Virtual environments (VEs) are extensively used in training but there have been few rigorous scientific investigations of whether and how skills learned in a VE are transferred to the real world. This research aimed to measure and evaluate what is transferring from training a simple sensorimotor task in a VE to real world performance. In experiment 1, real world performances after virtual training, real training and no training were compared. Virtual and real training resulted in equivalent levels of post-training performance, both of which significantly exceeded task performance without training. Experiments 2 and 3 investigated whether virtual and real trained real world performances differed in their susceptibility to cognitive and motor interfering tasks (experiment 2) and in terms of spare attentional capacity to respond to stimuli and instructions which were not directly related to the task (experiment 3). The only significant difference found was that real task performance after training in a VE was less affected by concurrently performed interference tasks than was real task performance after training on the real task. This finding is discussed in terms of the cognitive load characteristics of virtual training. Virtual training therefore resulted in equivalent or even better real world performance than real training in this simple sensorimotor task, but this finding may not apply to other training tasks. Future research should be directed towards establishing a comprehensive knowledge of what is being transferred to real world performance in other tasks currently being trained in VEs and investigating the equivalence of virtual and real trained performances in these situations.

The study indicated that the two virtual environments represent a potentially useful means of assessing and training novice powered wheelchair users. The virtual environments however must become less challenging if they are to represent a motivating and effective means of improving performance. Further development of the way in which wheelchair movement is controlled and simulated represents a key element in this multi stage project.

Recent research has shown that people with chronic illnesses often experience cognitive deficits, such deficits may be specific to a particular type of illness, reflecting the disease process itself, or they may be deficits that are common across a number of chronic illnesses. Our study investigated whether people with an organic disease (Inflammatory Bowel Disease) show cognitive dysfunction relative to the control group and people with a functional illness (Irritable Bowel Syndrome), and if so, to elucidate the mechanisms by which such dysfunction occurs. A quasi-experimental design using three groups of participants provided scores on IQ, memory, and cognitive flexibility. Differences in absolute scores were slight. However, a noticeable interaction effect was found between group and IQ: The illness groups showed a deficit in verbal IQ relative to both their own performance IQ and to that of the control group's verbal IQ. This verbal deficit cannot be explained by depression, cognitive load, or medication.

Research suggests that the deficits characterizing dyslexia may also be associated with superior visuospatial abilities. Other research suggests that superior visuospatial abilities of people with dyslexia may not have been so far identified because of the lack of appropriate tests of real-life spatial ability. A recent small-scale study found that visuospatial superiority was evident in men with dyslexia. This study assessed the visuospatial ability of adolescents with dyslexia in order to determine whether these adolescents performed better on a pseudo real-life visuospatial test than did their nondyslexic peers. Forty-two adolescents took part in the study. There was an equal numerical split between the experimental and control groups. The experimental group all had a diagnosis of dyslexia by an educational psychologist or specialist teacher. Visuospatial ability was assessed using the Recall of Designs and the Pattern Construction subtests from the British Ability Scales (2nd edition; BAS-11) together with a computer-generated virtual environment test. The assessments were administered in a counterbalanced order. Adolescents with dyslexia tended to perform less well than their nondyslexic peers on the BAS-11 tests; however, this difference was not statistically significant. For the computer-generated virtual environment test (pseudo real-life measure), statistically significant higher scores were achieved by the dyslexic group. These findings suggest that adolescents with dyslexia may exhibit superior visuospatial strengths on certain pseudo real-life tests of spatial ability. The usefulness of these findings is discussed in relation to possible implications for assessment and educational intervention programs for adolescents with dyslexia.

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Mal de Debarquement Syndrome is a neurological disorder of motion perception, triggered by external motion. This study aimed to determine the importance of psychosocial factors in relation to depression and quality of life in Mal de Debarquement Syndrome. A total of 66 participants with self-reported Mal de Debarquement Syndrome completed quality-of-life, symptom severity, stigma, depression, and illness intrusiveness measurements in this naturalistic correlational study. Mal de Debarquement Syndrome was associated with high levels of depression and illness intrusiveness. Illness intrusiveness mediated between stigma and quality of life; also the level of stigma moderated the effect of illness intrusiveness on quality of life. Targeted interventions aimed at alleviating psychological distress may improve quality of life in Mal de Debarquement Syndrome.

Virtual reality (VR) is the computer technology underlying the latest generation of interactive computer games, but its uses go far beyond this. One very exciting area of potential application of VR is neurological rehabilitation. This article outlines four ways in which VR might be used: assessing neurological deficits, increasing patients' levels of interaction with their environments, specific retraining of impaired skills, and, in conjunction with other technologies, as a prosthetic mechanism.

For many years the notion that brain damage causes less impairment in children than in adults (sometimes known as the 'Kennard Principle') has enjoyed widespread support among scientists and clinicians. More recently neuroscientists have questioned the Principle, most now taking an opposing view that damage to the rapidly developing brain can be more harmful than equivalent damage in adulthood. Many clinicians, however, appear reluctant to reject the Kennard Principle. This study investigates the extent to which the Kennard Principle still guides the judgement of different groups of health-care professionals (neurosurgeons, neurologists, neuropsychologists, general practitioners, nurses, physiotherapists, occupational therapists, and speech therapists). Subjects were asked to estimate the extent of recovery in clinically based but fictitious case studies which differed only in the reported age of the patient. The professions differed in their levels of optimism regarding the extent of recovery to be expected, but all predicted better recovery in younger patients (under 10) than in adults with otherwise similar brain injuries. The results are discussed in terms of their implications for the treatment of brain injuries in the young.