Characterizing Relationships Among the Cognitive, Physical, Social-emotional, and Health-related Traits of Military Personnel.

INTRODUCTION: Personnel engaged in high-stakes occupations, such as military personnel, law enforcement, and emergency first responders, must sustain performance through a range of environmental stressors. To maximize the effectiveness of military personnel, an a priori understanding of traits can help predict their physical and cognitive performance under stress and adversity. This work developed and assessed a suite of measures that have the potential to predict performance during operational scenarios. These measures were designed to characterize four specific trait-based domains: cognitive, health, physical, and social-emotional. MATERIALS AND METHODS: One hundred and ninety-one active duty U.S. Army soldiers completed interleaved questionnaire-based, seated task-based, and physical task-based measures over a period of 3-5 days. Redundancy analysis, dimensionality reduction, and network analyses revealed several patterns of interest. RESULTS: First, unique variable analysis revealed a minimally redundant battery of instruments. Second, principal component analysis showed that metrics tended to cluster together in three to five components within each domain. Finally, analyses of cross-domain associations using network analysis illustrated that cognitive, health, physical, and social-emotional domains showed strong construct solidarity. CONCLUSIONS: The present battery of metrics presents a fieldable toolkit that may be used to predict operational performance that can be clustered into separate components or used independently. It will aid predictive algorithm development aimed to identify critical predictors of individual military personnel and small-unit performance outcomes.

When the response does not match the threat: The relationship between threat assessment and behavioural response in ambiguous lethal force decision-making.

Deciding when to use lethal force inherently depends on assessing threat, a process that itself incorporates numerous perceptual factors. This study assessed this relationship between perception-based threat assessment and behaviour-based threat response. Specifically, participants completed multiple tasks designed to elicit either a threat rating (e.g., perception-informed threat assessment) or a binary behavioural response (e.g., shoot/don't-shoot). Actor posture and weapon presence significantly affected the threat assessment, which was an extremely powerful omnibus predictor of threat response. However, for ambiguous threat stimuli, perceived threat became a poor predictor for threat response relative to the omnibus test. Participants appeared to adopt additional rules to inform behaviour independent of the threat assessment when faced with an ambiguous situation. These results demonstrate an intriguing disparity between subjective threat assessment and the behavioural response to use force that does not apply well to ambiguous cases or adequately explain errors in lethal force decisions.

Elementary teachers' attitudes and beliefs about spatial thinking and mathematics.

Considering how spatial thinking connects to Science, Technology, Engineering and Mathematics (STEM) outcomes, recent studies have evaluated how spatial interventions impact elementary students' math learning. While promising, these interventions tend to overlook other factors affecting math learning; perceptions of math abilities, beliefs about math, and math anxiety can also impact math performance. Additionally, perceptions of spatial skill and spatial anxiety impact spatial performance. This study investigated how elementary teachers' perceptions of spatial thinking connects with math perceptions. Specifically, we focused on teachers' attitudes and beliefs around three topics: teaching and learning math, spatial abilities, and spatial thinking in mathematics. We found that lower spatial anxiety related to lower anxiety about teaching math, greater alignment between math beliefs and math standards, and greater efficacy in teaching and learning math. Further, a factor analysis showed one factor that connected stereotypical math thinking with both math and spatial anxiety, and another that connected spatial competencies, teaching and learning math, and spatial thinking within math. To further evaluate spatial thinking in math, we introduced a math categorization and verified it using teachers' ratings of teaching difficulty, visualization helpfulness, and spatial-thinking involvement. Structural equation models revealed that the level of spatial-thinking categorization was the best model of all three of the teachers' ratings. Overall, results showed numerous connections between teachers' attitudes and beliefs about mathematics and spatial thinking. Future intervention studies should consider teachers who are spatial and/or math-anxious, and future research should investigate the role of stereotypical thinking in spatial and math anxiety.

Cognitive focus affects spatial decisions under conditions of uncertainty.

Finding one's way to a destination is a common, everyday task that often relies on spatial information provided by humans and/or automatic devices. However, the information can be inaccurate. How we decide which route to take will depend on our thoughts about the available route information, including who or what provided it, and how these sources may be associated with differential accuracy and fallibility. In three experiments (previously reported in Brunyé et al. (Q J Exper Psychol 68(3):585-607, 2015)), we found that when route directions conflicted with the perceived environment, people trusted the landmark information other humans provided, but relied on the turn direction information from an automatic device. But what guides these behavioral results? Here we present a systematic linguistic analysis of retrospective reports that sheds some light on how information about the direction source affects cognitive focus. A focus on direction sources in the instruction triggered a cognitive focus on the direction source throughout. Participants who systematically switched strategies focused more on features of the scenario than those who did not. Non-switching strategies were associated with a higher focus on the participants' own reasoning processes, in particular when relying on turn information. These results highlight how cognitive focus is guided by scenario factors and individual preferences, triggering inferences that influence decisions.

Retrieval practice enhances near but not far transfer of spatial memory.

Students learn more effectively through repeated retrieval of study materials relative to repeated exposure to the materials, a phenomenon known as the testing effect or retrieval practice. This pattern has been demonstrated repeatedly with verbal materials, and more recently with visuospatial materials. The extent to which retrieval practice produces spatial memories that successfully transfer to more diverse task demands remains unknown. Transferring spatial memory to novel task demands can involve challenging orientation and perspective transformations, possibly limiting the benefits of retrieval practice for application to realistic spatial tasks. In 4 experiments, participants learned a map of a large-scale urban environment, engaging in either study practice (repeated exposure) or retrieval practice (exposure and testing). Across experiments we varied the retrieval demands of the final memory test, increasing the breadth of transfer from study to test (from near to far transfer). Final memory tests included reconstructing a map from memory (Experiment 1), judgments of relative direction from an allocentric perspective (Experiment 2), judgments of relative direction from an egocentric perspective (Experiment 3), and navigating between target landmarks within the learned environment (Experiment 4). Results demonstrated that retrieval practice enhances near to medium transfer of memory for the map itself, including accessing spatial memory from varied orientations. However, it does not assist in medium to far transfer of spatial knowledge to pointing or navigation tasks performed from an alternate perspective. Results are considered in the context of domain-specific theories of spatial memory and navigation, and domain-general theories of learning strategies and transfer. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Make-A-Dice Test: Assessing the intersection of mathematical and spatial thinking.

Individuals with better spatial thinking have increased interest and greater achievement in science, technology, engineering, and mathematics (STEM) disciplines (Wai, Lubinski, & Benbow in Journal of Educational Psychology, 101, 817-835, 2009). This relationship means that STEM education may benefit from leveraging spatial thinking, but measures of spatial thinking as they relate to specific STEM disciplines are needed. The present work presents an assessment of spatial and mathematical reasoning, called Make-A-Dice. In Make-A-Dice, individuals are presented with a cube net (i.e., a flattened cube) with numbers on two sides. Their goal is to "make a dice" by filling in the blank sides using two rules: opposite sides add to 7, and the numbers 1 through 6 should be used once each. Make-A-Dice was given to adults (Study 1) and elementary students (Studies 2 and 3) along with math, spatial, and other measures, across two sessions in all studies. Make-A-Dice had both internal and test-retest reliability, with items ordered by difficulty. Furthermore, performance was related to spatial and mathematical reasoning. In Study 1, adults reported a range of strategies used to complete Make-A-Dice, and one strategy predicted performance. Studies 2 and 3 showed that Make-A-Dice is age-appropriate for elementary students. Make-A-Dice shows promise as an individual-difference measure linking spatial and mathematical thinking and has the potential to identify elementary-aged children who may benefit from spatial training.

Eye tracking measures of uncertainty during perceptual decision making.

Perceptual decision making involves gathering and interpreting sensory information to effectively categorize the world and inform behavior. For instance, a radiologist distinguishing the presence versus absence of a tumor, or a luggage screener categorizing objects as threatening or non-threatening. In many cases, sensory information is not sufficient to reliably disambiguate the nature of a stimulus, and resulting decisions are done under conditions of uncertainty. The present study asked whether several oculomotor metrics might prove sensitive to transient states of uncertainty during perceptual decision making. Participants viewed images with varying visual clarity and were asked to categorize them as faces or houses, and rate the certainty of their decisions, while we used eye tracking to monitor fixations, saccades, blinks, and pupil diameter. Results demonstrated that decision certainty influenced several oculomotor variables, including fixation frequency and duration, the frequency, peak velocity, and amplitude of saccades, and phasic pupil diameter. Whereas most measures tended to change linearly along with decision certainty, pupil diameter revealed more nuanced and dynamic information about the time course of perceptual decision making. Together, results demonstrate robust alterations in eye movement behavior as a function of decision certainty and attention demands, and suggest that monitoring oculomotor variables during applied task performance may prove valuable for identifying and remediating transient states of uncertainty.

Cognitive strategies in the mental rotation task revealed by EEG spectral power.

The classic mental rotation task (MRT; Shepard & Metzler, 1971) is commonly thought to measure mental rotation, a cognitive process involving covert simulation of motor rotation. Yet much research suggests that the MRT recruits both motor simulation and other analytic cognitive strategies that depend on visuospatial representation and visual working memory (WM). In the present study, we investigated cognitive strategies in the MRT using time-frequency analysis of EEG and independent component analysis. We scrutinized sensorimotor mu (µ) power reduction, associated with motor simulation, parietal alpha (pα) power reduction, associated with visuospatial representation, and frontal midline theta (fmθ) power enhancement, associated with WM maintenance and manipulation. µ power increased concomitant with increasing task difficulty, suggesting reduced use of motor simulation, while pα decreased and fmθ power increased, suggesting heightened use of visuospatial representation processing and WM, respectively. These findings suggest that MRT performance involves flexibly trading off between cognitive strategies, namely a motor simulation-based mental rotation strategy and WM-intensive analytic strategies based on task difficulty. Flexible cognitive strategy use may be a domain-general cognitive principle that underlies aptitude and spatial intelligence in a variety of cognitive domains. We close with discussion of the present study's implications as well as future directions.

Think3d!: Improving mathematics learning through embodied spatial training.

Spatial thinking skills positively relate to Science, Technology, Engineering, and Math (STEM) outcomes, but spatial training is largely absent in elementary school. Elementary school is a time when children develop foundational cognitive skills that will support STEM learning throughout their education. Spatial thinking should be considered a foundational cognitive skill. The present research examined the impact of an embodied spatial training program on elementary students' spatial and mathematical thinking. Students in rural elementary schools completed spatial and math assessments prior to and after participating in an origami and pop-up paper engineering-based program, called Think3d!. Think3d! uses embodied tasks, such as folding and cutting paper, to train two-dimensional to three-dimensional spatial thinking. Analyses explored spatial thinking gains, mathematics gains - specifically for problem types expected to show gains from spatial training - and factors predicting mathematics gains. Results showed spatial thinking gains in two assessments. Using a math categorization to target problems more and less likely to be impacted by spatial training, we found that all students improved on real-world math problems and older students improved on visual and spatial math problems. Further, the results are suggestive of developmental time points for implementing embodied spatial training related to applying spatial thinking to math. Finally, the spatial thinking assessment that was most highly related to training activities also predicted math performance gains. Future research should explore developmental issues related to how embodied spatial training might support STEM learning and outcomes.

Gardony Map Drawing Analyzer: Software for quantitative analysis of sketch maps.

Sketch maps are effective tools for assessing spatial memory. However, despite their widespread use in cognitive science research, sketch map analysis techniques remain unstandardized and carry limitations. In the present article, we present the Gardony Map Drawing Analyzer (GMDA), an open-source software package for sketch map analysis. GMDA combines novel and established analysis techniques into a graphical user interface that permits rapid computational sketch map analysis. GMDA calculates GMDA-unique measures based on pairwise comparisons between landmarks, as well as bidimensional regression parameters (Friedman & Kohler, 2003), which together reflect sketch map quality at two levels: configural and individual landmark. The configural measures assess the overall landmark configuration and provide a whole-map analysis. Individual landmark measures, introduced in GMDA, assess individual landmark placement and indicate how individual landmarks contribute to the configural scores. Together, these measures provide a more complete psychometric picture of sketch map analysis, allowing for comparisons between sketch maps and between landmarks. The calculated measures reflect specific and cognitively relevant aspects of interlandmark spatial relationships, including distance and angular representation. GMDA supports complex environments (up to 48 landmarks) and two software modes that capture aspects of maps not addressed by existing techniques, such as landmark size and shape variation and interlandmark containment relationships. We describe the software and its operation and present a formal specification of calculation procedures for its unique measures. We then validate the software by demonstrating the capabilities and reliability of its measures using simulation and experimental data. The most recent version of GMDA is available at www.aarongardony.com/tools/map-drawing-analyzer.

Where did it come from, where do you go? Direction sources influence navigation decisions during spatial uncertainty.

Previous research on route directions largely considers the case when a knowledgeable route-giver conveys accurate information. In the real world, however, route information is sometimes inaccurate, and directions can lead navigators astray. We explored how participants respond to route directions containing ambiguities between landmarks and turn directions, forcing reliance on one or the other. In three experiments, participants read route directions (e.g., To get to the metro station, take a right at the pharmacy) and then selected from destinations on a map. Critically, in half of the trials the landmark (pharmacy) and turn (right) directions were conflicting, such that the participant had to make a decision under conditions of uncertainty; under these conditions, we measured whether participants preferentially relied upon landmark- versus direction-based strategies. Across the three experiments, participants were either provided no information regarding the source of directions (Experiment 1), or told that the source of directions was a GPS device (Experiment 2), or a human (Experiment 3). Without information regarding the source of directions, participants generally relied on landmarks or turn information under conditions of ambiguity; in contrast, with a GPS source participants relied primarily on turn information, and with a human source on landmark information. Results were robust across gender and individual differences in spatial preference. We discuss these results within the context of spatial decision-making theory and consider implications for the design and development of landmark-inclusive navigation systems.

Direct current brain stimulation enhances navigation efficiency in individuals with low spatial sense of direction.

The aim of this study was to evaluate the influence of right versus left temporal transcranial direct current stimulation (tDCS) on navigation efficiency and spatial memory in individuals with low versus high spatial skills. A mixed design administered low (0.5 mA) versus high (2.0 mA) anodal tDCS (within-participants) over the right or the left temporal lobe (between-participants), centered at electrode site T8 (right) or T7 (left). During stimulation, participants navigated virtual environments in search of specified landmarks, and data were logged in terms of current position and heading over time. Following stimulation, participants completed pointing and map-drawing spatial memory tests. Individual differences in sense of direction reliably and inversely predicted navigation advantages in the 2.0 versus 0.5 mA right hemisphere stimulation condition (R=0.45, P<0.01); in other words, individuals with lower sense of direction showed increased navigation efficiency in the 2.0 versus 0.5 mA condition. Spatial memory tests also showed the development of relatively comprehensive spatial memories: bidimensional regression indicated lower distortion in sketch maps drawn following 2.0 versus 0.5 mA right temporal lobe stimulation (F=8.7, P<0.05). Data provide the first demonstration that right temporal anodal tDCS may hold potential for enhancing navigation efficiency in otherwise poor navigators. Data support neuroimaging studies showing the engagement of right temporal brain regions in developing and applying spatial memories during complex navigation tasks, and uniquely suggest that continuing research may find value in optimizing stimulation parameters (intensity, focality) as a function of individual differences.

What does physical rotation reveal about mental rotation?

In a classic psychological science experiment, Shepard and Metzler (1971) discovered that the time participants took to judge whether two rotated abstract block figures were identical increased monotonically with the figures' relative angular disparity. They posited that participants rotate mental images to achieve a match and that mental rotation recruits motor processes. This interpretation has become central in the literature, but until now, surprisingly few researchers have compared mental and physical rotation. We had participants rotate virtual Shepard and Metzler figures mentally and physically; response time, accuracy, and real-time rotation data were collected. Results suggest that mental and physical rotation processes overlap and also reveal novel conclusions about physical rotation that have implications for mental rotation. Notably, participants did not rotate figures to achieve a match, but rather until they reached an off-axis canonical difference, and rotational strategies markedly differed for judgments of whether the figures were the same or different.

Get in my belly: food preferences trigger approach and avoidant postural asymmetries.

Appetitive motivational states are fundamental neural and behavioral mechanisms underlying healthy and abnormal eating behavior, though their dynamic influence on food-related behavior is unknown. The present study examined whether personal food-related preferences would activate approach and avoidance systems, modulating spontaneous postural sway toward and away from food items. Participants stood on a balance board that collected real-time data regarding postural sway along two axes (x, y) while they viewed a series of images depicting food items varying in nutritional value and individual preferences. Overall, participants showed reliable postural sway toward highly preferred and away from highly non-preferred items. This effect became more pronounced over time; sway along the mediolateral axis showed no reliable variation by preference. Results carry implications for two-factor (homeostatic versus hedonic) neurobehavioral theories of hunger and appetitive motivation, and carry applied clinical implications for the measurement and management of abnormal eating behavior.

Differential cognitive effects of energy drink ingredients: caffeine, taurine, and glucose.

Energy drinks containing caffeine, taurine, and glucose may improve mood and cognitive performance. However, there are no studies assessing the individual and interactive effects of these ingredients. We evaluated the effects of caffeine, taurine, and glucose alone and in combination on cognitive performance and mood in 24-hour caffeine-abstained habitual caffeine consumers. Using a randomized, double-blind, mixed design, 48 habitual caffeine consumers (18 male, 30 female) who were 24-hour caffeine deprived received one of four treatments (200 mg caffeine/0 mg taurine, 0 mg caffeine/2000 mg taurine, 200 mg caffeine/2000 mg taurine, 0 mg caffeine/0 mg taurine), on each of four separate days, separated by a 3-day wash-out period. Between-participants treatment was a glucose drink (50 g glucose, placebo). Salivary cortisol, mood and heart rate were measured. An attention task was administered 30-minutes post-treatment, followed by a working memory and reaction time task 60-minutes post-treatment. Caffeine enhanced executive control and working memory, and reduced simple and choice reaction time. Taurine increased choice reaction time but reduced reaction time in the working memory tasks. Glucose alone slowed choice reaction time. Glucose in combination with caffeine, enhanced object working memory and in combination with taurine, enhanced orienting attention. Limited glucose effects may reflect low task difficulty relative to subjects' cognitive ability. Caffeine reduced feelings of fatigue and increased tension and vigor. Taurine reversed the effects of caffeine on vigor and caffeine-withdrawal symptoms. No effects were found for salivary cortisol or heart rate. Caffeine, not taurine or glucose, is likely responsible for reported changes in cognitive performance following consumption of energy drinks, especially in caffeine-withdrawn habitual caffeine consumers.

North is up(hill): route planning heuristics in real-world environments.

Navigators use both external cues and internal heuristics to help them plan efficient routes through environments. In six experiments, we discover and seek the origin of a novel heuristic that causes participants to preferentially choose southern rather than northern routes during map-based route planning. Experiment 1 demonstrates that participants who are tasked to choose between two equal-length routes, one going generally north and one south, show reliable decision preferences toward the southern option. Experiment 2 demonstrates that participants produce a southern preference only when instructed to adopt egocentric rather than allocentric perspectives during route planning. In Experiments 3-5, we examined participants' judgments of route characteristics and found that judgments of route length and preferences for upper relative to lower path options do not contribute to the southern route preference. Rather, the southern route preference appears to be a result of misperceptions of increased elevation to the north (i.e., north is up). Experiment 6 further supports this finding by demonstrating that participants provide greater time estimates for north- than for equivalent south-going routes when planning travel between U.S. cities. Results are discussed with regard to predicting wayfinding behavior, the mental simulation of action, and theories of spatial cognition and navigation.