for integration of geometric and feature cues in adult spatial memory during reorientation, and supports the adaptive combination position. Additionally, a mini spatial battery was administered to participants. Correlations of individual differences in spatial skills with reorientation in this paradigm are discussed. / Psychology

Cerebro-vascular accident often affects parts of brain responsible for spatial orientation. Optimal integration of afference from visual, somatosensory and vestibular system is necessary for maintaining balance and often in the end for the functional indepencence of the patient. Examination of subjective vertical is a sensitive signifier for spatial orientation and the ability to discern graviception. By using clinical examination of subjective visual vertical it is possible to objectify and quantify graviception disorder excluding visual context. Current level of understanding in this field is briefly summarized in theoretical part of this study. In practical part subjective visual vertical examination by bucket-method was for statistically comparison of 29 patients after a cerebro- vascular accident with 34 healthy seniors. Hypotheses about the influence of a side of a lesion and a time elapsed since the lesions were also tested. The study concludes that the perception of verticality in patients after cerebro- vascular accident can be severely affected. Additionally, the study highlights the reliability of examination of patients after cerebro-vascular accident using clinically practical bucket-method.