Spatial learning in a virtual reality-based task is altered in very preterm children

Cimadevilla, José Manuel; Roldán, Lola; París, María Elena Cuenca; Arnedo, Marisa; Roldán, Susana

doi:10.1080/13803395.2014.963520

Cited by 11 publications

(10 citation statements)

References 36 publications

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“…The use of virtual reality to assess spatial memory in humans has shown positive results [8–11]. There are systems created for evaluating spatial memory in humans.…”

Section: Introductionmentioning

confidence: 99%

MnemoCity Task: Assessment of Childrens Spatial Memory Using Stereoscopy and Virtual Environments

et al. 2016

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This paper presents the MnemoCity task, which is a 3D application that introduces the user into a totally 3D virtual environment to evaluate spatial short-term memory. A study has been carried out to validate the MnemoCity task for the assessment of spatial short-term memory in children, by comparing the children’s performance in the developed task with current approaches. A total of 160 children participated in the study. The task incorporates two types of interaction: one based on standard interaction and another one based on natural interaction involving physical movement by the user. There were no statistically significant differences in the results of the task using the two types of interaction. Furthermore, statistically significant differences were not found in relation to gender. The correlations between scores were obtained using the MnemoCity task and a traditional procedure for assessing spatial short-term memory. Those results revealed that the type of interaction used did not affect the performance of children in the MnemoCity task.

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“…The use of virtual reality to assess spatial memory in humans has shown positive results [8–11]. There are systems created for evaluating spatial memory in humans.…”

Section: Introductionmentioning

confidence: 99%

MnemoCity Task: Assessment of Childrens Spatial Memory Using Stereoscopy and Virtual Environments

et al. 2016

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“…Likewise, the IQ of children is influenced by the consumption of several nutritional factors [ 22 ]. Low birth weight was also strongly associated with scores on the universal nonverbal intelligence test (UNIT), tests of executive function, and the movement assessment battery for children (MABC) of children in rural eastern Spain [ 23 ]. A study showed that there is a genetic influence from parents on children’s IQ in British and Dutch children [ 24 ].…”

Section: Introductionmentioning

confidence: 99%

Determinants of Body Mass Index and Intelligence Quotient of Elementary School Children in Mountain Area of Nepal: An Explorative Study

et al. 2016

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The physical growth and cognitive development of elementary school children are very crucial and this group is large in number but has little research dedicated to it. The physical growth and cognitive development of children occur simultaneously and can be measured by body mass index (BMI) and intelligence quotient (IQ). Previous studies could not sufficiently focus on both aspects. The aim of this study was to identify determinants of BMI and IQ of students in two elementary schools in the Humla district of Nepal. Two randomly selected elementary schools and all children available there (n = 173) participated in the study. BMI was calculated with the objective of proper measurement of height and weight of the children. Likewise, the updated universal nonverbal intelligence test (UNIT) was applied for IQ. Descriptive statistics, t-test, analysis of variance and multiple linear regressions were used when appropriate. Study findings showed that one-tenth of the children had grade 2 thinness (-2SD) and about one-third had poor IQ (<85). The age of the children (p < 0.05) and household economic status (p < 0.001) were significant for the BMI. Likewise, frequencies of illness in the previous year, mother’s education (p < 0.05) and father’s education (p < 0.001) were significant factors for the IQ score. More commonly, BMI and IQ scores were significantly lower in the ultra-poor group. Economic status and parent education are still major determinants of IQ and BMI in these students. Special programs and strategies should be launched to improve the poor ranking of IQ and BMI.

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“…As mentioned previously, spatial orientation is a complex function based on the correct functioning of other sensory and cognitive systems, which leads us to imagine that space navigation may be affected in preterm children. For example, spatial orientation deficits have been observed in preterm, school-aged populations (Cimadevilla, Rold an, Par ıs, Arnedo, & Rold an, 2014). In other clinical populations, such as Williams syndrome (Bernardino, Mouga, Castelo-Branco, & Van Asselen, 2013;Broadbent, Farran, & Tolmie, 2014;Nunes et al, 2013;Vicari, Bellucci, & Carlesimo, 2003), Down syndrome (Lavenex et al, 2015), cerebral palsy (Belmonti, Fiori, Guzzetta, Cioni, & Berthoz, 2015), and fetal alcohol syndrome (Hamilton, Kodituwakku, Sutherland, & Savage, 2003), spatial orientation and visuospatial difficulties have been found as well.…”

Section: Spatial Orientation In Pediatric Neurological Populationsmentioning

confidence: 99%

Spatial orientation assessment in preschool children: Egocentric and allocentric frameworks

Fernández-Baizán

Árias

Méndez

2019

Applied Neuropsychology: Child

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Spatial orientation is an important function in daily life because it allows us to reach a target place when moving through our environment, using self-centered (egocentric) or environmental information (allocentric). Compared to other cognitive functions, spatial orientation has been studied less in preschool ages. Some brain areas, such as the hippocampus and the temporal as well as the parietal and frontal cortices, are involved in spatial orientation. Therefore, when these brain regions are altered in neurological conditions or in atypical development in children, we would expect impairment of spatial abilities. The aim of this study is to review studies, published in recent years, that use egocentric and allocentric spatial orientation tasks for assessing spatial memory in preschool children, with the final goal of finding out which tests could be included in a clinical neuropsychological evaluation. We observed that although egocentric spatial orientation emerges first during development, allocentric spatial orientation tasks are employed at very early ages. Most of these tasks are performed in real environments, allowing children's self-movements and using environmental modifications, but technologies such as virtual or augmented reality are increasingly used. Other aspects are discussed, such as the lack of consensus in the nomenclature, the difficulty of tracing the course of development of spatial orientation, or the ecological validity of the tests used. We finally observed that there is greater interest in studying the allocentric framework than the egocentric one, which makes it difficult to compare the use of the two frames of reference during a neuropsychological evaluation in preschool-aged children.

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Spatial learning in a virtual reality-based task is altered in very preterm children

Cited by 11 publications

References 36 publications

MnemoCity Task: Assessment of Childrens Spatial Memory Using Stereoscopy and Virtual Environments

MnemoCity Task: Assessment of Childrens Spatial Memory Using Stereoscopy and Virtual Environments

Determinants of Body Mass Index and Intelligence Quotient of Elementary School Children in Mountain Area of Nepal: An Explorative Study

Spatial orientation assessment in preschool children: Egocentric and allocentric frameworks

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