scholarly journals Toward a Subject-Independent EEG-Based Neural Indicator of Task Proficiency During Training

2021 ◽  
Vol 1 ◽  
Author(s):  
Bret Kenny ◽  
Sarah D. Power
Keyword(s):  
Mixed Model ◽  
Acquisition Training ◽  
Spatial Knowledge ◽  
Repeated Measure ◽  
Support Vector ◽  
State Classification ◽  
Eeg Data ◽  
Spatial Knowledge Acquisition ◽  
Time Required ◽  
Training Protocol

This study explores the feasibility of developing an EEG-based neural indicator of task proficiency based on subject-independent mental state classification. Such a neural indicator could be used in the development of a passive brain-computer interface to potentially enhance training effectiveness and efficiency. A spatial knowledge acquisition training protocol was used in this study. Fifteen participants acquired spatial knowledge in a novel virtual environment via 60 navigation trials (divided into ten blocks). Task performance (time required to complete trials), perceived task certainty, and EEG signal data were collected. For each participant, 1 s epochs of EEG data were classified as either from the “low proficiency, 0” or “high proficiency, 1” state using a support vector machine classifier trained on data from the remaining 14 participants. The average epoch classification per trial was used to calculate a neural indicator (NI) ranging from 0 (“low proficiency”) to 1 (“high proficiency”). Trends in the NI throughout the session—from the first to the last trial—were analyzed using a repeated measure mixed model linear regression. There were nine participants for whom the neural indicator was quite effective in tracking the progression from low to high proficiency. These participants demonstrated a significant (p < 0.001) increase in the neural indicator throughout the training from NI = 0.15 in block 1 to NI = 0.81 (on average) in block 10, with the average NI reaching a plateau after block 7. For the remaining participants, the NI did not effectively track the progression of task proficiency. The results support the potential of a subject-independent EEG-based neural indicator of task proficiency and encourage further research toward this objective.

Learning Space in Virtual Environments

2011 ◽  
pp. 135-149
Author(s):  
M. Kyritsis ◽  
S. R. Gulliver ◽  
S. Morar
Keyword(s):  
Environmental Factors ◽  
Virtual Environment ◽  
Exposure Time ◽  
Spatial Layout ◽  
Spatial Knowledge ◽  
Learning Space ◽  
Training Time ◽  
Individual User ◽  
Spatial Knowledge Acquisition ◽  
Time Required

Learning the spatial layout of an environment is essential in application domains including military and emergency personnel training. Traditionally, whilst learning space from a Virtual Environment (VE), identical training time was used for all users - a one size fits all approach to exposure / training time. This chapter, however, identifies both environmental and individual user differences that influence the training time required to ensure effective virtual environment spatial knowledge acquisition (SKA). We introduce the problem of contradicting literature in the area of SKA, and discuss how the amount of exposure time given to a person during VE training is responsible for the feasibility of SKA. We then show how certain individual user differences, as well as environmental factors, impact on the required exposure time that a particular person needs within a specific VE. Individual factors discussed include: the importance of knowledge and experience; the importance of gender; the importance of aptitude and spatial orientation skills; and the importance of cognitive styles. Environmental factors discussed include: Size, Spatial layout complexity and landmark distribution. Since people are different, a one-size fits all approach to training time does not seem logical. The impact of this research domain is important to VE training in general, however within service and military domains ensuring appropriate spatial training is critical in order to ensure that disorientation does not occur in a life / death scenario.

Learning Space in Virtual Environments

2011 ◽  
pp. 216-230
Author(s):  
M. Kyritsis ◽  
S. R. Gulliver ◽  
S. Morar
Keyword(s):  
Environmental Factors ◽  
Virtual Environment ◽  
Exposure Time ◽  
Spatial Layout ◽  
Spatial Knowledge ◽  
Learning Space ◽  
Training Time ◽  
Individual User ◽  
Spatial Knowledge Acquisition ◽  
Time Required

Learning the spatial layout of an environment is essential in application domains including military and emergency personnel training. Traditionally, whilst learning space from a Virtual Environment (VE), identical training time was used for all users - a one size fits all approach to exposure / training time. This chapter, however, identifies both environmental and individual user differences that influence the training time required to ensure effective virtual environment spatial knowledge acquisition (SKA). We introduce the problem of contradicting literature in the area of SKA, and discuss how the amount of exposure time given to a person during VE training is responsible for the feasibility of SKA. We then show how certain individual user differences, as well as environmental factors, impact on the required exposure time that a particular person needs within a specific VE. Individual factors discussed include: the importance of knowledge and experience; the importance of gender; the importance of aptitude and spatial orientation skills; and the importance of cognitive styles. Environmental factors discussed include: Size, Spatial layout complexity and landmark distribution. Since people are different, a one-size fits all approach to training time does not seem logical. The impact of this research domain is important to VE training in general, however within service and military domains ensuring appropriate spatial training is critical in order to ensure that disorientation does not occur in a life / death scenario.

Appreciating Individual Differences

2012 ◽  
pp. 60-79
Author(s):  
Markos Kyritsis ◽  
Stephen R. Gulliver
Keyword(s):  
Individual Differences ◽  
Virtual Environment ◽  
Spatial Knowledge ◽  
Gender Orientation ◽  
Training Time ◽  
Emergency Personnel ◽  
Information Assimilation ◽  
Spatial Knowledge Acquisition ◽  
Time Required ◽  
The Impact

Learning the spatial layout of an environment is essential in application domains including military and emergency personnel training. Training each and every member of staff, however, within a real-world space cannot practically be achieved, especially if the space is under-development or potentially unsafe. The aim of this chapter is to demonstrate how individual difference factors can significantly impact upon training requirements when acquiring spatial knowledge from a virtual environment. Although experimental setup is not mulsemedia, the impact of appreciating individual differences is of direct relevance to mulsemedia technologies. This chapter shows how individual differences impact information assimilation; showing that user information assimilation, and therefore feedback, must be personalised for individual needs. The chapter looks at the importance of: gender, orientation skill, cognitive style, system knowledge, and environmental knowledge – showing how individual user differences significantly influence the training time required to ensure effective virtual environment spatial knowledge acquisition (SKA). We introduce the problem of contradicting literature in the area of SKA, and discuss how the amount of exposure time given to a person during VE training is responsible for the feasibility of SKA.

Training Spatial Knowledge Acquisition Using Virtual Environments

2000 ◽  
Author(s):  
Nathaniel I. Durlach ◽  
Thomas E. von Wiegand ◽  
Andrew Brooks ◽  
Sam Madden ◽  
Lorraine Delhorne
Keyword(s):  
Knowledge Acquisition ◽  
Virtual Environments ◽  
Spatial Knowledge ◽  
Spatial Knowledge Acquisition

scholarly journals Metabolic Adaptations to Dynamic Energy Requirements during Lactation and Pregnancy in Dairy Cows with Varying Proportions of Holstein and Simmental Breed

Proceedings ◽  
2020 ◽  
Vol 73 (1) ◽  
pp. 9
Author(s):  
Deise Aline Knob ◽  
André Thaler Neto ◽  
Helen Schweizer ◽  
Anna Weigand ◽  
Roberto Kappes ◽  
...  
Keyword(s):  
Energy Balance ◽  
Dairy Cows ◽  
Fixed Effects ◽  
Mixed Model ◽  
Negative Energy ◽  
Negative Energy Balance ◽  
Repeated Measure ◽  
Holstein Cows ◽  
Mixed Model Analysis ◽  
Genetic Groups

Depending on the breed or crossbreed line, cows have to cope with a more or less severe negative energy balance during the period of high milk yields in early lactation, which can be detected by beta-hydroxybutyrate (BHBA) and non-esterified fatty acids (NEFAs) in blood. Preventing cows from undergoing a severe negative energy balance by breeding and/or feeding measures is likely to be supported by the public and may help to improve the sustainability of milk production. The aim was to compare BHBA and NEFA concentrations in the blood of Holstein and Simmental cows and their crosses during the prepartum period until the end of lactation. In total, 164 cows formed five genetic groups according to their theoretic proportion of Holstein and Simmental genes as follows: Holstein (100% Holstein; n = 9), R1-Hol (51–99% Holstein; n = 30), F1 crossbreds (50% Holstein, 50% Simmental; n = 17), R1-Sim (1–49% Holstein; n = 81) and Simmental (100% Simmental; n = 27). NEFA and BHBA were evaluated once a week between April 2018 and August 2019. A mixed model analysis with fixed effects breed, week (relative to calving), the interaction of breed and week, parity, calving year, calving season, milking season, and the repeated measure effect on cows was used. Holstein cows had higher NEFAs (0.196 ± 0.013 mmol/L), and Simmental cows had the lowest NEFA concentrations (0.147 ± 0.008 mmol/L, p = 0.03). R1-Sim, F1 and R1-Hol cows had intermediate values (0.166 ± 0.005, 0.165 ± 0.010, 0.162 ± 0.008 mmol/L; respectively). The highest NEFA value was found in the first week after calving (0.49 ± 0.013 mmol/L). BHBA did not differ among genetic groups (p = 0.1007). There was, however, an interaction between the genetic group and week (p = 0.03). While Simmental, R1-Sim and F1 cows had the highest BHBA value, the second week after calving (0.92 ± 0.07 and 1.05 ± 0.04, and 1.10 ± 0.10 mmol/L, respectively), R1-Hol and Holstein cows showed the BHBA peak at the fourth week after calving (1.16 ± 0.07 and 1.36 ± 0.12 mmol/L, respectively). Unexpectedly, Holstein cows had a high BHBA peak again at week 34 after calving (1.68 ± 0.21 mmol/L). The genetic composition of the cows affects NEFA and BHBA. Simmental and R1-Sim cows mobilize fewer body reserves after calving. Therefore, dairy cows with higher degrees of Simmental origin might be more sustainable in comparison with Holstein genetics in the present study.

scholarly journals Rumen Fermentation Characteristics Require More Time to Stabilize When Diet Shifts

Animals ◽  
2021 ◽  
Vol 11 (8) ◽  
pp. 2192
Author(s):  
Qinghua Qiu ◽  
Chaoyu Gao ◽  
Huawei Su ◽  
Binghai Cao
Keyword(s):  
Repeated Measures ◽  
Mixed Model ◽  
Proper Time ◽  
Rumen Fermentation ◽  
Metabolizable Energy ◽  
Stabilization Time ◽  
Time Required ◽  
Dietary Treatments ◽  
Diet Shifts

This study was conducted to explore the proper time required to achieve stabilization in digestibility, serum metabolism, and rumen fermentation characteristics when different diets shift, thus providing decision-making of practical sampling frequency for basal nutritional research. For these purposes, 12 Holstein steers (body weight 467 ± 34 kg, age 14 ± 0.5 months) were equally assigned to two dietary treatments: high-density (metabolizable energy (ME) = 2.53 Mcal/kg and crude protein (CP) = 119 g/kg; both ME and CP were expressed on a dry matter basis) or low-density (ME = 2.35 Mcal/kg and CP = 105 g/kg). The samples of feces, serum, and rumen contents were collected with a 30-day interval. All data involved in this study were analyzed using the repeated measures in mixed model of SPSS. Results showed that nutrient apparent digestibility and serum metabolic parameters were stable across each monthly collection, while most rumen fermentation characteristics, namely concentrations of acetate, propionate, isobutyrate, and valerate, were affected by the interaction effects between collection period and dietary density. These findings indicate that rumen fermentation characteristics require more time to stabilize when diet shifts. It is recommended to collect ruminal digesta monthly to evaluate rumen fermentation characteristics, while unnecessary to sample monthly for digestion trials and blood tests in the long-term fattening of Holstein steers. This study may provide insights into exploring the associations between detected parameters and stabilization time, and between diet type and stabilization time when diet shifts.

scholarly journals Map Usage on Smartphones and Acquisition of Spatial Knowledge

2019 ◽  
Vol 1 ◽  
pp. 1-3
Author(s):  
Noriko Shingaki
Keyword(s):  
Information Science ◽  
Dimensional Space ◽  
Cognitive Maps ◽  
Geographic Information ◽  
Spatial Knowledge ◽  
Geospatial Information ◽  
Small Areas ◽  
Spatial Knowledge Acquisition ◽  
First Time ◽  
Research Domain

<p><strong>Abstract.</strong> The study of spatial cognition has been one of important research domain for geographic information science. Recently our circumstance to acquire geographic information have been changed (e. g. Wakabayashi, Itoh, &amp; Nagami, 2011), so It is important to clarify the influence of the environmental change in the acquisition of spatial knowledge.</p><p>In this study we revealed relationships between the tendency to use geospatial information on smartphones and the acquisition of spatial knowledge. Currently, most people own smartphones and obtain transit information from them, such as train transit planners and Google maps, when they visit a place for the first time. The usage of geospatial information on smartphones significantly affects the accuracy of cognitive maps. Maps, including train route maps, present locational information widely, in a two-dimensional space; thus, users can understand the relationships among locations over a wide area. In contrast, the small displays of smartphones permit the concurrent viewing of only small areas of geospatial information. Locational information, such as the results of transportation planner applications, are typically described in a one-dimensional space, from start point to goal point.</p><p>Little is known regarding the effect of accessing geospatial information through smartphones on cognitive maps. The purpose of this study was to determine how people obtain locational information and how the experience of accessing locational information through smartphones affects the acquisition spatial knowledge regarding locations of places. To understand this spatial knowledge acquisition, we conducted two experiments.</p>

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