Development of Spatial Ability Tests


In our lab, we design, refine, and validate assessments of visualization abilities. In particular, we design and validate tests in immersive and non-immersive environments.
Immersive_and_nonimmersive_testing_Environments


Our research has demonstrated individual differences in visualization abilities; i.e., dissociation between object and spatial visual abilities (Kozhevnikov, Kosslyn, & Shephard, 2005), and a further distinction between spatial allocentric and spatial egocentric abilities (Kozhevnikov & Hegarty, 2001). Although allocentric and egocentric spatial abilities are correlated, they were also found to have distinguishable characteristics and showed different relationships to real world performance (Kozhevnikov, Motes, Rasch, & Blajenkova, 2006; Kozhevnikov & Hegarty, 2001; Kozhevnikov, Blazhenkova, & Becker, 2010).

Visualization_Ability4.png

Our lab has developed unique tests for assessing egocentric mental transformation ability, the 2D and 3D Perspective-Taking test, which reliably predict spatial navigation performance (i.e., spatial navigation and orientation). This Test is currently used for testing the spatial abilities of navigators, pilots and, also, in Man-Vehicle Laboratory at MIT for predicting astronauts’ spatial orientation skills.

Perspective Taking Test:

Perspective Taking

Furthermore, experimental verification and comparative analysis with 2D non-immersive and immersive 3D Perspective-TakingAbility tests provided experimental evidence that the new 3-D PTA test is the best and unique instrument to measure spatial orientation and spatial navigation abilities.


In addition, we developed 3D immersive tests of allocentric visualization ability (Mental Rotation)
Mental Rotation
.


Training in Three-Dimensional Immersive Virtual Environments


Most studies on training imagery skills (either through a particular set of training exercises or indirectly through geometry, chemistry or physics courses) have produced at best small gains in spatial skills and limited transfer of training to a different stimulus set. We suggest that the reason for previous limitations of training visual-spatial abilities using conventional 2D tasks that is that encoding of spatial relations and cognitive strategies applied to perform visual-spatial transformations in 2D non-immersive and 3D immersive environments are different. Thus, in our research we particularly interested in investigating training in immersive 3D virtual environments , and the effects of individual differences in visual imagery ability on training efficacy.


Our research suggests that 3D immersive virtual environments
Immersive_VR
are critically important for effectively assessing and training large-scale spatial rotation and orientation abilities or any other tasks that might rely on the egocentric spatial system. The perceptual immersivity of an environment seems to be the most important factor in providing information for building an egocentric spatial reference frame needed in performance for real-world, large-scale spatial tasks and higher-order motor planning.


Immersive virtual environments are particularly relevant for training real-world egocentric spatial tasks, such as navigation, teleoperation, or medical surgery, which require visual-spatial processing, due to two major factors: immersion and feedback (Kozhevnikov & Garcia, in press).


In particular, we investigate how distinct visualization abilities
Visualization_Ability4.png
could be improved as a result of training in 3D immersive virtual environments. Our results demonstrate that 3D immersive environments appear to be significantly more efficient for training imagery skills than 2D or 3D non-immersive environments
Immersive_and_nonimmersive_testing_Environments
. Our findings revealed that the 3D Perspective-Taking Test
facilitated a 200% increase in performance (i.e., the rate of error reduction), compared to the non-immersive 2D version of the test.

3D Visualization in Immersive Virtual Environments


Our research on 3D visualization in immersive virtual environments includes the following directions:


We are interested in the contribution of immersion to spatial processing and compare subjects’ performance in non-immersive and immersive 2D vs. 3D environments. Our 3D virtual environment
Immersive_VR
provides a sensation of immersivity and allowing the participant to move freely while his/her motion is tracked, and interact with the virtual world using a specially designed actuator device.

Immersive_and_nonimmersive_testing_Environments

Recently, more realistic 3D displays have been designed as new, more ecologically valid alternatives to conventional 2D visual displays. However, research has thus far provided inconsistent evidence regarding their contribution to visual-spatial image encoding and transformation. The majority of experimental studies on 3D visual-spatial processing have been conducted using traditional 2D displays. Our research suggests that immersivity is a critical feature of 3D virtual environments for facilitating visual processing and the training of visual ability.


Research

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The research in the Mental Imagery lab focuses on investigating visualization processes and individual differences in mental imagery in cognitive style. In particular, we examine how individual differences in visualization ability affect more complex activities, such as spatial navigation, learning and problem solving in mathematics, science and art. We also explore ways to train visual-object and visual-spatial imagery skills and design three-dimensional immersive virtual environments that can accommodate individual differences and learning styles.


The Mental Imagery and Human-Computer Interaction lab research focuses in five main directions:


Our approach integrates qualitative and quantitative behavioral research methods, as well as neuroimaging techniques (EEG, fMRI). Furthermore, we develop and validate assessment and training paradigms for visualization ability, using  3D immersive virtual reality.


Based on behavioral and neuroscience evidence, we formulated a theoretical framework of individual differences in visual imagery, and suggested that visualization ability is not a single undifferentiated construct, but rather is divided into two main dimensions: object and spatial, and that the spatial dimension is further divided into allocentric and egocentric dimensions. All these visualization abilities underlie success at different complex, real-world tasks, and predict specialization in different professional and academic domains.