Visual-spatial Representations Research Articles

Tren penelitian kemampuan pemecahan masalah pada pendidikan matematika: Analisis bibliometrik

This research aims to look at research trends on the topic of problem solving abilities in mathematics education. This research used 204 documents searched in the Scopus database, with the analysis technique used, namely bibliometric analysis using RStudio and Vosviewer. From the results that have been analyzed, it can be concluded that this research started from 1976 to 2023, with an increase of 6.69% every year. The most productive affiliates are Katholieke Universiteit Leuven, Monash University, The Chinese University of Hong Kong, and Semarang State University. Journal of Mathematical Behavior and ZDM - International Journal on Mathematics Education were ranked highest h-index. Hegarty & Kozhevnikov (1999) discussing types of visual-spatial representation and their relationship to solving mathematical problems, with the highest total citations. STEM, Programming, Mathematics Curriculum, and Computational Thinking being the recommended keywords to use if you want to conduct research on the topic of problem solving abilities in mathematics education.

Dual-Task and Single-Task Practice Does Not Influence the Attentional Demands of Movement Sequence Representations

This study examined the attentional demands of movement sequence representations at different temporal points after single- or dual-task practice. The visual-spatial representation encodes the movement based on visual-spatial coordinates such as the target locations. The motor representation encodes the movement in motor coordinates including joint angles and muscle activation patterns. Participants were randomly assigned to a single-task or dual-task practice group. Following acquisition, participants performed two retention tests and inter-manual transfer tests, both under dual-task and single-task. The transfer tests consisted of a mirror and non-mirror test and examined motor and visual-spatial representation development. The main finding is that attentional demands of the sequence representations were not affected by the practice condition. However, movement initiation requires more attention than the end of the movement in both representations.

The Importance of Early Number Concepts for Learning Mathematics in Deaf and Hard of Hearing Children

This chapter discusses important background knowledge and research findings from a variety of disciplines that inform best practices for supporting optimal mathematical achievement in all children. First, discussion will begin with the importance of early numeracy for later academic outcomes, and why prioritization of instruction time and early intervention are needed to increase the likelihood of a strong foundation in numeracy. Second, a brief overview of numeracy development milestones will provide a basis for discussion of our central thesis: language experiences can impact numerical cognition, which then have a significant impact on academic outcomes. Third, given the importance of numeracy skills in academic outcomes, we describe pedagogical trends that are likely to support the development of numerical cognition. This discussion will justify language remediation, increased mathematics talk, and visual-spatial representation as key goals for early intervention programs. Finally, we offer some future directions of research that will further account for underlying mechanisms of numeracy development in very young and preschool-aged children.

Effect of Augmented Reality Technology on Spatial Intelligence among High School Students

Spatial Intelligence is a mental ability to understand and solve real-world problems. These visual-spatial representations are fundamental in learning various "STEM" topics, like digital drawing, art presentations, creating graphical representations, 2D designs. Opportunity to interact with real and/or virtual objects. It is a good opportunity in applying new techniques such as the augmenter, which is able to clarify mathematical tables, concepts and generalizations greatly to the visualization, understanding and mastery of concepts mathematically. The purpose of the research is to investigate impact of using AR technology in developing spatial intelligence for secondary school students, Baghdad. The quasi-experimental design was used, the participants consisted of (60) students of 4th class scientific in mathematics. Tools used where a spatial intelligence scale was prepared and contains three skills that include (20) questions. Research findings show that AR technology has a positive on spatial intelligence in mathematics, and concluded with a set of recommendations and proposals.

Attentional Demand of a Movement Sequence Guided by Visual-Spatial and by Motor Representations

The objective of the experiment was to assess the change in attentional demands of a movement sequence guided by visual-spatial and motor representations across practice sessions in a dual-task probe paradigm. Participants were randomly assigned to either a 1-day or 2-day practice group. Following acquisition of the motor sequence task, participants first conducted a retention test and then four inter-manual transfer tests under single and dual-task conditions. The probe task was a simple reaction time. The inter-manual transfer tests, consisting of a mirror and non-mirror test, examined the development of the motor and visual-spatial representation, respectively. The results indicated that both representations guided the movement sequence and required attention. The attentional demands did not change with additional practice.

Patterns of Using Multimodal External Representations in Digital Game-Based Learning

Although prior research has highlighted the significance of representations for mathematical learning, there is still a lack of research on how students use multimodal external representations (MERs) to solve mathematical tasks in digital game-based learning (DGBL) environments. This exploratory study was to examine the salient patterns problem solvers demonstrated using MERs when they engaged in a single-player, three-dimensional architecture game that requires the acquisition and application of math knowledge and thinking in game-based context problem solving. We recorded and systematically coded the behaviors of using MERs demonstrated by 20 university students during 1.5 hours of gameplay. We conducted both cluster and sequential analyses with a total of 2654 encoded behaviors. The study indicated that the maneuverable visual-spatial representation was most frequently used in the selected architecture game. All of the participants performed a high level of representational transformations, including both treatment and conversion transformations. However, compared to the students in the second cluster who were mostly non-game players, students in the first cluster (composed of mainly experienced video game players) displayed a higher frequency of interacting with various MERs and a more cautious and optimized reflective problem-solving process.

Sequence representations after action-imagery practice of one-finger movements are effector-independent

Action-imagery practice (AIP) is often less effective than action-execution practice (AEP). We investigated whether this is due to a different time course of learning of different types of sequence representations in AIP and AEP. Participants learned to sequentially move with one finger to ten targets, which were visible the whole time. All six sessions started with a test. In the first four sessions, participants performed AIP, AEP, or control-practice (CP). Tests involved the practice sequence, a mirror sequence, and a different sequence, which were performed both with the practice hand and the other (transfer) hand. In AIP and AEP, movement times (MTs) in both hands were significantly shorter in the practice sequence than in the other sequences, indicating sequence-specific learning. In the transfer hand, this indicates effector-independent visual-spatial representations. The time course of the acquisition of effector-independent visual-spatial representations did not significantly differ between AEP and AIP. In AEP (but not in AIP), MTs in the practice sequence were significantly shorter in the practice hand than in the transfer hand, indicating effector-dependent representations. In conclusion, effector-dependent representations were not acquired after extensive AIP, which may be due to the lack of actual feedback. Therefore, AIP may replace AEP to acquire effector-independent visual-spatial representations, but not to acquire effector-dependent representations.

НАРУШЕНИЯ ЗРИТЕЛЬНО-ПРОСТРАНСТВЕННЫХ ПРЕДСТАВЛЕНИЙ У ДЕТЕЙ С ДЕТСКИМИ ЦЕРЕБРАЛЬНЫМИ ПАРАЛИЧАМИ, ПОДХОДЫ

The article notes that the issues of rehabilitation of patients with infantile cerebral palsy are an urgent and extremely difficult problem. In conditions of deficiency of cerebral supply due to organic lesions, functional pathological foci are formed in various brain structures in patients of this group. In such cases, the neuropsychological research method makes it possible to more accurately diagnose and lateralize the primary disorders of mental processes, to highlight the structure of the defect. The purpose of this report is to analyze the correctional work in violation of visual-gnostic functions in patients with various forms of cerebral palsy. A correction program was developed individually for each child, purposefully stimulating the parieto-occipital parts of the cerebral cortex. The increase in the child's motor abilities in combination with the improvement of visual-spatial representations made it possible to significantly increase the effectiveness of the entire rehabilitation program

Representasi Matematis Siswa SMP dalam Meyelesaikan Masalah Segiempat Ditinjau dari Perbedaan Jenis Kelamin

Mathematical representation has an important role to help students understand and solve quadrilateral problems in mathematics learning. Students will use different forms of mathematical representation to solve a quadrilateral problem. This allows that the form of mathematical representation used by male and female students is different. The purpose of this study was to describe the mathematical representation of male and female junior high school students in solving quadrilateral problems. This research is classified into descriptive qualitative research using test and interview methods. The results of this study indicate that male students use visual-spatial representations in the form of images to represent an object that is in the problem solving test. In addition, they use visual-spatial representations and formal-notational representations to reveal information about a problem. During the problem solving process, dominant male students use formal-notational representation. They also explained verbally each step of the completion in detail and in order. Dominant female students use formal-notational representation to write information and solve a problem. To represent an object in a problem solving test, they use visual-spatial representations. Female students also use verbal representations to explain each step of solving problems.Keywords: mathematical representation, quadrilateral problems, gender

Revisiting the Landmark Task as a tool for studying hemispheric specialization: What's really right?

The “Landmark Task” (LT) is a line bisection judgment task that predominantly activates right parietal cortex. The typical version requires observers to judge bisections for horizontal lines that cross their egocentric midline and therefore may depend on spatial attention as well as spatial representation of the line segments. To ask whether the LT is indeed right-lateralized regardless of spatial attention (for which the right hemisphere is known to be important), we examined LT activation in 26 neurologically healthy young adults using vertical (instead of horizontal) stimuli, as compared with a luminance control task that made similar demands on spatial attention. We also varied task difficulty, which is known to affect lateralization in both spatial and language tasks. Despite these changes to the task, we observed right-lateralized parietal activations similar to those reported in other LT studies, both at group level and in individual lateralization indices. We conclude that LT activation is robustly right-lateralized, perhaps uniquely so among commonly-studied spatial tasks. We speculate that the unique properties of the LT reside in its requirement to judge relative magnitudes of the two line segments, rather than in the more general aspects of spatial attention or visual-spatial representation.

Visual spatial representation of social and cultural phenomena and its effect on local education: The case of Papua New Guinea

Visual spatial representation of social and cultural phenomena and its effect on local education: The case of Papua New Guinea

A Feel for Numbers: The Changing Role of Gesture in Manipulating the Mental Representation of an Abacus Among Children at Different Skill Levels.

Abacus mental arithmetic involves the skilled acquisition of a set of gestures representing mathematical algorithms to properly manipulate an imaginary abacus. The present study examined how the beneficial effect of abacus co-thought gestures varied at different skill and problem difficulty levels. We compared the mental arithmetic performance of 6- to 8-year-old beginning (N = 57), intermediate (N = 65), and advanced (N = 54) learners under three conditions: a physical abacus, hands-free (spontaneous gesture) mental arithmetic, and hands-restricted mental arithmetic. We adopted a mixed-subject design, with level of difficulty and skill level as the within-subject independent variables and condition as the between-subject independent variable. Our results showed a clear contrast in calculation performance and gesture accuracy among learners at different skill levels. Learners first mastered how to calculate using a physical abacus and later benefitted from using abacus gestures to aid mental arithmetic. Hand movement and gesture accuracy indicated that the beneficial effect of gestures may be related to motor learning. Beginners were proficient with a physical abacus, but performed poorly and had low gesture accuracy during mental arithmetic. Intermediates relied on gestures to do mental arithmetic and had accurate hand movements, but performed more poorly when restricted from gesturing. Advanced learners could perform mental arithmetic with accurate gestures and scored just as well without gesturing. These findings suggest that for intermediate and advanced learners, motor-spatial representation through abacus co-thought gestures may complement visual-spatial representation of a mental abacus to reduce working memory load.

Psychohygienic characteristics of the prenosological psychodiagnostics of pupils with vision pathology

The aim. The article represents the results of the study of criterial psychophysiological functions of adolescents with visual impairment. The interconnections of the visual analyzer with other analyzers and central nervous system, their participation in creating of visual-spatial representations, as well as the importance of the influence of adaptive factors on the development of the organism of such adolescents to the environment and, above all, to the educational process. These adolescents have a high risk for the development of the maladaptation states. That is why the purpose of the study was to solve one of the modern problems of preventive medicine - the problems of health promotion and adaptation to the environment of such adolescents, because they require special measures for social and professional adaptation in connection with the health features. In addition, to establish the criterion role of the function of short-term memory in the psychodiagnosis of functional state and prediction of adaptive abilities of adolescents with pathology of the organ of vision.Materials and methods. Based on the objectives of our research were used universally adapted methods: "psycho diagnostic questionnaire of the high school student", based on an assessment of the functional state of the central nervous system, its criterion physiological functions and assessment of the mechanical memory volume by the method of "complete reproduction of numerical series" with the expectation indicator - the amount of short-term memory (STM).Results. Consequently, the results of the study on the psychophysiological state of the students of all the studied groups indicate the influence of a complex of external factors, primarily related to the school environment. After all, the learning process is accompanied by stressful loads that create conditions for the active manifestation of latent disease processes. The results of such influence are reflected in the success of certain activities, including the training process and the peculiarities of pupils' behavior.Conclusions. In order to optimize the process of psychohygienic psychophysiological adaptation of students with visual impairments, it is proposed: improving the mental condition, correction of emotional-volitional and cognitive areas receiving help in socialization. The educational process must be carried out taking into account the peculiarities of mental and physical development in terms of the content, forms and methods of teaching, the corresponding regime of the day, which ensures the system of teaching and educational, medical and preventive work, rehabilitation measures. In general, the educational process in these institutions should have a vector for correction and development of the adolescent

The influence of eye-movements on the development of a movement sequence representation during observational and physical practice

An experiment was conducted to examine the development of a movement sequence representation and the role of eye-movements during observational and physical practice. The task was to reproduce a 1300ms spatial-temporal pattern of a sequence of elbow flexions and extensions. An inter-manual transfer design with a retention and two effector transfer tests (contralateral limb) was used. The mirror transfer test required the same pattern of homologous muscle activation and a sequence of joint angles as experienced during the acquisition phase, and the non-mirror transfer test required the same visual-spatial pattern as performed or observed during acquisition. Participants were randomly assigned to one of four groups differing in eye-movements (free to use their eyes vs. instruction to fixate) and the practice type (observational practice vs. physical practice). The results indicated that permitting to use eye-movements facilitates sequence learning. This advantage was found on both practice types. The results of the transfer tests indicated that participants of the physical practice group who were permitted to use their eyes demonstrated superior transfer performance in the mirror transfer test, while participants in the observational practice group demonstrated better performance on the non-mirror transfer test. These findings indicated that eye-movements enhanced the development of a visual-spatial representation during observational practice as well as a motor representation during physical practice.

Multiple spatial representations interact to increase reach accuracy when coordinating a saccade with a reach.

Reaching is an essential behavior that allows primates to interact with the environment. Precise reaching to visual targets depends on our ability to localize and foveate the target. Despite this, how the saccade system contributes to improvements in reach accuracy remains poorly understood. To assess spatial contributions of eye movements to reach accuracy, we performed a series of behavioral psychophysics experiments in nonhuman primates (Macaca mulatta). We found that a coordinated saccade with a reach to a remembered target location increases reach accuracy without target foveation. The improvement in reach accuracy was similar to that obtained when the subject had visual information about the location of the current target in the visual periphery and executed the reach while maintaining central fixation. Moreover, we found that the increase in reach accuracy elicited by a coordinated movement involved a spatial coupling mechanism between the saccade and reach movements. We observed significant correlations between the saccade and reach errors for coordinated movements. In contrast, when the eye and arm movements were made to targets in different spatial locations, the magnitude of the error and the degree of correlation between the saccade and reach direction were determined by the spatial location of the eye and the hand targets. Hence, we propose that coordinated movements improve reach accuracy without target foveation due to spatial coupling between the reach and saccade systems. Spatial coupling could arise from a neural mechanism for coordinated visual behavior that involves interacting spatial representations.NEW & NOTEWORTHY How visual spatial representations guiding reach movements involve coordinated saccadic eye movements is unknown. Temporal coupling between the reach and saccade system during coordinated movements improves reach performance. However, the role of spatial coupling is unclear. Using behavioral psychophysics, we found that spatial coupling increases reach accuracy in addition to temporal coupling and visual acuity. These results suggest that a spatial mechanism to couple the reach and saccade systems increases the accuracy of coordinated movements.

Analysis of submarine steering: effects of cognitive and perceptual–motor requirements on the mental workload and performance of helmsmen

The purpose of the study is to model manual submarine steering and its effects on helmsmen in terms of performance and mental workload. This activity is first formalized according to (a) cognitive requirements, by identifying different levels of control, and (b) perceptual–motor requirements, by analysing the directional compatibility of control–display design. An experiment is then carried out on a simulator designed by a world leader in military naval shipbuilding. This experiment follows a unique scenario including two driving situations with different levels of cognitive requirements (approach and stabilization phases). It is achieved by two groups, each carrying out a perceptual– motor task on a specific steering control–display configuration proposed by the naval shipbuilder (one with a standard numeric display and one with a new visual–spatial representation, both tasks controlled by the same joystick). The findings of this study show that the cognitive requirements during the stabilization phase with high propulsion speed produce increased mental workload, and the perceptual– motor requirements also produce increased mental workload when a direction-of-motion stereotype is violated (upward–forward relationship).

Visual attention modulates the asymmetric influence of each cerebral hemisphere on spatial perception.

Although the allocation of brain functions across the two cerebral hemispheres has aroused public interest over the past century, asymmetric interhemispheric cooperation under attentional modulation has been scarcely investigated. An example of interhemispheric cooperation is visual spatial perception. During this process, visual information from each hemisphere is integrated because each half of the visual field predominantly projects to the contralateral visual cortex. Both egocentric and allocentric coordinates can be employed for visual spatial representation, but they activate different areas in primate cerebral hemispheres. Recent studies have determined that egocentric representation affects the reaction time of allocentric perception; furthermore, this influence is asymmetric between the two visual hemifields. The egocentric-allocentric incompatibility effect and its asymmetry between the two hemispheres can produce this phenomenon. Using an allocentric position judgment task, we found that this incompatibility effect was reduced, and its asymmetry was eliminated on an attentional task rather than a neutral task. Visual attention might activate cortical areas that process conflicting information, such as the anterior cingulate cortex, and balance the asymmetry between the two hemispheres. Attention may enhance and balance this interhemispheric cooperation because this imbalance may also be caused by the asymmetric cooperation of each hemisphere in spatial perception.

A Review of the Effects of Visual-Spatial Representations and Heuristics on Word Problem Solving in Middle School Mathematics

Mathematics word-problems continue to be an insurmountable challenge for many middle school students. Educators have used pictorial and schematic illustrations within the classroom to help students visualize these problems. However, the data shows that pictorial representations can be more harmful than helpful in that they only display objects or persons while neglecting the spatial relationships between those components (Hegarty & Kozhevnikov, p. 686). Research supports schematic diagrams that highlight spatial relationships and focus on related information within the problem (Hegarty & Kozhevnikov, 1999; van Garderen & Montague, 2003). In addition to these strategies, educators have used heuristics (systematic scripted procedures to solve word problems) as a way to provide structure and routine to a variety of word problems. This review of the literature found varying results for the use of some heuristics being implemented in present-day classrooms. On the other hand, both visual-spatial diagrams and heuristics have demonstrated value in middle school special education classrooms. These findings support the further use and research of visual-spatial representations and problem-solving heuristics in order to solve mathematics word problems.

Individual differences in working memory and processing speed predict anticipatory spoken language processing in the visual world

ABSTRACTSeveral mechanisms of predictive language processing have been proposed. The possible influence of mediating factors such as working memory and processing speed, however, has largely been ignored. We sought to find evidence for such an influence using an individual differences approach. 105 participants from 32–77 years of age received spoken instructions (e.g. “Kijk naar deCOM afgebeelde pianoCOM”– look at the displayed piano) while viewing 4 objects. Articles (Dutch “het” or “de”) were gender-marked such that the article agreed in gender only with the target. Participants could thus use article gender information to predict the target. Multiple regression analyses showed that enhanced working memory abilities and faster processing speed predicted anticipatory eye movements. Models of predictive language processing therefore must take mediating factors into account. More generally, our results are consistent with the notion that working memory grounds language in space and time, linking linguistic and visual–spatial representations.

Tracking of EEG activity using motion estimation to understand brain wiring.

The fundamental step in brain research deals with recording electroencephalogram (EEG) signals and then investigating the recorded signals quantitatively. Topographic EEG (visual spatial representation of EEG signal) is commonly referred to as brain topomaps or brain EEG maps. In this chapter, full search full search block motion estimation algorithm has been employed to track the brain activity in brain topomaps to understand the mechanism of brain wiring. The behavior of EEG topomaps is examined throughout a particular brain activation with respect to time. Motion vectors are used to track the brain activation over the scalp during the activation period. Using motion estimation it is possible to track the path from the starting point of activation to the final point of activation. Thus it is possible to track the path of a signal across various lobes.