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Abstract The widely utilized Global Positioning System (GPS) plays a crucial role in everyday navigation. The literature has predominantly focused on GPS use for reaching destinations rather than exploring its various strategic applications and relations with individual factors. The current paper is intended to develop a GPS Uses Scale assessing a variety of GPS uses for wayfinding and other GPS uses (Study 1). We also examine whether GPS uses are related to gender, age, self-efficacy and pleasure in exploring, dependence on GPS devices, and environment knowledge (Study 2). In Study 1, 365 participants completed the new GPS Uses Scale and the McGill GPS questionnaire, for assessing validity. Results from the confirmatory factor analysis confirmed a structure as five-level factors, good reliability, and validity. In Study 2, 200 participants completed the GPS Uses Scale, self-efficacy and pleasure in exploring scale, GPS dependence scale, and a sketch map task after learning a virtual city from a video. Results from the linear model showed that those who use GPS for strategic purposes reported higher self-efficacy and pleasure in exploring as well as dependence on GPS. Moreover, those who use GPS for orientation purposes reported higher dependency on GPS and had higher scores on the map task (environment knowledge). Men were less likely to use GPS for orientation. The present paper outlines the importance of assessing the various uses of GPS, suggesting self-efficacy and dependence on GPS, and contributes to its strategic use.

Rheumatic diseases (RD) are among the most frequent disorders in the population and the major causes of chronic pain and disability. The resulting consequences are catastrophic, leading to a significant socio-economic burden, which includes significant reductions in quality of life (QoL) and limitations in regular work and daily activities of patients. In spite of this, rheumatic diseases are often misunderstood or diagnosed late, probably due to their characteristics of silent diseases, sometimes unrecognizable to unaffected or unskilled people. Actually, it is surprising that, despite their consequences on QoL and on individual impact, rheumatic diseases are underestimated by the public opinion, which is probably more attracted by other major diseases causing death. This silent perception can even be seen in some among the most recent psycho-social approaches to population needs in the fields of Health Psychology and Environmental Psychology. The latter, also known as Architectural Psychology, is a branch of Psychology that analyses the effects of the built environment on humans, including those affected by diseases. Paradoxically, in many cases, some components of the environments created to protect individuals and/or the population may represent barriers and subsequently causes of disability and suffering in patients with rheumatic diseases. In order to increase awareness about this particular aspect of social life, HEMOVE Onlus, a non-profit association, has promoted the creation of a multidisciplinary Task Group, which included mainly rheumatologists, psychologists and architects, with the aim of applying also for the benefit of rheumatic patients the most modern technical skills available in the context of Environmental Psychology, including in particular design and information technology.

Navigating environments is a fundamental ability of daily life, with survey knowledge playing a crucial role. Survey knowledge varies between individuals, and these variations may be related to individual differences in visuospatial working memory (VSWM) ability. However, other factors, such as the modalities of recall (cued vs. free recall) of survey knowledge, could interact with VSWM resources. The present study aimed to clarify whether various types of VSWM contribute to survey knowledge under specific recall modalities or regardless of how spatial information is retrieved. A sample of 74 young adults performed VSWM tasks with varying processing demands and degrees of active involvement. Then, they actively learned a virtual city path in a Cave Automatic Virtual Environment (CAVE) environment, and their survey knowledge was assessed using a sketch map task in free and cued recall modalities (within-participants). Cued recall demonstrated an advantage in sketch map accuracy over free recall. VSWM with simultaneous processing and active mental imagery is associated with sketch map accuracy, but not other VSWM. Importantly, no interaction was found between VSWM and the modality of recall. Therefore, survey knowledge is primarily related to VSWM, regardless of recall modality, emphasizing the importance of VSWM ability in capturing survey knowledge after active navigation., Competing Interests: Declarations. Conflict of interest: The authors declare no competing interests. Ethical approval: This study was performed in line with the principles of the Declaration of Helsinki. Approval was granted by the The Ethical Committee for Psychological Research at University of Padova (Date 03/04/2023, No. A869A99C17F2C8381604FA0767E6DFFC). Consent to participate: Informed consent was obtained from all individual participants included in the study., (© 2024. The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature.)

Background and Objectives: Navigational skills display clear signs of decline with increasing age, especially in pathological aging. Therefore, navigability-the extent to which destinations can be reached with reasonable effort and time-should be considered in residential care home design. We aimed to develop a scale assessing environmental features (i.e., indoor visual differentiation, signage, and layout) for navigability in residential care homes: the Residential Care Home Navigability (RCHN) scale. To this end, we examined whether navigability and its factors were associated with a sense of direction within the residential care homes to different degrees for older adult residents, caregivers, and staff. The relationship between navigability and residential satisfaction was also considered., Research Design and Methods: A sample of 523 participants (230 residents, 126 family caregivers, and 167 staff members) responded to the RCHN, assessed their sense of orientation and general satisfaction, and performed a pointing task., Results: Results confirmed the RCHN scale's 3-level factor structure, good reliability, and validity. A subjective sense of direction, but not pointing task performance, was associated with navigability and its factors. In particular, visual differentiation is positively associated with a sense of direction regardless of group, whereas signage and layout contributed to a better experience of a sense of direction, especially among older residents. Navigability was not related to residents' satisfaction., Discussion and Implications: Navigability supports perceived orientation in residential care homes, especially for older residents. Moreover, the RCHN is a reliable tool for the assessment of RCHN, with important implications for minimizing spatial disorientation through environmental interventions., (© The Author(s) 2023. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.)

The aim of the present study was to investigate the effects of home confinement/social isolation (i.e., lockdown), imposed to reduce large-scale spread of a disease in the population, on the mental health of individuals. Through an online survey during the lockdown ( DL ) related to COVID-19 (1085 respondents, 627 females, age range : 18-82) (Italy, 23 April-2 May 2020), we revealed that situational factors, i.e., the presence of children at home and female gender, and psychological factors, i.e., a greater sense of isolation, lower perception of safety outside the home and higher trait anxiety, predicted higher levels of state anxiety (R 2 = 0.58). The same factors, but with young age instead of the presence of children, predicted higher levels of perceived stress (R 2 = 0.63). Then, these data were compared with those collected after the lockdown ( AL ) (174 respondents, 128 females, age range : 19-78) (Italy, 1 July-31 October 2021). The results showed that along with a reduced sense of isolation ( DL = 2.90 vs. AL = 2.10) and an increased perception of safety outside the home ( DL = 2.63 vs. AL = 3.05), a reduction in state anxiety ( DL = 45.76 vs. AL = 40.88) and stress appeared ( DL = 18.84 vs. AL = 17.63). However, the situation was better for men than for women. Perceived self-efficacy emerged as a protective factor for mental health (R 2 range : 0.03-0.27). The results are discussed in light of the evidence on the effects of lockdown on individuals worldwide. These results may be used to make more educated decisions on targeted help for individuals who may be most adversely affected by the adoption of lockdowns in the future.

Introduction: Self-evaluations about orientation and navigation in the environment contribute to individual differences in spatial cognition. Evidence suggests that they may change, even slightly, with the progression of adulthood. It is necessary to improve the framing of environment-related subjective self-evaluations in adulthood and aging by examining how they change and the factors related to them. Therefore, this study aimed to examine the developmental trajectories of sense of direction, spatial anxiety, and attitude in exploring place across the adult lifespan while also considering gender and education., Materials and Methods: A sample of 1,946 participants (1,068 women), aged 18-87 years, completed the sense of direction and spatial representation, spatial anxiety, and attitude in exploring scales., Results: The regression models showed a linear increase in sense of direction with age, stable spatial anxiety until age 66 years when anxiety began increasing, and a stable attitude in exploring with a deflection by age 71 years. Gender played a role in all three types of self-evaluations, with men reporting higher ratings in sense of direction and attitude toward exploring (especially in older men), and lower levels of spatial anxiety than women did. Education also played a role, with higher education years associated with lower ratings in spatial anxiety and a higher sense of direction, nullifying gender differences in the latter., Discussion: These results offer, in the spatial cognition framework, a better understanding of how specific environment-related self-evaluations develop with age and related factors, such as education. This underscores the importance of enhancing them, particularly in women and older adults., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 Muffato, Miola, Pazzaglia and Meneghetti.)

When learning an environment from virtual navigation people gain knowledge about landmarks, their locations, and the paths that connect them. The present study newly aimed to investigate all these domains of knowledge and how cognitive factors such as visuospatial abilities and wayfinding inclinations might support virtual passive navigation. A total of 270 participants (145 women) were tested online. They: (i) completed visuospatial tasks and answered questionnaires on their wayfinding inclinations; and (ii) learnt a virtual path. The environmental knowledge they gained was assessed on their free recall of landmarks, their egocentric and allocentric pointing accuracy (location knowledge), and their performance in route direction and landmark location tasks (path knowledge). Visuospatial abilities and wayfinding inclinations emerged as two separate factors, and environmental knowledge as a single factor. The SEM model showed that both visuospatial abilities and wayfinding inclinations support the environmental knowledge factor, with similar pattern of relationships in men and women. Overall, factors related to the individual are relevant to the environmental knowledge gained from an online virtual passive navigation., (© 2023. The Author(s).)

Introduction: One of various non-pharmacological treatments for people with dementia (PwD) is horticultural therapy. The aim of this double-blind, pre- and post-test, pilot study was to examine the effects of horticultural activities (HA) for PwD at a residential and daytime care facility. Whether combining HA with elements drawn from other psychosocial interventions (cognitive stimulation) would maximize any benefits was also newly examined., Materials and Methods: Twenty-four PwD were involved either in HA, alone (TG1, N  = 7) or combined with some cognitive stimulation (TG2, N  = 8), or in indoor treatment-as-usual activities (CG, N  = 9). Benefits were assessed in terms of general cognitive functioning (for participants with mild-to-moderate dementia), mood, behavioral and psychological symptoms, and quality of life., Results: No differences emerged between TG1 and TG2 in any outcome measure, so the two groups were combined ( N  = 15). Compared with the CG, the TG involved in HA exhibited less frequent and severe behavioral and psychological symptoms and an improved mood after the intervention. Caregivers also reported less distress in the TG after the intervention than in the CG. Considering only PwD with mild-to-moderate dementia, the TG also showed benefits in a measure of general cognitive functioning, and self-reported quality of life, compared with the CG., Discussion: Our results further confirm that engaging PwD in participatory HA in contact with natural elements can decrease their dementia symptoms and their caregivers' distress, but also increase PwD's quality of life. Our findings also suggest the need to consider dementia severity when assessing the benefits of horticultural therapy., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 Borella, Melendugno, Meneghetti, Murroni, Carbone, Goldin, Cavalli, Basso and Pazzaglia.)

Introduction: Exposure to nature is known to support psychological wellbeing, and can support People with Dementia (PwD). Here we describe a case study conducted at a care facility for PwD to examine the effect of their exposure to nature after intervention to renovate an existing Therapeutic Garden (TG). Changes in frequency of attendance and behavior in the TG were examined. A single case was also considered to assess individual benefits., Materials and Methods: Twenty-one PwD participated in the study. Their behavior in the TG was observed for 4 weeks before and after the intervention (using behavioral mapping), and measures of individual characteristics (general cognitive functioning, behavioral/neuropsychiatric symptoms, depression, and quality of life) were administered., Results: Ten of the 21 PwD visited the TG more often after the intervention, their social behaviors (e.g., talking to others) increased, and their active isolated behavior in the garden (e.g., smelling, touching flowers) tended to increase. The increase in social behavior related to less severe baseline depressive symptoms. Passive isolated behaviors related to more impaired baseline cognitive functioning. The case of Mrs. A extended the findings for the whole sample: although her dementia symptoms (apathy, motor disturbances) worsened, she visited the TG more often after the intervention, her social exchanges and active isolated actions increased, and her agitation and wandering decreased., Discussion: These results support the benefits of exposure to nature for PwD, and underscore the importance of considering users' profiles to optimize their use of a TG., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 Meneghetti, Murroni, Borella, Melendugno, Carbone, Goldin, Cavalli, Basso and Pazzaglia.)

Individual factors can play a relevant role in explaining gender differences in environmental learning in terms of visuospatial abilities and beliefs about spatial abilities, such as stereotypes and growth mindset about navigation ability. In this study, we aim to investigate how mental rotation ability and spatial beliefs interact in the acquisition of egocentric and allocentric spatial knowledge. A sample of 244 participants (140 women) completed individual difference measures, including a mental rotation test (MRT) and questionnaires on gender stereotypes and growth mindsets about navigation ability. Participants then learned a specific route in a virtual environment and performed an egocentric pointing task and an allocentric pointing task. Men performed better in mental rotation and egocentric pointing tasks. Moreover, mental rotation ability predicted both egocentric and allocentric pointing performance; growth mindset predicted allocentric pointing. In general, these results suggest that, despite gender differences in some spatial measures, cognitive abilities and beliefs contribute to supporting environmental knowledge in both men and women., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 Miola, Muffato, Pazzaglia and Meneghetti.)

This study newly explored the relationship between individual characteristics (i.e., connectedness to nature, a preference for natural rather than built environments, personality, visuospatial preferences) with perceived restorativeness, as well as affective and memory-related benefits of exposure to the nature. Eighty adults were individually exposed to nature by walking in a landscape garden. Measures of connectedness to nature, preference for natural environments, personality traits, and visuospatial preferences were administered. Before and after walking in the garden, participants completed measures of affect (positive and negative emotions) and memory (short-term and working memory, and spatial memory). After walking they completed a Perceived Restorativeness scale. Perceived Restorativeness was found to be significantly explained by Extraversion (personality trait) and Connectedness to Nature. There was no significant influence of individual characteristics on benefits to affect and memory measures. Overall, the results showed that perception of the restorative effect of a natural environment is related to connectedness to nature and personality (extraversion trait). Taken together, our findings highlight the importance of considering individual characteristics to better capture restorative/recovery effects of a natural environment in an individual, and to tailor/implement nature-based solutions to ensure a sustainable urban green environment and to promote quality of life for their citizens., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 Sella, Meneghetti, Muffato, Borella, Carbone, Cavalli and Pazzaglia.)

The positive impact of short-term exposure to nature during a green recess in a school day is documented in the literature. In this study we investigated cognitive, academic, and affective effects of a single contact with nature during a regular school lesson in the greenness, compared to an usual classroom lesson, on young students in second and third grades (N = 65). In a within-subjects design, for the cognitive effects we examined children's (a) selective and sustained attention and (b) math calculation performance in common school tasks. For affective effects we considered (c) their positive and negative mood and (d) the perception of environmental restorativeness. Findings revealed that after a single lesson taught in the green school garden, children had greater selective attention and math calculation performance in two tasks than after a similar lesson in the classroom environment. Moreover, children with higher self-reported emotional difficulties showed greater selective attention and reported a statistically significant increase in positive affect and a tendency to a significant decrease in negative affect after the lesson in the greenness than in the classroom. Students also perceived the green space as more restorative than the classroom environment. Results are discussed against theories on the benefits of exposure to natural environments, highlighting the theoretical and practical significance of the study.

Prolonged periods of restrictions on people's freedom of movement during the first massive wave of the COVID-19 pandemic meant that most people engaged in all their daily activities at home. This suggested the need for the spatial features of the home and its occupants' perception of them to be investigated in terms of people's wellbeing. The present study was conducted on a large sample (N = 1354) drawn from different Italian regions. It examined the relationship between the "objective" and "subjective" dimensions of the home, measured in terms of objective home crowding and satisfaction with the space at home, in relation to perceived stress and the perceived risk of COVID-19 infection during the lockdown. The results showed that perceived stress is influenced by objective home crowding through the mediation of satisfaction with the space at home. These associations were more pronounced in younger generations. The negative association between satisfaction with the space at home and perceived stress was higher, the lower the perceived COVID-19 risk., (© 2021 Elsevier Ltd. All rights reserved.)

Spatial orientation is essential for daily life, but it deteriorates with aging. The present study was aimed at investigating age changes across the adult lifespan in the self-reported use of navigation aids and everyday orientation experiences, as well as investigating to what extent these are related to visuospatial working memory (VSWM) and self-reported wayfinding inclinations. A sample of 456 people aged 25-84 years rated how much they use navigation aids (maps, GPS, verbal directions), how much they went out, and how much they reached or lost their way to unfamiliar destinations (in 2016). Then, they performed the jigsaw puzzle test (VSWM) and questionnaires on sense of direction, pleasure in exploring, and spatial anxiety. The results showed that increasing age is related to a lower tendency to go out, fewer experiences of finding one's way and getting lost, a lower level of GPS use, and increased verbal directions use. After age changes were accounted for, VSWM was related to aid use and orientation experiences (except for losing one's way), wayfinding inclinations (especially spatial anxiety) to using a map, and orientation experiences. Overall, other than age, VSWM and one's wayfinding attitudes can play a role-albeit it a modest one-in spatial behaviors.

Many older people, both with and without dementia, eventually move from their familiar home environments into unfamiliar surroundings, such as sheltered housing or care homes. Age-related declines in wayfinding skills can make it difficult to learn to navigate in these new, unfamiliar environments. To facilitate the transition to their new accommodation, it is therefore important to develop retirement complexes and care homes specifically designed to reduce the wayfinding difficulties of older people and those with Alzheimer's disease (AD). Residential complexes that are designed to support spatial orientation and that compensate for impaired navigation abilities would make it easier for people with dementia to adapt to their new living environment. This would improve the independence, quality of life and well-being of residents, and reduce the caregivers' workload. Based on these premises, this opinion paper considers how evidence from cognitive psychology, neuropsychology and environmental psychology can contribute to ageing- and dementia-friendly design with a view to minimising spatial disorientation. After an introduction of the cognitive mechanisms and processes involved in spatial navigation, and the changes that occur in typical and atypical ageing, research from the field of environmental psychology is considered, highlighting design factors likely to facilitate (or impair) indoor wayfinding in complex buildings. Finally, psychological theories and design knowledge are combined to suggest ageing- and dementia-friendly design guidelines that aim to minimise spatial disorientation by focusing on residual navigation skills., (© 2021. The Author(s).)

This paper is a systematic review of quantitative studies conducted on the benefits of visiting gardens and gardening therapy for people with dementia (PWD) in an effort to assess the effectiveness of such treatments and obtain information on the most appropriate garden design for this population. This review followed the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA) guidelines. Four databases were searched (PubMed, Web of Science, PsycINFO, Scopus), with no time limits. Out of a total of 480 articles considered, 16 studies were selected for review. In all but two of the studies examined, gardening therapy and the use of therapeutic gardens induced psychophysiological improvements in PWD. The areas showing the greatest effects were Engagement, Agitation, Depression/Mood, Stress, and Medication. It also emerged that interest in this sphere has been growing in the last decade, but there is still a shortage of empirical evidence of the beneficial effects of therapeutic gardens in relation to the type and severity of dementia, and of garden design guidelines. Despite the limited number of studies investigated, the review confirmed the benefits of gardening and therapeutic gardens in PWD. There is nonetheless a need to conduct more quantitative research to support currently-available evidence and generate more information, focusing on garden design criteria, in-garden activities, the type and severity of dementia examined, and effects on caregivers as well as on PWD.

We examined the roles self-efficacy plays in environmental learning in terms of self-efficacy feedback and task-specific (navigation-based) self-efficacy. We manipulated self-efficacy using positive and neutral feedback to investigate the relationship between receiving positive feedback and environmental learning performance and subsequent recall. A total of 231 participants were administered visuospatial tasks, where 117 received positive feedback, and 114 received neutral feedback. Then, we tested environmental learning using route retracing, pointing, and map-completion tasks. Before each environmental task, participants evaluated their task-specific self-efficacy. A series of spatial self-reported preferences were gathered as well. Mediation models showed that receiving positive feedback after a visuospatial task influences environmental recall performance through the mediation of task-specific self-efficacy. Moreover, after accounting for experimental manipulation and gender, we found that task-specific self-efficacy, sense of direction, and visuospatial abilities influence spatial-recall task performance, even with some differences as a function of the specific recall tasks considered. Overall, our findings suggest that among individual characteristics, task-specific self-efficacy can sustain environmental learning. Furthermore, giving positive feedback can improve spatial self-efficacy before conducting spatial-recall tasks.

Emotional valence and working memory ability (WM) affect false memories' production in adults. Whereas a number of studies have investigated the role of emotional valence in children's tendency to produce spontaneous false memories, individual differences in WM have not been previously included. In the current article, we were interested in investigating whether emotion and WM would interact in influencing the propensity to incur inferential false memories for scripted events. Ninety-eight typically developing children (first-, third-, and eighth- graders) were administered the Emotional false memory paradigm - allowing to study false memories for negative, positive, and neutral events - and a WM task. Results showed that regardless of age, valence influenced false memories' production, such that positive events protected against incurring distortions. Furthermore, WM interacted with valence, such that children with higher WM abilities produced fewer false memories for negative events. Concerning confidence judgments, only the youngest group of children claimed to be overconfident when committing false memories for negative and neutral events. Results are discussed in terms of the role of individual differences in higher cognitive abilities interacting with the emotional content of to-be-remembered events., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2021 Mirandola and Pazzaglia.)

Aging coincides with a decline in map learning ability, but it is unclear to what extent different aspects of the mental representation are susceptible. The present study aimed to investigate knowledge about landmarks, their positions and distances (categorical and distance relations, respectively) in relation to aging as well as cognitive functioning (measured with the Montreal Cognitive Assessment [MoCA]), visuospatial abilities, and self-reported wayfinding inclinations. Thirty young adults and 60 older adults (30 aged 63-74 and 30 aged 75-86) learned a map, freely recalled the landmarks and performed a map drawing task (considering the number of landmarks missing, position accuracy and distance accuracy). Before that, older participants were also assessed regarding their general cognitive functioning (MoCA) and a series of visuospatial measures. The results show age-related differences among adults in recalling landmarks and in both categorical and distance relations, with a worsening of performance of old-olds only in the former. Older adults' MoCA score related to accuracy in the three measures, and an additional role of spatial anxiety was found for distance accuracy. Above and beyond the age-related decline, the quality of older people's spatial mental representation is related to higher general cognitive level and lower spatial anxiety.

Background: One of the aims of research in spatial cognition is to examine the factors capable of optimizing environment learning from navigation, which can be examined using a virtual environment (VE). Different learning conditions can play an important part., Aim: This study examined the benefits of presenting configured information (layout with elements arranged in it) using a map or verbal description before a learner navigates in a new environment., Method: Ninety participants were assigned to three learning groups of 30 individuals (15 males and 15 females). Before participants navigated in a VE, one group was shown a map of the environment ("map before navigation"), a second group read a map-like description of the environment ("description before navigation"), and a third group started navigating without any prior input ("only navigation"). Participants then learned a path in a VE (presented as if they were driving a car). Their recall was subsequently tested using three types of task: (i) route retracing; (ii) pointing; (iii) path drawing. Several measures were administered to assess participants' individual visuospatial and verbal factors., Results: There were no differences between the three groups in route retracing. The "map before navigation" group performed better than the "only navigation" group in both the pointing and the path drawing tasks, however, and also outperformed the "description before navigation" group in the path drawing task. Some relations emerged between participants' individual difference factors and their recall performance., Conclusions: In learning from navigation, seeing a map beforehand benefits learning accuracy. Recall performance is also supported, at least in part, by individual visuospatial and verbal factors.

Interpersonal space (IPS) is the area surrounding our own bodies in which we interact comfortably with other individuals. During the COVID-19 pandemic, keeping larger IPS than usual, along with wearing a face mask, is one of the most effective measures to slow down the COVID-19 outbreak. Here, we explore the contribution of actual and perceived risk of contagion and anxiety levels in regulating our preferred social distance from other people during the first wave of the COVID-19 pandemic in Italy. In this study, 1293 individuals from six Italian regions with different levels of actual risk of infection participated in an online survey assessing their perceived risk to be infected, level of anxiety and IPS. Two tasks were adopted as measures of interpersonal distance: the Interpersonal Visual Analogue Scale and a questionnaire evaluating interpersonal distance with and without face mask. The results showed that the IPS regulation was affected by how people subjectively perceived COVID-19 risk and the related level of anxiety, not by actual objective risk. This clarifies that the role of threat in prompting avoidant behaviors expressed in increased IPS does not merely reflect environmental events but rather how they are subjectively experienced and represented.

There is still a need to analyze the factors that enhance navigation accuracy. This study aims to examine how success in environment learning relates to task goals and WM. A total of 90 undergraduates (46 females) learned a route from a virtual navigation experience after being given a goal that involved tracing the route (a route-based goal) or finding a shortcut (a survey-based goal). The two groups thus formed were each divided into three subgroups according to the dual-task paradigm: one only navigated (control condition); the other two did so while simultaneously performing a visuo-spatial or verbal secondary task. Afterwards, participants traced the previously seen route and found a shortcut. Several visuo-spatial and verbal WM tasks were also administered. The results showed that participants given a route-based goal performed better in the route-tracing task; and those given a survey-based goal were better at finding shortcuts. An influence of WM was also shown: higher WM (visuo-spatial and verbal) ability significantly reduced the number of route-tracing errors made while performing a secondary visuo-spatial task, regardless of the goal, whereas no such effects emerged for shortcut finding. These results offer new insight on how task goals and WM support successful navigation.

It is widely accepted that, while hearing or reading a story, people continuously form and update mental representations of the characters, places and events being described, based on plausible spatial, temporal or intentional details. According to the embodied cognition approach, the mental representations that accompany text reading are grounded in each reader's own sensorimotor experiences. Two experiments were conducted to examine whether readers' estimates of time and distance are influenced by age, their own and that of the character being described. In Experiment 1, 182 young adults read the description of a route in a town being covered by a young or an elderly character. In Experiment 2, the same descriptions as in Experiment 1 were read by 121 young adults and 53 older people. To avoid a possible confound, a follow-up to Experiment 1 (Experiment 1a) repeated the study by removing from texts the adverbs describing the walking speed of characters. In all experiments, participants were asked to estimate: (a) the time the characters took to reach their destinations (time estimation task); and (b) the distance they covered (distance estimation task). The results showed that both characters' and readers' ages influenced the time estimated, whereas no effects were found on estimates of distance: the elderly character was estimated to take longer than the young character (Experiments 1, 1a and 2), and older readers estimated longer times than younger readers (Experiment 2). This prompts the conclusion that personal features of both the readers and the characters they read about were used to infer the temporal dimension of situations described in the narratives. The theoretical implications of the findings are discussed.

The aim of the present study was to examine how different domains of self-esteem (social, competence, affect, academic, family, and physical) relate to self-reported physical and mental health, lower back pain (LBP), smoking, and physical exercise in a sample of adolescents. A sample of 326 adolescents 14-19 years old completed several self-report questionnaires collecting epidemiological data, and information on their LBP, smoking, and physical exercise, the Short Form Health Survey (SF-36), and the Multidimensional Self-Concept Scale. Pearson's correlations were calculated between their self-esteem scores and their physical and mental health scores. Three multivariate analyses of variance (MANOVAs) were performed to estimate associations between self-esteem and LBP, smoking, and physical exercise. Self-esteem (total and subcomponent scores) correlated positively with physical and mental health, and with physical exercise, and negatively with smoking. The results also confirm gender-related differences in self-esteem, in favor of boys. This study offers the first findings on the relationship between different domains of self-esteem and a variety of health outcomes in an adolescent population. The results suggest that multidimensional interventions could be devised to improve adolescents' physical health by promoting their physical exercise, and to prevent their smoking by nurturing their self-esteem.

This study intended to test whether attachment to one's own residential place at neighborhood level could represent a coping response for the elderly (consistently with the "docility hypothesis;" Lawton, 1982), when dealing with the demands of unfamiliar environments, in order to balance their reduction of spatial abilities. Specifically, a sequential path was tested, in which neighborhood attachment was expected to play a buffer role between lowered spatial competence and neighborhood satisfaction. The participants ( N = 264), senior citizens (over 65-year-old), responded to a questionnaire including the measures of spatial self-efficacy, spatial anxiety, attitude toward wayfinding, residential attachment and residential satisfaction. Results from the mediation analysis showed that a lower perceived spatial self-efficacy is associated to a higher spatial anxiety, and both promote a more negative attitude toward wayfinding tasks in non-familiar places. This leads to a higher attachment to one's own neighborhood, which in turn predicts a higher residential satisfaction. Thus, the "closure" response of becoming more attached to their residential place may be an adaptive strategy of the elderly for compensating the Person-Environment (P-E) mis- fit (Lawton and Nahemow, 1973) when they feel unable (or less able) to cope with the demands of unfamiliar environments.

It was investigated whether the beneficial effect of picture presentation might be influenced by the content conveyed through text and pictures and the way information is distributed between them. Ninety-nine students learnt in five between-subjects learning conditions (i.e., text with spatial contents plus pictures, text with visual contents plus pictures, only text with spatial contents, only text with visual contents, only picture) about a tourist centre and a holiday farm. Results showed that pictures (i.e., maps) were beneficial for learning if spatial knowledge had to be acquired, but did not support learning when non-spatial, visual knowledge had to be acquired. Furthermore, a high overlap of spatial information in text and picture was helpful, which can be explained by the assumption that learning is a text-guided process. On the other hand, regarding non-spatial visual information, a high text-picture overlap did not influence learning, probably because text alone was sufficient for acquiring visual knowledge. The implications of these findings are discussed., (© 2018 The British Psychological Society.)

Wayfinding (WF) is the ability to move around efficiently and find the way from a starting point to a destination. It is a component of spatial navigation, a coordinate and goal-directed movement of one's self through the environment. In the present study, the relationship between WF tasks (route tracing and shortcut finding) and individual factors were explored with the hypothesis that WF tasks would be predicted by different types of cognitive, affective, motivational variables, and personality factors. A group of 116 university students (88 F.) were conducted along a route in a virtual environment and then asked first to trace the same route again, and then to find a shortcut between the start and end points. Several instruments assessing visuospatial working memory, mental rotation ability, self-efficacy, spatial anxiety, positive attitude to exploring, and personality traits were administered. The results showed that a latent spatial ability factor (measured with the visuospatial working memory and mental rotations tests) - controlled for gender - predicted route-tracing performance, while self-report measures of anxiety, efficacy, and pleasure in exploring, and some personality traits were more likely to predict shortcut-finding performance. We concluded that both personality and cognitive abilities affect WF performance, but differently, depending on the requirements of the task.

Background: Recently, efforts have been made to combine complementary perspectives in the assessment of Alzheimer type dementia. Of particular interest is the definition of the fingerprints of an early stage of the disease known as Mild Cognitive Impairment or prodromal Alzheimer's Disease. Machine learning approaches have been shown to be extremely suitable for the implementation of such a combination., Methods: In the present pilot study we combined the machine learning approach with structural magnetic resonance imaging and cognitive test assessments to classify a small cohort of 11 healthy participants and 11 patients experiencing Mild Cognitive Impairment. Cognitive assessment included a battery of standardised tests and a battery of experimental visuospatial memory tests. Correct classification was achieved in 100% of the participants, suggesting that the combination of neuroimaging with more complex cognitive tests is suitable for early detection of Alzheimer Disease., Results: In particular, the results highlighted the importance of the experimental visuospatial memory test battery in the efficiency of classification, suggesting that the high-level brain computational framework underpinning the participant's performance in these ecological tests may represent a "natural filter" in the exploration of cognitive patterns of information able to identify early signs of the disease., (Copyright© Bentham Science Publishers; For any queries, please email at epub@benthamscience.org.)

Objectives: This study aimed to assess the efficacy of a route-learning training in a group of older adults living in a residential care home. We verified the presence of training-specific effects in tasks similar to those trained - route-learning tasks - as well as transfer effects on related cognitive processes - visuo-spatial short-term memory (VSSTM; Corsi Blocks Test (CBT), forward version), visuo-spatial working memory (VSWM; CBT, backward version; Pathway Span Tasks; Jigsaw Puzzle Test) - and in self-report measures. The maintenance of training benefits was examined after 3 months., Method: Thirty 70-90-year-old residential care home residents were randomly assigned to the route-learning training group or to an active control group (involved in non-visuo-spatial activities)., Results: The trained group performed better than the control group in the route-learning tasks, retaining this benefit 3 months later. Immediate transfer effects were also seen in visuo-spatial span tasks (i.e., CBT forward and backward version and Pathway Span Task); these benefits had been substantially maintained at the 3-month follow-up., Conclusion: These findings suggest that a training on route learning is a promising approach to sustain older adults' environmental learning and some related abilities (e.g., VSSTM and VSWM), even in residential care home residents.

This study examines the involvement of spatial and visual working memory (WM) in the construction of flexible spatial models derived from survey and route descriptions. Sixty young adults listened to environment descriptions, 30 from a survey perspective and the other 30 from a route perspective, while they performed spatial (spatial tapping [ST]) and visual (dynamic visual noise [DVN]) secondary tasks - believed to overload the spatial and visual working memory (WM) components, respectively - or no secondary task (control, C). Their mental representations of the environment were tested by free recall and a verification test with both route and survey statements. Results showed that, for both recall tasks, accuracy was worse in the ST than in the C or DVN conditions. In the verification test, the effect of both ST and DVN was a decreasing accuracy for sentences testing spatial relations from the opposite perspective to the one learnt than if the perspective was the same; only ST had a stronger interference effect than the C condition for sentences from the opposite perspective from the one learnt. Overall, these findings indicate that both visual and spatial WM, and especially the latter, are involved in the construction of perspective-flexible spatial models., (© 2016 The British Psychological Society.)

Objectives: Prominent impairment of visuospatial processing is a feature of dementia with Lewy bodies (DLB), and diagnosis of this impairment may help clinically distinguish DLB from Alzheimer's disease (AD). The current study compared autopsy-confirmed DLB and AD patients on the Hooper Visual Organization Test (VOT), a test that requires perceptual and mental reorganization of parts of an object into an identifiable whole. The VOT may be particularly sensitive to DLB since it involves integration of visual information processed in separate dorsal and ventral visual "streams"., Methods: Demographically similar DLB (n=28), AD (n=115), and normal control (NC; n=85) participants were compared on the VOT and additional neuropsychological tests. Patient groups did not differ in dementia severity at time of VOT testing. High and Low AD-Braak stage DLB subgroups were compared to examine the influence of concomitant AD pathology on VOT performance., Results: Both patient groups were impaired compared to NC participants. VOT scores of DLB patients were significantly lower than those of AD patients. The diagnostic sensitivity and specificity of the VOT for patients versus controls was good, but marginal for DLB versus AD. High-Braak and low-Braak DLB patients did not differ on the VOT, but High-Braak DLB performed worse than Low-Braak DLB on tests of episodic memory and language., Conclusions: Visual perceptual organization ability is more impaired in DLB than AD but not strongly diagnostic. The disproportionate severity of this visual perceptual deficit in DLB is not related to degree of concomitant AD pathology, which suggests that it might primarily reflect Lewy body pathology. (JINS, 2016, 22, 609-619).

One of the aims of research in spatial cognition is to examine whether spatial skills can be enhanced. The goal of the present study was thus to assess the benefit and maintenance effects of mental rotation training in young adults. Forty-eight females took part in the study: 16 were randomly assigned to receive the mental rotation training (based on comparing pairs of 2D or 3D objects and rotation games), 16 served as active controls (performing parallel non-spatial activities), and 16 as passive controls. Transfer effects to both untrained spatial tasks (testing both object rotation and perspective taking) and visual and verbal tasks were examined. Across the training sessions, the group given mental rotation training revealed benefits in the time it took to make judgments when comparing 3D and 2D objects, but their mental rotation speed did not improve. When compared with the other groups, the mental rotation training group did show transfer effects, however, in tasks other than those practiced (i.e., in object rotation and perspective-taking tasks), and these benefits persisted after 1 month. The training had no effect on visual or verbal tasks. These findings are discussed from the spatial cognition standpoint and with reference to the (rotation) training literature.

This paper describes some novel spatial tasks and questionnaires designed to assess spatial and orientation abilities. The new tasks and questionnaires were administered to a sample of 90 older adults (41 males, age range 57-90), along with some other tests of spatial ability (Minnesota Paper Form Board, Mental Rotations Test, and Embedded Figures Test) and tests of visuospatial working memory (Corsi's Block Test and Visual Pattern Test). The internal reliability of the new tasks and questionnaires was analyzed, as well as their relationship with the spatial and working memory tests. The results showed that the new spatial tasks are reliable, correlate with working memory and spatial ability tests and, compared with the latters, show stronger correlations with the self-report questionnaires referring to orientation abilities. A model was also tested (with reference to Allen et al. in Intelligence 22:327-355, 1996) in which the new tasks were assumed to relate to spatial ability and predict orientation abilities as assessed by the self-report measures.

This study aimed to investigate the orientation dependence effect and the role of visuospatial abilities in mental representations derived from spatial descriptions. The analysis focused on how the orientation effect and the involvement of visuospatial abilities change when survey and route descriptions are used, and the initial and main orientation of an imaginary tour. In Experiment 1, 48 participants listened to survey or route descriptions in which information was mainly north-oriented (matching the initial heading and main direction of travel expressed in the description). In Experiment 2, 40 participants listened to route descriptions in which the initial orientation (north-oriented) was mismatched with the main direction of travel (east-oriented). Participants performed pointing task while facing north vs south (Exp. 1 and 2), and while facing east vs west (Exp. 2), as well as a map drawing task and several visuospatial measures. In both experiments, the results showed that pointing was easier while facing north than while facing south, and map drawings were arranged with a north-up orientation (with no difference between survey and route descriptions). In Experiment 2, pointing while facing east was easier than in the other pointing conditions. The results obtained with the visuospatial tasks showed that perspective-taking (PT) skill was the main predictor of the ability to imagine positions misaligned with the direction expressed in the descriptions (i.e., pointing while facing south in Experiment 1; pointing while facing north, south or west in Experiment 2). Overall, these findings indicate that mental representations derived from spatial descriptions are specifically oriented and their orientation is influenced by the main direction of travel and by the initial orientation. These mental representations, and the adoption of counter-aligned imaginary orientations, demand visuospatial skills and PT ability in particular.

The present study investigated the difficulties encountered by children with non-verbal learning disability (NLD) and reading disability (RD) when processing spatial information derived from descriptions, based on the assumption that both groups should find it more difficult than matched controls, but for different reasons, i.e., due to a memory encoding difficulty in cases of RD and to spatial information comprehension problems in cases of NLD. Spatial descriptions from both survey and route perspectives were presented to 9-12-year-old children divided into three groups: NLD (N = 12); RD (N = 12), and typically developing controls (TD; N = 15); then participants completed a sentence verification task and a memory for locations task. The sentence verification task was presented in two conditions: in one the children could refer to the text while answering the questions (i.e., text present condition), and in the other the text was withdrawn (i.e., text absent condition). Results showed that the RD group benefited from the text present condition, but was impaired to the same extent as the NLD group in the text absent condition, suggesting that the NLD children's difficulty is due mainly to their poor comprehension of spatial descriptions, while the RD children's difficulty is due more to a memory encoding problem. These results are discussed in terms of their implications in the neuropsychological profiles of children with NLD or RD, and the processes involved in spatial descriptions.

The aim of this research was to investigate how spatial self-assessments and spatial cognitive abilities jointly influence the construction of mental representations derived from spatial descriptions. Two studies were conducted using the path models approach to test to what extent spatial self-assessments (Study 1, 194 participants) and the combination of the latter with spatial abilities (Study 2, 206 participants) can be modelled to predict memory for spatial descriptions. In both studies, we recorded spatial representation preferences (distinguishing between survey, route, and landmark-focused mode) and self-reported strategies used to memorize descriptions (distinguishing between survey, route, and verbal strategies); in Study 2, we also measured spatial abilities by testing mental rotation (MR) and visuo-spatial working memory (VSWM). Participants listened to spatial descriptions and then completed recall tasks. In both studies, the final path models showed that spatial preferences influenced spatial recall through the mediation of congruent strategies: that is a survey (route) preference influenced spatial recall mediated by a survey (route) strategy. MR predicted spatial recall, mediated by both VSWM and survey strategy (Study 2). Overall, these findings indicate that spatial preferences (particularly for a survey mode) in association with spatial abilities effectively concur to help form mental representations derived from spatial descriptions., (© 2013 The British Psychological Society.)

In inspecting, learning and reproducing a map, a wide range of abilities is potentially involved. This study examined the role of mental rotation (MR) and verbal ability, together with that of cognitive styles in map learning. As regards cognitive styles, the traditional distinction between verbalizers and visualizers has been taken into account, together with a more recent distinction between two styles of visualization: spatial and object. One hundred and seven participants filled in two questionnaires on cognitive styles: the Verbalizer-Visualizer Questionnaire (Richardson in J Ment Imag 1:109-125, 1977) and the Object-Spatial Imagery Questionnaire (Blajenkova et al. in Appl Cogn Psych 20:239-263, 2006), performed MR and verbal tests, learned two maps, and were then tested for their recall. It was found that MR ability and cognitive styles played a role in predicting map learning, with some distinctions within cognitive styles: verbal style favoured learning of one of the two maps (the one rich in verbal labels), which in turn was disadvantaged by the adoption of spatial style. Conversely, spatial style predicted learning of the other map, rich in visual features. The discussion focuses on implications for cognitive psychology and everyday cognition.

Spatial abilities decline in normal aging and decrease faster and earlier in Alzheimer's disease (AD), but these deficits are under investigated. The main goals of this study were to assess visuospatial memory abilities in mild cognitive impairment (MCI), in order to verify whether these tasks might be valid as the standard cognitive test to differentiate MCI individuals from normal controls and to investigate the brain structural correlates of visuospatial deficits. Twenty MCI patients and fourteen healthy elderly controls underwent an experimental visuospatial battery, which also included self-rating spatial questionnaires, and structural MRI brain imaging. Compared to healthy elderly controls, MCI patients scored significantly worse in almost all visuospatial tasks. ROC analysis showed that visuospatial tasks had an elevated discriminant power between groups (AUC >0.90). Voxel-based morphometry analysis, compared to controls, disclosed a higher level of atrophy in frontal and medio-temporal regions and a different pattern of correlation between grey matter values and visuospatial performance, with wider distributed areas of the occipital and middle temporal cortex in the map and route learning. This study indicates that visuospatial memory tests are valid tools in completing the diagnostic evaluation of MCI.

Four experiments investigated whether directional spatial relations encoded by reading narratives are updated following described protagonist rotations. Participants memorized locations of objects described in short stories that placed them, as the protagonist, in remote settings. After reading a description that the protagonist rotated to the left or the right of the initial orientation, participants made judgements about object relations in the described environment (Experiment 1). Before making these judgements, participants were instructed to physically rotate to match (Experiment 2) or mismatch (Experiment 4) the protagonist's described rotation and in Experiments 3 and 4 to also visualize the changed relations following rotation. Participants' performance suggested that they relied on the initial representation they constructed during encoding rather than on the updated protagonist-to-object relations. Participants' physical movement to match the described rotation and additional visualization instructions did not facilitate updating through a sensorimotor process. In these respects, updating spatial relations in situation models constructed from narratives differs from updating in perceptually experienced environments.

The present study aimed to investigate whether different spatial abilities and strategies sustain perspective-taking (PT) performance in males and females. The PT task used was the Object Perspective Test (OPT, Kozhevnikov and Hegarty in Mem Cogn 29:745-756, 2001; Hegarty and Waller in Intelligence 32:175-191, 2004). A sample of 40 males and 40 females completed the OPT and several other visuo-spatial tasks and questionnaires. Multiple regression analysis showed that OPT performance was predicted positively by a spatial imagery preference and negatively by the specific use of mental rotation strategy (i.e. turning the sheet of paper). Gender interacted with the Embedded Figure Test (EFT), a spatial visualization task, since high EFT scores only positively predicted the OPT results in males. Overall, our results show that OPT performance is sustained by specific spatial abilities and strategies modulated, at least in part, by gender.

The study investigates the relationships between working memory (WM), amount of learning, and strategies used in spatial description. WM involvement and strategies reported were assumed to change, depending on whether the text learning was extensive or limited. Two experiments were carried out using dual-task paradigm: participants listened to spatial text three times and concurrently one group performed a spatial concurrent task, one group a verbal task (to measure WM involvement), and one group no secondary task. In Experiment 1, participants listened three consecutive times then performed recall tasks (one verbal - verification test; one spatial - graphical representation). In Experiment 2, recall tasks were performed after first and third listening. The strategies used were ascertained through a questionnaire. Results showed that the verification test was impaired by the verbal concurrent task after listening three times (Experiment 1) and after first listening (Experiment 2). The graphical representation performance was impaired by verbal and spatial concurrent tasks, detected only after listening three times, not after a single time (Experiments 1 and 2). The strategies most used were visuo-spatial; their relationship with WM changes as a function of number of times of listening. Overall, the results showed that extensive learning allows construction of a spatial mental representation that is modulated by WM and strategies., (©2011 The British Psychological Society.)

Visuospatial working memory (VSWM) and visual perception were examined in two groups aged 11-13, one with children displaying symptoms of nonverbal learning disability (NLD) (n = 18) and the other a control group without learning disabilities (n = 18). The two groups were matched for general verbal abilities, age, gender, and socioeconomic level. The children were presented with VSWM tests involving visual and spatial-simultaneous processes, and also with a classical visual illusion, a classical ambiguous figure, as well as visual perception tests specifically devised for the present study. Results revealed that performance of children at risk of NLD was worse than controls in some VSWM and in visual perception tests without memory involvement; these latter required comparisons of visual stimuli and locations in space with distractors. Moreover, the two groups differed in perceiving the classical ambiguous figure. Findings are discussed in the light of both theoretical and clinical implications.

This study aims to investigate the types of difficulty encountered by children with nonverbal (visuospatial) learning disabilities (NLD) during the processing of spatial information derived from descriptions. Two spatial descriptions--one in survey, one in route perspective--and one nonspatial description were orally presented to children aged 9-12 divided in three groups: (i) with NLD (N=12), (ii) with reading disability (RD) (N=11), and (iii) without learning disabilities who served as controls (N=16). Children performed two tasks: sentence verification and location. In the verification task, NLD performed worse in survey text than control and RD groups. Moreover, in the location task NLD were worse than controls in both survey and route descriptions, but significantly poorer than the RD group only in the survey description. The results are discussed considering their implications in understanding the neuropsychological profile of NLD and the processes involved by different types of spatial descriptions.

The paper investigates the specific roles of visual-spatial working memory (VSWM) and verbal working memory (VWM) in encoding and retrieval of information conveyed by spatial and nonspatial texts. In two experiments, a total of 109 undergraduate students-54 in Experiment 1, 55 in Experiment 2-listened to spatial and nonspatial texts while performing a spatial (Experiment 1) or verbal (Experiment 2) concurrent task during either encoding or retrieval. Text memorisation and comprehension were tested by free-recall and sentence-verification tasks. The results show that a concurrent spatial task is detrimental to memory performance for spatial text more than for nonspatial text. In contrast, a concurrent verbal task is equally damaging to memory performance for both spatial and nonspatial texts. Moreover, a spatial task interferes with both encoding and retrieval, in contrast with a verbal task, where the interference effect is active only when the task is performed during encoding. Overall, these findings show the involvement of VSWM in the construction and reactivation of mental models derived from spatial descriptions, and the role played by VWM in construction, but not reactivation, of mental models derived from spatial and nonspatial texts.