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Spatial Knowledge (spatial + knowledge)
Selected AbstractsCerebellar contribution to spatial event processing: do spatial procedures contribute to formation of spatial declarative knowledge?EUROPEAN JOURNAL OF NEUROSCIENCE, Issue 9 2003L. Mandolesi Abstract Spatial knowledge of an environment involves two distinct competencies: declarative spatial knowledge, linked to where environmental cues are and where the subject is with respect to the cues, and, at the same time, procedural spatial knowledge, linked to how to move into the environment. It has been previously demonstrated that hemicerebellectomized (HCbed) rats are impaired in developing efficient exploration strategies, but not in building spatial maps or in utilizing localizing cues. The aim of the present study was to analyse the relationships between spatial procedural and declarative knowledge by using the open field test. HCbed rats have been tested in two different protocols of the open field task. The results indicate that HCbed animals succeeded in moving inside the arena, in contacting the objects and in habituating to the new environment. However, HCbed animals did not react to environmental changes, when their impaired explorative pattern was inappropriate to the environment, suggesting that they were not able to represent a new environment because they were not able to explore it appropriately. Nevertheless, when their altered procedures were favoured by object arrangement, they detected environmental changes as efficiently as did normal rats. This finding suggests that no declarative spatial learning is possible without appropriate procedural spatial learning. [source] Peer Commmentaries on David H. Uttal's Seeing the big picture: map use and the development of spatial cognitionDEVELOPMENTAL SCIENCE, Issue 3 2000Article first published online: 28 JUN 200 Mark Blades, Young children's understanding of indirect sources of spatial information, p. 265 Roger M. Downs, The genesis of carto-gnosis, p. 267 Mary Gauvain, The instrumental role of maps in the development and organization of spatial knowledge, p. 269 Lynn S. Liben, Map use and the development of spatial cognition: seeing the bigger picture, p. 270 Kevin Miller, Mapping symbolic development, p. 274 Nora S. Newcombe, So, at last we can begin, p. 276 Herbert L. Pick Jr, Commentary on ,Seeing the big picture', p. 278 David R. Olson, Knowledge artifacts, p. 279 Barbara Tversky, What maps reveal about spatial thinking, p. 281 [source] Developmental neural plasticity and its cognitive benefits: olivocerebellar reinnervation compensates for spatial function in the cerebellumEUROPEAN JOURNAL OF NEUROSCIENCE, Issue 5 2007Melina L. Willson Abstract The adult mammalian central nervous system displays limited reinnervation and recovery from trauma. However, during development, post-lesion plasticity may generate alternative paths, thus providing models to investigate reinnervation and repair. After unilateral transection of the neonatal rat olivocerebellar path (pedunculotomy), axons from the remaining inferior olive reinnervate the denervated hemicerebellum. Unfortunately, reinnervation to the cerebellar hemisphere is incomplete; therefore, its capacity to mediate hemispheric function (navigation) is unknown. We studied sensorimotor control and spatial cognition of rats with and without transcommissural reinnervation using simple (bridge and ladder) and complex (wire) locomotion tests and the Morris water maze (hidden, probe and cued paradigms). Although pedunculotomized animals completed locomotory tasks more slowly than controls, all groups performed equally in the cued maze, indicating that lesioned animals could orientate to and reach the platform. In animals pedunculotomized on day 3 (Px3), which develop olivocerebellar reinnervation, final spatial knowledge was as good as controls, although they learned more erratically, failing to retain all information from one day to the next. By contrast, animals pedunculotomized on day 11 (Px11), which do not develop reinnervation, did not learn the task, taking less direct routes and more time to reach the platform than controls. In the probe test, control and Px3, but not Px11, animals swam directly to the remembered location. Furthermore, the amount of transcommissural reinnervation to the denervated hemisphere correlated directly with spatial performance. These results show that transcommissural olivocerebellar reinnervation is associated with spatial learning, i.e. even partial circuit repair confers significant functional benefit. [source] Cerebellar contribution to spatial event processing: do spatial procedures contribute to formation of spatial declarative knowledge?EUROPEAN JOURNAL OF NEUROSCIENCE, Issue 9 2003L. Mandolesi Abstract Spatial knowledge of an environment involves two distinct competencies: declarative spatial knowledge, linked to where environmental cues are and where the subject is with respect to the cues, and, at the same time, procedural spatial knowledge, linked to how to move into the environment. It has been previously demonstrated that hemicerebellectomized (HCbed) rats are impaired in developing efficient exploration strategies, but not in building spatial maps or in utilizing localizing cues. The aim of the present study was to analyse the relationships between spatial procedural and declarative knowledge by using the open field test. HCbed rats have been tested in two different protocols of the open field task. The results indicate that HCbed animals succeeded in moving inside the arena, in contacting the objects and in habituating to the new environment. However, HCbed animals did not react to environmental changes, when their impaired explorative pattern was inappropriate to the environment, suggesting that they were not able to represent a new environment because they were not able to explore it appropriately. Nevertheless, when their altered procedures were favoured by object arrangement, they detected environmental changes as efficiently as did normal rats. This finding suggests that no declarative spatial learning is possible without appropriate procedural spatial learning. [source] PKM, maintains 1-day- and 6-day-old long-term object location but not object identity memory in dorsal hippocampusHIPPOCAMPUS, Issue 6 2010Oliver Hardt Abstract Continuous activity of the atypical protein kinase C isoform M zeta (PKM,) is necessary for maintaining long-term memory acquired in aversively or appetitively motivated associative learning tasks, such as active avoidance, aversive taste conditioning, auditory and contextual fear conditioning, radial arm maze, and watermaze. Whether unreinforced, nonassociative memory will also require PKM, for long-term maintenance is not known. Using recognition memory for object location and object identity, we found that inactivating PKM, in dorsal hippocampus abolishes 1-day and 6-day-old long-term recognition memory for object location, while recognition memory for object identity was not affected by this treatment. Memory for object location persisted for no more than 35 days after training. These results suggest that the dorsal hippocampus mediates long-term memory for where, but not what things have been encountered, and that PKM, maintains this type of spatial knowledge as long as the memory exists. © 2009 Wiley-Liss, Inc. [source] Role of active movement in place-specific firing of hippocampal neuronsHIPPOCAMPUS, Issue 1 2005Eun Young Song Abstract The extent of external and internal factors contributing to location-specific firing of hippocampal place cells is currently unclear. We investigated the role of active movement in location-specific firing by comparing spatial firing patterns of hippocampal neurons, while rats either ran freely or rode a motorized cart on the same circular track. Most neurons changed their spatial firing patterns across the two navigation conditions ("remapping"), and they were stably maintained across repeated active or passive navigation sessions. These results show that active movement is a critical factor in determining place-specific firing of hippocampal neurons. This could explain why passive displacement is not an effective way of acquiring spatial knowledge for subsequent active navigation in an unfamiliar environment. © 2004 Wiley-Liss, Inc. [source] Using a cross section to train veterinary students to visualize anatomical structures in three dimensions,JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 1 2002Judy Provo A cross section was used to enhance three-dimensional knowledge of anatomy of the canine head. All veterinary students in two successive classes (n,=,124) dissected the head; experimental groups also identified structures on a cross section of the head. A test assessing spatial knowledge of the head generated 10 dependent variables from two administrations. The test had content validity and statistically significant interrater and test,retest reliability. A live-dog examination generated one additional dependent variable. Analysis of covariance controlling for performance on course examinations and quizzes revealed no treatment effect. Including spatial skill as a third covariate revealed a statistically significant effect of spatial skill on three dependent variables. Men initially had greater spatial skill than women, but spatial skills were equal after 8 months. A qualitative analysis showed the positive impact of this experience on participants. Suggestions for improvement and future research are discussed. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 10,34, 2002 [source] | ||||||||||