Maturational Changes in Human Dorsal and Ventral Visual Networks.

Developmental neuroimaging studies report the emergence of increasingly diverse cognitive functions as closely entangled with a rise-fall modulation of cortical thickness (CTh), structural cortical and white-matter connectivity, and a time-course for the experience-dependent selective elimination of the overproduced synapses. We examine which of two visual processing networks, the dorsal (DVN; prefrontal, parietal nodes) or ventral (VVN; frontal-temporal, fusiform nodes) matures first, thus leading the neuro-cognitive developmental trajectory. Three age-dependent measures are reported: (i) the CTh at network nodes; (ii) the matrix of intra-network structural connectivity (edges); and (iii) the proficiency in network-related neuropsychological tests.

Variation in individuals' semantic networks for common knowledge is associated with false memory.

Three experiments assessed the relationships between false memories of words and their degree of connectedness within individual semantic networks. In the first two experiments, participants studied associated word lists (e.g.

Medical students learn over distance using virtual reality simulation.

Introduction: This article presents the results of a demonstration project that was designed with the goal to determine the feasibility and acceptability of medical students in using distance technology and virtual reality (VR) simulation within a problem-based learning (PBL).

Methods: This pilot project involved students from the Universities of New Mexico and Hawaii and compared (1) control groups consisting of medical students in a tutor-guided PBL session using a text-based case, (2) distance groups using the same text-based case but interacting over distance from multiple sites, (3) groups using a VR simulation scenario integrated into the case without interaction over distance, and (4) combination groups interacting over distance from multiple sites with integration of a VR simulation scenario.

Results: The study results suggest that it is possible to successfully conduct a PBL tutorial with medical students from two institutions with the integration VR and distributed distance interaction in combination or independently.

The effect of degree of immersion upon learning performance in virtual reality simulations for medical education.

Simulations are being used in education and training to enhance understanding, improve performance, and assess competence. However, it is important to measure the performance of these simulations as learning and training tools. This study examined and compared knowledge acquisition using a knowledge structure design.

Dissociation between MEG alpha modulation and performance accuracy on visual working memory task in obsessive compulsive disorder.

Oscillatory brain activity in the alpha band (8-13 Hz) is modulated by cognitive events. Such modulation is reflected in a decrease of alpha (event-related desynchronization; ERD) with high cognitive load, or an increase (event-related synchronization) with low cognitive demand or with active inhibition of distractors. We used magnetoencephalography to investigate the pattern of prefrontal and parieto-occipital alpha modulation related to two variants of visual working memory task (delayed matching-to-sample) with and without a distractor.

Goal specificity and knowledge acquisition in statistics problem solving: evidence for attentional focus.

Solving training problems with nonspecific goals (NG; i.e., solving for all possible unknown values) often results in better transfer than solving training problems with standard goals (SG; i.

Virtual reality training improves students' knowledge structures of medical concepts.

Virtual environments can provide training that is difficult to achieve under normal circumstances. Medical students can work on high-risk cases in a realistic, time-critical environment, where students practice skills in a cognitively demanding and emotionally compelling situation. Research from cognitive science has shown that as students acquire domain expertise, their semantic organization of core domain concepts become more similar to those of an expert's.