Claudia L. R. Gonzalez

Eye movements have been shown to reveal the cognitive processes underlying spatial ability, but most studies investigating gaze behaviour in spatial cognition use a single, screen-based task. Therefore, it is unknown whether these gaze behaviours are preserved across naturalistic task environments, or whether their relationship with spatial performance is domain-general or task-specific. The present study tested whether established gaze behaviours are preserved and generalizable across diverse, naturalistic spatial tasks. N = 30 young adults completed three naturalistic spatial tasks varying in perceptual, cognitive, and visuomotor demands: Q-bitz, the Brick Building Task (BBT), and the Mental Rotation Test (MRT). Gaze was measured using the Pupil Labs Neon eye tracker. Within-task analyses were conducted to assess whether gaze behaviours were preserved, and cross-task analyses were conducted to assess the generalizability of preserved gaze behaviours. Within-task analyses identified source inspection and transition rate as gaze behaviours that were consistently sensitive to changing task demands. Cross-task analyses showed that source fixation duration was a domain-general predictor of performance, whereas the relationship between transition rate and performance differed by task. Exploratory sex-separated analyses also suggested a more consistent gaze-performance relationship in males. These findings show that source fixation duration may represent a common cognitive process underlying performance across naturalistic spatial tasks.

Challenges remain in developing a comprehensive understanding of spatial cognition, including gender and developmental differences, partly due to limitations of well-established spatial measures. Many traditional tasks face accessibility constraints and are not well suited for use across broad age ranges, populations, or ability levels. The present study introduced two game-based tasks, Q-bitz^® and Spot it!^®, designed to assess mental rotation and object location memory, respectively. We examined whether these game-based measures meaningfully complement established spatial tests, the Mental Rotation Test (MRT) and the Object Location Memory (OLM) task, across a wide age range (7–79 years, N = 114). Results indicated that MRT scores were strongly related to Q-bitz performance, whereas OLM scores were strongly related to Spot it! performance, supporting the convergent validity of the game-based tasks. Notably, gender-specific patterns emerged in the relationships among spatial measures, suggesting differences in spatial function. Age was associated with performance on speeded tasks (Q-bitz and Spot it!) but not with accuracy-based MRT or OLM performance. Together, these findings demonstrate that game-based assessments capture meaningful spatial constructs and reveal gender-specific patterns across the lifespan, providing a practical and ecologically valid approach for advancing research on spatial cognition.

Early life experiences and the process of exploration play a vital role in shaping brain development and lifelong learning. In March 2020, population-wide restrictions were imposed due to the COVID-19 pandemic. It remains to be determined whether having been raised under the global stress and restrictions of COVID-19 has influenced children’s development as they enter formal schooling. The aim of this study was to examine the extent to which having more than 50% of one’s first year of life and/or prenatal period in the COVID-19 era influences the developmental trajectory in preschool. The study compared 3- to 5-year-old children born before the pandemic (n = 63) with those who were five months or younger at its onset (n = 40). Variables assessed included executive function skills, vocabulary, and common developmental domains. Using the BRIEF-P as a standardized measure of executive function, the results demonstrate that the pandemic-born cohort exhibit greater impairments than those born before the pandemic. There was also a significant increase in reports of speech and language therapy enrollment; frequent ear infections; diagnoses of hearing, speech, or language impairments; and delays in reaching developmental milestones. The pandemic-born cohort additionally reported delays in fine motor skills compared to the pre-pandemic cohort. The present study underscores the urgent need for additional resources to better support children in this cohort as they begin formal schooling.

Early life experiences and the process of exploration play a vital role in shaping brain development and lifelong learning. In March 2020, population-wide restrictions were imposed due to the COVID-19 pandemic. It remains to be determined whether having been raised under the global stress and restrictions of COVID-19 has influenced children’s development as they enter formal schooling. The aim of this study was to examine the extent to which having more than 50% of one’s first year of life and/or prenatal period in the COVID-19 era influences the developmental trajectory in preschool. The study compared 3-to 5-year-old children born before the pandemic (n = 63) with those who were five months or younger at its onset (n = 40). Variables assessed included executive function skills, vocabulary, and common developmental domains. Using the BRIEF-P as a standardized measure of executive function, the results demonstrate that, the pandem-ic-born cohort exhibit greater impairments than those born before the pandemic. There was also a significant increase in reports of speech and language therapy enrollment; frequent ear infections; diagnoses of hearing, speech, or language impairments; and delays in reaching developmental milestones. The pandemic-born cohort additionally reported delays in fine motor skills compared to the pre-pandemic cohort. The present study underscores the urgent need for additional resources to better support children in this cohort as they begin formal schooling.

Despite constantly performing actions with their hands, healthy individuals display distorted hand representations. These distortions have been found in a body representation called ‘the body model’, which plays a fundamental role in position sense. There is a growing number of studies showing that changes in this representation may optimize performance in certain skills (e.g., magicians, baseball players). This has led to the hypothesis that the distortions may facilitate our actions. One highly trained group of individuals that rely on an accurate position sense about the fingers, are piano players. However, musicians have yet to be studied in the body model task. Therefore, we recruited a group of expert piano players (average practice time 12.85 h/week, average years playing 16.22 ± 3.6) and an age- and sex-matched control group. We hypothesized that piano players would have more accurate hand representation, as precise finger location knowledge is essential for skilled piano performance. Our results showed that piano players were significantly more accurate at estimating hand width compared to the controls; in fact, their estimates of this measure were not different than their physical size. This supports our hypothesis and suggests that the need for more accurate localization of the fingertips when playing may result in a more accurate estimate of hand width in the body model task. There was, however, no difference between the groups for finger length, as both piano and control groups significantly underestimated this measure. This result may reflect the typical position of the hands while playing piano, as the fingers are kept curved to aid proper technique. Taken together, our results support the hypothesis that distortions may in fact facilitate our actions.

Numerous methods exist to assess hand and arm function after upper extremity peripheral nerve injury, but peripheral injuries are often unilateral, and few existing methods are designed to capture the unique consequences of unilateral injury. Unilateral impairment of an upper extremity can lead to increased or decreased use of the dominant hand, and either change may be adaptive or maladaptive depending on the individual patient’s needs. To identify atypical hand usage (left/right choices), researchers and clinicians need to measure it. However, hand usage is traditionally assessed with self-report surveys, which do not necessarily reflect actual left/right-hand choices. Here, this gap in knowledge is addressed with the Block Building Task (BBT), which provides a rapid, quantitative, inexpensive assessment of left/right-hand choices in an unconstrained environment. In the BBT, participants build abstract shapes with interlocking plastic bricks, with no instructions about hand usage. The primary outcome is the fraction of reaches (i.e., for the initial pickup of each brick) made with each hand. After unilateral peripheral nerve injury, patients fell into three clusters: approximately typical hand use (44%), always use the dominant hand (44%), or never use the dominant hand (13%). Even among patients with an injured dominant hand, atypically elevated use of the dominant hand occurred regularly (36%). Notably, hand usage was not predicted by clinical characteristics, so the BBT provides an objective measurement of left/right-hand choices that are not otherwise predictable from the clinical characteristics of patients with peripheral nerve injury. The BBT protocol will be of interest to researchers or clinicians interested in the assessment of conditions with asymmetric effects on the upper limb.

Spatial abilities are not only fundamental for activities of daily living, but they are also markers of academic and professional success. It has remained a challenge, however, to understand their development across childhood and adolescence, partly because of the lack of spatial tasks that are appropriate across age groups. For example, the well‐established paper‐based mental rotation test (MRT) has been shown to be too difficult for children. In the current study, we tested girls and boys in three age groups: younger children (5–8‐years‐old), older children (9–12), and adolescents (13–17) on a hands‐on visuospatial task using toy bricks: the brick‐building task (BBT). Children completed a low‐ and a high‐mental rotation demand (LMR and HMR) version of the BBT and the paper‐based MRT. Correlations were found between all tasks. Children, especially females, found the HMR more challenging than the LMR condition, but all children successfully completed the BBT. In contrast, the MRT was too difficult for the younger children to solve performing at chance. Given this result and that the BBT is a game‐like, 3D, interactive task, the BBT could be used to examine the biological and/or environmental factors that affect the early development of visuospatial abilities.

Research has shown that infants with increased right‐hand selection for their first gestures perform better at an array of language tasks when they are tested later as toddlers. There is a smaller body of literature which focuses on preschoolers and how their right‐handed movements relate to their speech and vocabulary development. Some research has established a connection between right‐hand preference for grasping and speech production ability in preschool children, but the link to gestures is relatively unexplored in this age group. We investigated if lateralized gestures (pointing) are related to measures of language development (vocabulary) in a preschool‐age sample. Specifically, typically developing children (aged 3–6) completed the Peabody Picture Vocabulary Test (PPVT) to assess receptive language. We recorded their hand preference for pointing during the PPVT and the incidence of mistakes (pointing to the wrong picture). Despite the length of the test, children were more likely to select a correct response with their right hand. This result suggests a relationship between lateralized communicative gestures (pointing) and receptive language. This study provides evidence for an intimate relationship between right‐handed manual movement and language development. Implications of this finding include developing simple fine‐motor tasks to detect and/or ameliorate delayed language development.

Music production is a complex activity that involves nearly every function in the brain. Whether skills transfer from musical training to other cognitive abilities is a growing area of research. There is evidence to suggest that musical training in children and adult musicians is associated with an improvement in a variety of executive functions (EFs). This study examined whether those associations are also present during adolescence, and whether there is a relationship between the time spent in musical training and EF. Adolescents between the ages of 14 and 18 completed three tests of EF: Tower of Hanoi to assess working memory, Wisconsin Card Sort Test to assess cognitive flexibility, and Stroop Color Word Task to assess inhibition. They also completed a musical experience questionnaire, including their lifetime musical practice hours. Adolescent musicians were found to have improved inhibitory control (as measured by the Stroop Task) relative to nonmusicians and inhibition correlated with musical practice time. No other elements of EF were found to be associated with musical training. These findings suggest that the impact of musical training may not be the same for all EFs, and that there may be unique associations between this type of training and inhibitory control.