Spatial Perspective-taking Task Research Articles

Balance Expertise Is Associated with Superior Spatial Perspective-Taking Skills

Balance training interventions over several months have been shown to improve spatial cognitive functions and to induce structural plasticity in brain regions associated with visual-vestibular self-motion processing. In the present cross-sectional study, we tested whether long-term balance practice is associated with better spatial cognition. To this end, spatial perspective-taking abilities were compared between balance experts (n = 40) practicing sports such as gymnastics, acrobatics or slacklining for at least four hours a week for the last two years, endurance athletes (n = 38) and sedentary healthy individuals (n = 58). The balance group showed better performance in a dynamic balance task compared to both the endurance group and the sedentary group. Furthermore, the balance group outperformed the sedentary group in a spatial perspective-taking task. A regression analysis across all participants revealed a positive association between individual balance performance and spatial perspective-taking abilities. Groups did not differ in executive functions, and individual balance performance did not correlate with executive functions, suggesting a specific association between balance skills and spatial cognition. The results are in line with theories of embodied cognition, assuming that sensorimotor experience shapes cognitive functions.

Spatial Perspective-Taking in Children With Autism Spectrum Disorders: The Predictive Role of Visuospatial and Motor Abilities.

Despite its impact on everyday functioning, spatial perspective-taking has rarely been investigated in autism spectrum disorders (ASD), and previous findings are surprisingly sparse and inconsistent. In the present study, we aimed to investigate spatial perspective-taking abilities in children and adolescents with ASD without intellectual disabilities, comparing them with a group of typically developing (TD) peers. Our objectives were: (i) to test similarities and differences between these groups in a spatial perspective-taking task; and (ii) to see whether similar or different underlying processes (i.e., fine and gross motor skills, and visuospatial abilities) might account for the groups’ performance in the spatial perspective-taking task. A group of children with ASD (N = 36) was compared with a TD group (N = 39), aged from 8 to 16 years. Participants were administered tasks assessing spatial perspective-taking, fine and gross motor skills, visuo-constructive abilities, visuospatial working memory, visual imagery, and mental rotation. Our results revealed that the ASD group had more difficulty with the spatial perspective-taking task than the TD group. The two groups also had some shared and some different processes that predicted their perspective-taking performance: a significant predictive effect of fine motor skills and visuospatial working memory emerged for both groups, while gross motor skills (i.e., walking heel-to-toe) and visuospatial imagery only revealed a role in the TD group. These findings suggest that different abilities might account for the two groups’ performance in the spatial perspective-taking task. Gross motor skills and complex visuospatial abilities seem to be more important in sustaining spatial perspective-taking ability in typical development than in the event of ASD. Some of the clinical and educational implications of these findings are discussed.

In your shoes or mine? Shifting from other to self perspective is vital for emotional empathy.

Emotional empathy-feeling another person's affective states-entails simulating how one would feel in the same circumstance. Prior research has implicated the role of executive controls and shown a link between visuospatial perspective taking and personal disposition of empathy. No study has investigated how executive control processes involved in perspective shifting relate to emotional empathy. Incorporating a spatial perspective-taking task in a set switch paradigm, we investigated whether swiftly switching from the altercentric to the egocentric perspective is associated with heightened emotional empathy but not with accurate classification of low-level perceptual affective cues. Emotional empathy was measured by subjective ratings of arousal and the similarity of affective states with the target person when viewing photos of a person in an emotionally charged context. Cognitive empathy was measured by correct recognition of affective cues. Our results showed that executive controls in perspective shifting related to emotional empathy but not to cognitive empathy. Emotional empathy correlated negatively with the switch cost from the altercentric to the egocentric perspective and not vice versa. Faster switching from the altercentric to the egocentric perspective was associated with heightened emotional empathy. Moreover, the processing strategy did not moderate the association. Flexibility in perspective shifting, especially in regaining one's own perspective after taking another person's perspective, is critical for emotional empathy. To feel another person's affective states, one should regain self-perspective after walking in the other person's shoes. (PsycINFO Database Record

Evaluation of Spatial Perspective Taking Skills using a Digital Game with Different Levels of Immersion

The present paper presents the results of an experiment aimed at assessing the impact of different levels of immersion on performance in a Spatial Perspective Taking (SPT) task. Since SPT is an embodied skill, the hypothesis was that the more immersive a tool is, the better the performance should be. Ninety-eight students from a local primary school have played with three different versions of a game: (i) completely immersive with a Head Mounted Display, (ii) semi immersive on a computer screen and (iii) non-immersive where no movements were possible for the player. Results showed that in the immersive versions of the game, players obtained higher scores than in the non-immersive version, suggesting that an immersive tool can better support performance in a SPT task.

Dissociating contributions of head and torso to spatial reference frames: The misalignment paradigm.

When we represent someone's view of a scene as egocentrically structured, where do we represent the origin of the reference frame? By analysing responses in a spatial perspective-taking task as a function of spatial location with respect to both head and torso, we isolated the respective contribution of each part to spatial judgments. Both the head and the torso contributed to judgements, though with greater contributions from the torso. A second experiment manipulating visual contrast of the torso showed that this does not reflect low-level differences in visual salience between body parts. Our results demonstrate that spatial perspective-taking relies on a weighted combination of reference frames centred on different parts of the body.

Effects of a classroom intervention with spatial play materials on children's object and viewer transformation abilities.

Children practice their spatial skills when playing with spatial toys, such as construction materials, board games, and puzzles. Sex and SES differences are observed in the engagement in such spatial play activities at home, which relate to individual differences in spatial performance. The current study investigated the effects of explicitly providing spatial play activities in the school setting on different types of spatial ability. We presented 8- to 10-year-old children with a short and easy-to-adopt classroom intervention comprising a set of different spatial play materials. The design involved a pretest-posttest comparison between the intervention group (n = 70) and a control group without intervention (n = 70). Effects were examined on object transformation ability (i.e., a paper-and-pencil mental rotation and paper folding task) and viewer transformation ability (i.e., a hands-on 3D spatial perspective-taking task). Results showed specific effects: there were no differences between the intervention and control group in progress on the two object transformation tasks. Substantial improvements were found for the intervention group compared to the control group on the viewer transformation task. Training progress was not related to sex and socioeconomic background of the child. These findings support the value of spatial play in the classroom for the spatial development of children between 8 and 10 years of age. (PsycINFO Database Record

Transcranial direct current stimulation of the right temporoparietal junction impairs third-person perspective taking

Given the current debates about the precise functional role of the right temporoparietal junction (rTPJ) in egocentric and exocentric perspective taking, in the present study we manipulated activity in the rTPJ to investigate the effects on a spatial perspective-taking task. Participants engaged in a mental body transformation task, requiring them to mentally rotate their own body to the position of an avatar, while undergoing anodal, cathodal, or sham transcranial direct current stimulation (tDCS) of the rTPJ. As a control task, participants judged the laterality of a stimulus feature with respect to a fixation cross on the screen. For the first half of the experiment (only during online tDCS), a task-selective effect of tDCS was observed, reflected in slower reaction times following anodal than following cathodal and sham tDCS for the mental body transformation task, but not for the control task. The effects of tDCS were most pronounced for stimuli implying a more difficult mental body transformation. No effects of tDCS were observed during the second half of the experiment. The effects of tDCS were most pronounced for participants scoring low on aberrant perceptual beliefs and spiritual transcendence, suggesting a relation between third-person perspective taking and bodily and perceptual experiences. The finding that anodal stimulation of the rTPJ impairs third-person perspective taking indicates a key role of this region in exocentric spatial processing.

Spatial and Empathic Perspective-Taking Correlate on a Dispositional Level

Empathic perspective-taking is inevitably described using spatial locatives (“understanding a point of view”) and involves a metaphorical “merging of the self and other.” Visuo-spatial perspective-taking involves an actual embodied merging of the self and other. Yet, the two kinds of perspective-taking are treated as independent of each other. Four studies found that these two kinds of perspective-taking are related on a dispositional level. Individuals with high levels of empathic perspective-taking were better at imagining different views of the same object (Studies 1–3). This correlation could not be explained by general intelligence (Study 2) and was nominally stronger among participants who explicitly reported that they engaged in spatial perspective-taking (Study 3). Study 4 showed a correlation between empathic perspective-taking and performance on another spatial perspective-taking task. These relations can be explained by a shared mechanism of embodied self-rotation during all kinds of perspectiv...

Putting things into perspective: the nature and impact of theory of mind impairment in Huntington’s disease

In Huntington's disease (HD), frontostriatal dysfunction may lead to deficits in theory of mind (ToM), in addition to broader cognitive impairment. We investigated relationships between patients' spatial and social perspective taking performance and executive deficits, self-reported everyday perspective taking, motor symptoms, functional capacity and quality of life. Thirty patients with symptomatic HD and twenty-three healthy controls of similar age and education completed two ToM tasks, a scale assessing everyday interpersonal perspective taking, a novel object-based spatial perspective taking task (SPT) and executive measures. Ratings of quality of life, psychiatric symptoms, motor symptom severity and functional capacity were also taken for patients. When compared to controls, patients exhibited significant deficits in ToM and spatial perspective taking and lower everyday perspective taking scores. Executive deficits were linked to poor understanding of socially inappropriate remarks and errors in mental state attribution. This may be the first study to show that aspects of ToM performance are linked to spatial perspective taking, motor symptom severity and functional capacity in HD. Our findings indicate that patients with HD exhibit evidence of reduced perspective taking in everyday life in addition to poor performance on social and SPTs. They also emphasise the need to better specify the precise cognitive and neural bases for ToM deficits in neurodegenerative conditions. Further research exploring the impact of striatal degeneration on perspective taking abilities will make a valuable contribution to the continued development of functional models of frontostriatal circuitry.

Perspective-taking ability in bilingual children: Extending advantages in executive control to spatial reasoning

Monolingual and bilingual 8-year-olds performed a computerized spatial perspective-taking task. Children were asked to decide how an observer saw a four-block array from one of three different positions (90°, 180°, and 270° counter-clockwise from the child's position) by selecting one of four responses – the correct response, the egocentric error, an incorrect choice in which the array was correct but in the wrong orientation for the viewer, and an incorrect choice in which the array included an internal spatial error. All children performed similarly on background measures, including fluid intelligence, but bilingual children were more accurate than monolingual children in calculating the observer's view across all three positions, with no differences in the pattern of errors committed by the two language groups. The results are discussed in terms of the effect of bilingualism on modifying performance in a complex spatial task that has implications for academic achievement.

The Anatomical and Evolutionary Relationship between Self-awareness and Theory of Mind.

Although theories that examine direct links between behavior and brain remain incomplete, it is known that brain expansion significantly correlates with caloric and oxygen demands. Therefore, one of the principles governing evolutionary cognitive neuroscience is that cognitive abilities that require significant brain function (and/or structural support) must be accompanied by significant fitness benefit to offset the increased metabolic demands. One such capacity is self-awareness (SA), which (1) is found only in the greater apes and (2) remains unclear in terms of both cortical underpinning and possible fitness benefit. In the current experiment, transcranial magnetic stimulation (TMS) was applied to the prefrontal cortex during a spatial perspective-taking task involving self and other viewpoints. It was found that delivery of TMS to the right prefrontal region disrupted self-, but not other-, perspective. These data suggest that self-awareness may have evolved in concert with other right hemisphere cognitive abilities.

Spatial memory and perspective taking.

Giving directions or describing an environment often requires assuming perspectives other than one's own. We employed a spatial perspective-taking task to investigate how describing familiar versus novel perspectives affects subsequent memory. One participant (the director) viewed a display of objects from a single perspective and described the display to another participant (the matcher) from a perspective that varied by 0 degrees, 45 degrees, 90 degrees, 135 degrees, or 180 degrees from the viewing perspective. Following the description, we assessed the director's memory for the display, using judgments of relative direction, scene recognition, and map drawing. The participants imagined and recognized familiar views faster and/or more accurately than novel views. Moreover, different tasks showed different degrees of facilitation for the visually perceived and described views, suggesting multiple representations for different aspects of spatial memory. These findings emphasize the importance of understanding distinctions among spatial experiences and underscore differences in the tasks used to probe spatial memory.