Visual Learning Research Articles

The impact of a prebiotic-rich diet and/or probiotic supplements on human cognition: secondary outcomes from the ‘gut feelings’ randomised controlled trial

ABSTRACT Background Emerging evidence indicates that gut microbiota-targeted interventions may lead to improvements in cognition. We assessed whether a prebiotic-rich dietary intervention, probiotic supplement, or synbiotic combination of both would improve human cognition, as part of the ‘Gut Feelings’ trial. Methods An 8-week, 2 × 2 factorial randomised controlled trial was conducted on 118 adults with low mood and potential for dietary improvement. Treatment arms: (1) probiotic supplement and diet-as-usual (probiotic group); (2) high-prebiotic diet and placebo supplement (prebiotic diet group); (3) probiotic supplement and high-prebiotic diet (synbiotic group); and (4) placebo supplement and diet-as-usual (placebo group). At baseline and 8-weeks, the Cogstate Brief Battery was administered, testing processing speed, attention, visual learning, and working memory. Data were analysed using Bayesian linear regression. Results We found weak evidence that the probiotic improved working memory (Cohen’s d = −0.32, 95% CI: –0.67, 0.03; posterior probability [post. prob] of benefit: 96%). For the other treatments, there was little or no evidence of cognitive improvement. We found weak evidence that the prebiotic diet impaired processing speed (d = 0.25, 95% CI: –0.02, 0.51; post. prob of harm: 97%). There was little indication of a synergistic interaction between the probiotic and prebiotic diet. Conclusion We found suggestive evidence of a probiotic-induced improvement in working memory, and prebiotic-induced impairment in processing speed. However, the evidence remains inconclusive regarding any cognitive benefit or harm induced by the probiotic, prebiotic diet, or synbiotic treatments. Larger intervention studies are recommended, with inclusion of neuroimaging or electrophysiology measures. Trial Registration: Australian New Zealand Clinical Trials Registry (ACTRN12617000795392; registered 31 May 2017).

Comparing conventional and action video game training in visual perceptual learning.

Action video game (AVG) playing has been found to transfer to a variety of laboratory tasks in visual cognition. More recently, it has even been found to transfer to low-level visual "psychophysics tasks. This is unexpected since such low-level tasks have traditionally been found to be largely "immune" to transfer from another task, or even from the same task but a different stimulus attribute, e.g., motion direction. In this study, we set out to directly quantify transfer efficiency from AVG training to motion discrimination. Participants (n = 65) trained for 20h on either a first-person active shooting video game, or a motion direction discrimination task with random dots. They were tested before, midway, and after training with the same motion task and an orientation discrimination task that had been shown to receive transfer from AVG training, but not from motion training. A subsequent control group (n = 18) was recruited to rule out any test-retest effect, by taking the same tests with the same time intervals, but without training. We found that improvement in motion discrimination performance was comparable between the AVG training and control groups, and less than the motion discrimination training group. We could not replicate the AVG transfer to orientation discrimination, but this was likely due to the fact that our participants were practically at chance for this task at all test points. Our study found no evidence, in either accuracy or reaction time, that AVG training transferred to motion discrimination. Overall, our results suggest that AVG training transferred little to lower-level visual skills, refining understanding of the mechanisms by which AVGs may affect vision. Protocol registration The accepted stage 1 protocol for this study can be found on the Open Science Framework at https://osf.io/zdv9c/?view_only=5b3b0c161dad448d9d1d8b14ce91ab11 . The stage 1 protocol for this Registered Report was accepted in principle on 01/12/22. The protocol, as accepted by the journal, can be found at: https://doi.org/10.17605/OSF.IO/ZDV9C.

Thinking on your feet: potentially enhancing phylogenetic tree learning accessibility through a kinaesthetic approach.

Phylogenetics is one of the main methodologies to understand cross-cutting principles of evolution, such as common ancestry and speciation. Phylogenetic trees, however, are reportedly challenging to teach and learn. Furthermore, phylogenetics teaching methods traditionally rely solely on visual information, creating inaccessibility for people with visual impairment. Sensory learning style models advocate for tailoring teaching to individual preferred sensory learning style. However, recent research suggests that optimal learning, independently of preferred learning style, depends on the types of transmitted information and learning tasks. The lack of empirically-supported education into the effectiveness of teaching phylogenetics through alternative sensory modalities potentially hinders learning. The aim of this study was to determine whether phylogenetic trees could be better understood if presented in kinaesthetic or multisensory teaching modalities. Participants (N = 52) self-assessed personal learning style and were randomly assigned to: visual, kinaesthetic or multisensory learning conditions. Phylogeny reading performance was better for both kinaesthetic and multisensory teaching conditions, compared to the visual teaching condition. There was no main effect and no interaction effect of personal learning style. This study establishes a baseline for further research by suggesting that easy-to-implement kinaesthetic teaching modalities might support phylogenetic tree learning and reading. This has practical implications for evolution education and accessibility for students with visual impairment, underscoring the need to shift from vision-centric teaching paradigms towards evidence-based instructional strategies that accommodate sensory diversity. The online version contains supplementary material available at 10.1186/s12052-024-00215-y.

NCMP-19. IMPACT OF SUBVENTRICULAR ZONE INVASION ON PREOPERATIVE COGNITIVE DECLINE IN DIFFUSE GLIOMA PATIENTS

Abstract PURPOSE To determine the impact of subventricular zone (SVZ) invasion on neurocognitive dysfunction in diffuse glioma patients. MATERIALS AND METHODS We collected neuropsychological assessments of treatment-naïve WHO grade 2-4 diffuse glioma patients between 2017 to 2023. The Chi-square test determined the odds ratio (OR), and multiple linear regression identified factors related to cognitive deficits using Python 3.11.4. RESULTS Of the 129 patients, 64 exhibited SVZ invasion (SVZ+) while 65 were SVZ-. Groups were matched for WHO grading. SVZ+ was associated with more defective domains than SVZ- in both lower grade (WHO grade 2,3, 3.2 ± 2.1 vs. 2.1 ± 1.9, p=0.019) and high grade (WHO grade 4, 4.9 ± 1.6 vs. 3.6 ± 2.2, p=0.019) tumors. In lower grade gliomas, SVZ+ increased risks of language (OR 7.500, p<0.001) and visual learning impairments (OR 4.375, p=0.014). In high grade gliomas, SVZ+ rendered greater language (OR 8.556, p=0.003) and auditory learning vulnerability (OR 3.850, p=0.039). In right hemispheric tumors, SVZ+ lesions conferred worse executive (OR 6.667, p=0.006) and language function (OR 9.063, p=0.017); in left hemispheric tumors, SVZ+ lesions increased language (OR 3.125, p=0.012) and auditory learning (OR 2.889, p=0.024) impairment. Frontal horn of SVZ+ was related to working memory decline, and body part of SVZ+ was related to emotional deficits. Age and WHO grade 4 were associate with more defective domains in the SVZ+ group. In the SVZ- group, parietal lobe tumor was associate with more defective domains, while high education, temporal lobe, and WHO grade 2 were associate with fewer defective domains. CONCLUSION SVZ invasion impacts pre-operative neurocognitive function regardless of lesion laterality and WHO grade. Distinct SVZ sub-regions are linked to specific cognitive impairments. These findings highlight the need for precise tumor mapping involving the SVZ to evaluate neurocognitive outcomes and consider preventive or rehabilitative interventions.

Research on positive and negative sample sampling strategies in contrastive learning

Abstract. Contrastive learning is an important technique in the field of machine learning for learning data representations. In the field of self-supervised visual representation learning, the strategy of positive and negative sample selection is key to improving the efficiency and effectiveness of model learning. Traditional self-supervised learning methods often employ random sampling strategies to select positive and negative samples, but this approach may result in uneven sample quality when dealing with complex datasets, thereby affecting the learning outcomes. To alleviate this problem, this study is dedicated to exploring more effective strategies for positive and negative sample selection and processing to optimize the self-supervised learning process. To this end, we propose an improved method of self-supervised learning called contrastive learning with enhanced diversity. On the one hand, this method utilizes the weight parameters of the DINO pre-trained model to initialize the feature extraction network of SimCLR, providing more accurate calculations of feature similarity. On the other hand, by setting a threshold on the feature similarity matrix and penalizing (subtracting 0.5 from) similarity scores that do not exceed this threshold, we reduce the excessive impact of high similarity scores on model training, thereby helping the model better distinguish between positive and negative samples. In downstream image classification tasks, we conducted detailed evaluations of the improved model, specifically including fine-tuning and linear evaluation aspects. Experiments show that the proposed approach improves the performance of the loss functions and improves the accuracy of the proposed SimCLR model.

Teachers’ perceptions and practices of iPads for visual arts learning in early childhood education

This paper contributes to the ongoing debate about information and communications technologies integration in early childhood education, specifically its role in promoting visual arts education. We explored the use of iPads to support young children’s visual arts learning. A qualitative case study approach used observations, interviews, and children’s assessments to obtain data. Results showed that teachers held positive perceptions of iPads as tools for young children’s visual arts education, teachers collaborated with children while using iPads, and teachers integrated iPads with traditional art resources. The study suggests that teachers’ positive perceptions of iPads and their purposeful integration into children’s learning environments could creatively foster young children’s visual arts education.

What the visual system can learn from the non-dominant hand: The effect of graphomotor engagement on visual discrimination.

Previous studies have demonstrated that engaging in graphomotor activity for creating graphemes can enhance their subsequent visual discrimination. This suggests a positive influence of the motor system on visual learning. However, existing studies have emphasized the dominant hand, which is superiorly dexterous in fine-motor movements. This near-exclusive focus prompts the inquiry of whether the observed perceptual facilitation is a general characteristic of the motor system, or specific to pathways controlling the skilled over-trained dominant hand. Furthermore, the mechanistic underpinning of visual facilitation from graphomotor training (i.e., the individual contribution of motor activity, temporal evolution of the visual trace, variability of visual output) remain unclear. To address these questions, we assessed visual discrimination capabilities of healthy right-handed participants (N = 60) before and after graphomotor or visual training. Contrary to our initial expectation, graphomotor engagement with the non-dominant hand did not yield additional benefits to visual learning beyond those attainable through visual training alone. Moreover, graphomotor training with the non-dominant hand resulted in visual discrimination improvements comparable to those of dominant hand training, despite the inherent differences between hands in motor performance and in the amount of improvement in shape tracing throughout training. We conclude that the motor components of graphomotor activity may not be critical for visual learning of shapes through tracing activity. Instead, our results are in agreement with the symbolic theoretical account, suggesting that basic shape features required for discrimination can be acquired through visual inspection alone, providing a perspective on the improvements observed in prior studies.

Strategi Komunikasi Lingkungan Ekowisata Taman Mangrove Jung Koneng Bangkalan untuk Rehabilitasi

Examining the environmental communication strategy implemented by the Payung Kuning Tourism Awareness Group as the manager of the Jung Koneng Mangrove Park in Labuhan Village, Ten District, Bangkalan. Starting from damage to the coastal environment due to the behavior of people who do not care about the sustainability of the mangrove ecosystem, as well as uncontrolled piles of rubbish, resulting in a significant decline in environmental quality. Using descriptive qualitative methods, researchers identified strategic steps in environmental communication which were grouped into four main stages, namely situation analysis, planning, media production, and action and reflection. At the situation analysis stage, Pokdarwis identified the environmental problems faced and the actors involved in mangrove rehabilitation. The planning stage involves developing a communication strategy based on local conditions, collaboration with external parties, and the use of traditional and digital media. In the media production stage, various communication channels such as social media, face-to-face discussions, and visual learning media are used to convey educational messages. The final stage, action and reflection, focuses on implementing rehabilitation activities and evaluating the impact of the communication strategies that have been implemented. Community participation not only contributes to the successful rehabilitation of the mangrove ecosystem, but also increases the community's social and economic awareness regarding ecotourism potential. Keywords: environmental communication strategy, mangrove, ecotourism, education, Jung Koneng Mangrove Park

Visual statistical learning requires attention.

Statistical learning is a person's ability to automatically learn environmental regularities through passive exposure. Since the earliest studies of statistical learning in infants, it has been debated exactly how "passive" this learning can be (i.e., whether attention is needed for learning to occur). In Experiment 1 of the current study, participants performed a serial feature search task where they searched for a target shape among heterogenous nontarget shapes. Unbeknownst to the participants, one of these nontarget shapes was presented much more often in location. Even though the regularity concerned a nonsalient, nontarget item that did not receive any attentional priority during search, participants still learned its regularity (responding faster when it was presented at this high-probability location). While this may suggest that not much, if any, attention is needed for learning to occur, follow-up experiments showed that if an attentional strategy (i.e., color subset search or exogenous cueing) effectively prevents attention from being directed to this critical regularity, incidental learning is no longer observed. We conclude that some degree of attention to a regularity is needed for visual statistical learning to occur.

Segmentation and visualization of the Shampula dragonfly eye glass bead CT images using a deep learning method

Micro-computed tomography (CT) of ancient Chinese glass dragonfly eye beads has enabled detailed exploration of their internal structures, contributing to our understanding of their manufacture. Segmentation of these CT images is essential but challenging due to variation in grayscale values and the presence of bubbles. This study introduces a U-Net-based model called EBV-SegNet, which enables efficient and accurate segmentation and visualization of these beads. We developed, trained, and tested the model using a dataset comprising four typical Shampula dragonfly eye beads, and the results demonstrated high-precision segmentation and precise delineation of the beads’ complex structures. These segmented data were further analyzed using the Visualization Toolkit for advanced volume rendering and reconstruction. Our application of EBV-SegNet to Shampula beads suggests the likelihood of two distinct manufacturing techniques, underscoring the potential of the model for enhancing the analysis of cultural artifacts using three-dimensional visualization and deep learning.

Smellavision: Odors boost babies' visual learning.

Smellavision: Odors boost babies' visual learning.

Image Quality Assessment in Visual Reinforcement Learning for Fast-moving Targets

Image Quality Assessment in Visual Reinforcement Learning for Fast-moving Targets

The involvement of the cerebellar vermis across the psychotic-affective spectrum in enriched samples of recent-onset schizophrenia, bipolar disorder, and major depressive disorder

BackgroundThe cerebellar vermis is implicated in cognition and emotion, two key components of the psychotic-affective spectrum that includes schizophrenia (SCZ), bipolar disorder (BD), and major depressive disorder (MDD). MethodsVolumes [N= 391; 97 SCZ, 78 BD, 103 MDD, and 113 healthy controls (HC)] and seed-to-whole brain functional connectivity (FC) [N= 136; 33 SCZ, 23 BD, 51 MDD, and 29 HC] of total vermis and its subregions, V1 (anterior), V2 (posterior superior), and V3 (posterior inferior), were examined across SCZ, BD, MDD, and HC in samples enriched for first episode individuals. The relationship between vermis volumes and FC and cognitive measures were explored. ResultsSignificant diagnosis (p= 0.05) and diagnosis by subregion (p= 0.02) effects on vermis volumes were observed across the four groups, particularly in V2 (p= 0.01) with decreased V2 volumes in SCZ compared to BD (pFDR=0.01). SCZ, BD, and MDD had significant effects on vermis FC, with SCZ having the greatest effects. SCZ had effects on FC of V1, V2, and V3 with broadly distributed cortical and subcortical regions, while BD and MDD effects were observed in FC of V2 and V3 with frontotemporal regions. Exploratory analyses found significant canonical correlation between V3 FC and WM and visual learning for SCZ and MDD. No significant associations were shown between vermis volumes and cognitive measures. ConclusionsStructural and functional alterations of the vermis appear to vary across the psychotic-affective spectrum of SCZ, BD, and MDD. Posterior vermis may be a key neural intersection between affective and psychotic psychopathology.

The Influence of Learning Styles on the Learning Outcomes of IPS Students Semester II of PGSD Uhkbpnp Study Program

This study aims to determine the effect of learning styles on the learning outcomes of students of the second semester of the Elementary School Teacher Education Study Program, UHKBPNP. This study is a quantitative study that is correlational in nature, which involves a variable that is related between one variable and another. Location of the study This research will be conducted at HKBP Nommensen University, PEmatangsiantar on students of the second semester of the Elementary School Teacher Education Study Program. The data collection technique used is the Learning Style Questionnaire and Documentation. The data analysis technique uses statistical data with the product moment correlation formula, namely the correlation test used to determine the degree of closeness of the relationship between 2 variables with interval and ratio scales. In testing this prerequisite test, IBM SPSS is used. The results of the calculation of the analysis of variance on the differences in social studies learning outcomes between students who have a visual learning style and an auditory learning style with an average = 76.28 and = 70.35. Based on F h = 64.80 and the table value for a= 0.05 with dk (1) it is obtained F t = 3.97 so that it can be stated that F h (64.80) > F t (3.97). Thus the research findings conclude the research hypothesis which states: the learning outcomes of social studies students who have a visual learning style are higher than the learning outcomes of students who have an auditory learning style at a confidence level a= 0.05 has been proven to be true.

Double training reveals an interval-invariant subsecond temporal structure in the brain.

Subsecond temporal perception is critical for understanding time-varying events. Many studies suggest that subsecond timing is an intrinsic property of neural dynamics, distributed across sensory modalities and brain areas. However, our recent finding of the transfer of temporal interval discrimination (TID) learning across sensory modalities supports the existence of a more abstract and conceptual representation of subsecond time that guides the temporal processing of distributed mechanisms. One major challenge to this hypothesis is that TID learning consistently fails to transfer from trained intervals to untrained intervals. To address this issue, here, we examined whether this interval specificity can be removed with double training, a procedure originally developed to eliminate various specificities in visual perceptual learning. Specifically, participants practiced the primary TID task, the learning of which per se was specific to the trained interval (e.g., 100 ms). In addition, they also received exposure to a new interval (e.g., 200 ms) through a secondary and functionally independent tone-frequency discrimination task. This double training successfully enabled complete transfer of TID learning to the new interval, indicating that training improved an interval-invariant component of temporal interval perception, which supports our proposal of an abstract and conceptual representation of subsecond time in the brain. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The Role of Multi-sensory Learning Activities on Iraqi Preparatory School Pupils' Communication

The research aims to identify how multi-sensory learning activities affect the communication growth of Iraqi preparatory school pupils as well as how those pupils' communication skills evolve in the classroom. Multi-sensory learning activities engage multiple senses (visual, auditory, kinesthetic, tactile) to enhance information processing and retention. By incorporating diverse sensory stimuli, these activities create rich and engaging learning experiences that cater to various learning styles. The research is hypothetical in that, in the posttest for Visual Learning Pupils, posttest for Auditory Learning Pupils, posttest for Kinesthetic Learning Pupils, and posttest for Tactile Learning Pupils communication test, The mean scores of the experimental groups and the control group differ statistically significantly. In the current research, 100 fifth-stage pupils were chosen during the academic year 2023–2024 from Aghalar Preparatory School for Boys. Every group is equal in terms of age and parents' level of education. The researcher statistically analyzed the data collected from the four post-test outcomes using one-way, two-way, three-way, and four-way ANOVA (analysis of variance) to gauge the pupils' post-test communication. Multi-sensory learning activities are more successful than using the traditional approach for communication, The results demonstrate a statistically significant difference in mean scores between the experimental groups and the control group. Concluding remarks, suggestions for more research, and recommendations complete the research.

A large-scale examination of inductive biases shaping high-level visual representation in brains and machines

The rapid release of high-performing computer vision models offers new potential to study the impact of different inductive biases on the emergent brain alignment of learned representations. Here, we perform controlled comparisons among a curated set of 224 diverse models to test the impact of specific model properties on visual brain predictivity – a process requiring over 1.8 billion regressions and 50.3 thousand representational similarity analyses. We find that models with qualitatively different architectures (e.g. CNNs versus Transformers) and task objectives (e.g. purely visual contrastive learning versus vision- language alignment) achieve near equivalent brain predictivity, when other factors are held constant. Instead, variation across visual training diets yields the largest, most consistent effect on brain predictivity. Many models achieve similarly high brain predictivity, despite clear variation in their underlying representations – suggesting that standard methods used to link models to brains may be too flexible. Broadly, these findings challenge common assumptions about the factors underlying emergent brain alignment, and outline how we can leverage controlled model comparison to probe the common computational principles underlying biological and artificial visual systems.

Effectiveness of ethnomathematics-based learning on students’ mathematical literacy: a meta-analysis study

This study aims to determine the effectiveness of ethnomathematics-based learning on students’ mathematical literacy through a meta-analysis study. Primary studies were collected from Google Scholar and ERIC databases based on the inclusion criteria. The results of the literature review obtained 16 studies, either from theses, proceedings, or journal articles. Furthermore, the effect sizes were combined according to the Random Effects Model (REM) and data analysis using CMA v3 and R Studio (Meta Package). The calculation results obtained an overall effect size which indicates that ethnomathematics-based learning has a “strong” effect on students’ mathematical literacy when compared to conventional learning. As a result of the moderator category analysis, it was found that the effect sizes differed significantly according to students’ regional demographics, independent variables, and subject matter. However, it does not show significant differences when based on the duration of the meeting, education level, sample size, experimental design, type and year of publication. Thus, it can be said that ethnomathematics-based learning can be an effective learning model for increasing students’ understanding of mathematical literacy, especially in the Kalimantan Island region, recommended to be integrated with the Ethnomathematics Pop Up Book and Visual Thinking learning model, and Probability & Sets and Transformation Geometry materials, using Nonequivalent Control Group Design are recommended to be taught through this learning model.

A preliminary exploration of quantitative models for evaluating binocular visual perception impairments among patients diagnosed with stroke.

The objective of this study is to formulate and implement graded biological models pertaining to binocular visual perception function with the use of computer algorithms. We aim to quantitatively assess the location, severity, and degree of impairment in binocular visual perception among patients who have suffered stroke, thereby providing valuable insights into the repercussions of cerebral tissue damage on the visual system. To overcome the shortcomings of previous instruments used to assess binocular function in terms of stereoscopic effects and the challenges posed by physiological and psychological interference during examinations, this study optimized its approach by integrating polarized stereovision technology with computer graphic modeling techniques. This study employed computer models to assess binocular visual perception function in stroke patients. Computer models refer to psychophysical testing methods used to measure binocular visual perception function, including various assessment tasks such as recognizing inverted letters and assessing stereopsis during high-speed movements. The cross-into-circle test was used as a means to quantify perceptual eye position. Subsequently, the collected data was analyzed to assess the magnitude of impairment in binocular visual perception. The results of the study revealed a spectrum of binocular visual perception impairment among patients diagnosed with stroke, demonstrating discernible variations in the recognition of inverted letters and stereopsis across different movement speeds. Importantly, perceptual eye position measurements offered valuable insights into ocular misalignment. The computational models effectively quantified both the spatial distribution and severity of these identified impairments. Damage to brain tissue resulting from a stroke can give rise to notable impairments in binocular visual perception function. Graded biological models, formulated through computer algorithms, provide a systematic framework for the comprehensive evaluation and quantification of these impairments. The comprehension of the nature and extent of visual impairments observed in patients with stroke establishes a basis for the development of personalized visual perception learning methodologies. Based on such tailored approaches, we aim to facilitate the recovery of impaired visual function, thereby contributing to the broader objective of neural system rehabilitation.

Navigating the transition of a mathematical didactic game from tabletop to digital

Game-based learning is gaining prominence across various educational levels due to its ability to accommodate the preferences commonly exhibited by Generation Z students for visual and experiential learning. Game-based methods are applicable in digital platforms and traditional classroom settings alike, with digital GBL typically taking the form of immersive video games, while non-digital GBL is generally represented by tabletop games. This paper aims to provide an examination of the most significant advantages and drawbacks associated with digital and non-digital didactic games. Subsequently, an overview of the game mechanics of Blue Yeti, a didactic card game designed to familiarise university students with the direct comparison test of improper integrals, will be provided. Finally, the challenges encountered during the digitalisation process of Blue Yeti will be described, outlining the key considerations involved in transitioning a mathematical didactic game to a digital format.