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Charles M Oman

Publications and source records attributed to Charles M Oman.

5 recordsLinked to original sources
PubMed2006

Three-dimensional spatial skill training in a simulated space station: random vs. blocked designs.

BACKGROUND: Astronauts floating inside a spacecraft must be able to recall the direction to surrounding visual landmarks, regardless of their viewing perspective. If 3D orientation skills are taught preflight, should perspective sequences be blocked or randomized? Can standard spatial skill tests predict performance? METHODS: Undergraduates (40 men and 40 women; ages 19-24) learned 3D spatial relationships among landmark pictures in a cubic chamber simulating a space station node. Subjects learned to predict picture directions when told one picture's direction (the one behind them) and the subject's simulated roll orientation, which was changed between trials by rotating pictures. The dependent variable was the proportion of correct predictions. A between group (n=40 per group) independent variable was training type (random vs. blocked sequencing of perspectives). Experiment phase (familiarization, training, transfer, and 2 retention phases) was a within group variable. Subjects also took three standard spatial skill tests: Card Rotation, Cube Comparison, and Group Imbedded Figures. RESULTS: As hypothesized, during training, performance for the random group (0.56) was worse than the blocked group (0.83); during transfer, the random group (0.75) was better than the blocked group (0.56); during retention-i, the random group (0.70) was better than the blocked group (0.55); and during retention-2, the random group (0.76) was better than the blocked group (0.65). Spatial skill tests correlated differently across the two groups, indicating that random sequencing elicits different skills. CONCLUSION: Random presentation enhances 3D spatial skill transfer and retention. Standard spatial tests can predict performance and have the potential to customize training.

Adult↗
PubMed2004

Rat head direction cell responses in zero-gravity parabolic flight.

Astronauts working in zero-gravity (0-G) often experience visual reorientation illusions (VRIs). For example, when floating upside down, they commonly misperceive the spacecraft floor as a ceiling and have a reversed sense of direction. Previous studies have identified a population of neurons in the rat's brain that discharge as a function of the rat's head direction (HD) in a gravitationally horizontal plane and is dependent on an intact vestibular system. Our goal was to characterize HD cell discharge under conditions of acute weightlessness. Seven HD cells in the anterior dorsal thalamus were monitored from rats aboard an aircraft in 0-G parabolic flight. Unrestrained rats locomoted in a clear plexiglas rectangular chamber that had wire mesh covering the floor, ceiling, and one wall. The chamber and surrounding visual environment were relatively up-down symmetrical. Each HD cell was recorded across forty 20-s episodes of 0-G. All HD cells maintained a significant direction-specific discharge when the rat was on the chamber floor during the 0-G and also during the hypergravity pull-out periods. Three of five cells also showed direction-specific responses on the wall in 1-G. In contrast, direction-specific discharge was usually not maintained when the rat locomoted on the vertical wall or ceiling in 0-G. The loss of direction-specific firing was accompanied by an overall increase in background firing. However, while the rat was on the ceiling, some cells showed occasional bursts of firing when the rat's head was oriented in directions that were flipped relative to the long axis of symmetry of the chamber compared with the cell's preferred firing direction on the floor. This finding is consistent with what might be expected if the rat had experienced a VRI. These responses indicate that rats maintain a normal allocentric frame of reference in 0-G and 1-G when on the floor, but may lose their sense of directional heading when placed on a wall or ceiling during acute exposures to 0-G.

Animals↗
PubMed2002

Three dimensional spatial memory and learning in real and virtual environments.

Human orientation and spatial cognition partly depends on our ability to remember sets of visual landmarks and imagine their relationship to us from a different viewpoint. We normally make large body rotations only about a single axis which is aligned with gravity. However, astronauts who try to recognize environments rotated in 3 dimensions report that their terrestrial ability to imagine the relative orientation of remembered landmarks does not easily generalize. The ability of human subjects to learn to mentally rotate a simple array of six objects around them was studied in 1-G laboratory experiments. Subjects were tested in a cubic chamber (n = 73) and a equivalent virtual environment (n = 24), analogous to the interior of a space station node module. A picture of an object was presented at the center of each wall. Subjects had to memorize the spatial relationships among the six objects and learn to predict the direction to a specific object if their body were in a specified 3D orientation. Percent correct learning curves and response times were measured. Most subjects achieved high accuracy from a given viewpoint within 20 trials, regardless of roll orientation, and learned a second view direction with equal or greater ease. Performance of the subject group that used a head mounted display/head tracker was qualitatively similar to that of the second group tested in a physical node simulator. Body position with respect to gravity had a significant but minor effect on performance of each group, suggesting that results may also apply to weightless situations. A correlation was found between task performance measures and conventional paper-and-pencil tests of field independence and 2&3 dimensional figure rotation ability.

Adolescent↗
PubMedDate not supplied

Training, transfer, and retention of three-dimensional spatial memory in virtual environments.

Human orientation requires one to remember and visualize spatial arrangements of landmarks from different perspectives. Astronauts have reported difficulties remembering relationships between environmental landmarks when imagined in arbitrary 3D orientations. The present study investigated the effects of strategy training on humans' 1) ability to infer their orientation from landmarks presented ahead and below, 2) performance when subsequently learning a different array, and 3) retention of configurational knowledge over time. On the first experiment day, 24 subjects were tested in a virtual cubic chamber in which a picture of an animal was drawn on each wall. Through trial-by-trial exposures, they had to memorize the spatial relationships among the six pictures around them and learn to predict the direction to a specific picture when facing any view direction, and in any roll orientation. Half of the subjects ("strategy group") were taught methods for remembering picture groupings, while the remainder received no such training ("control group"). After learning one picture array, the procedure was repeated in a second. Accuracy (% correct) and response time learning curves were measured. Performance for the second array and configurational memory of both arrays were also retested 1, 7, and 30 days later. Results showed that subjects "learned how to learn" this generic 3D spatial memory task regardless of their relative orientation to the environment, that ability and configurational knowledge was retained for at least a month, that figure rotation ability and field independence correlate with performance, and that teaching subjects specific strategies in advance significantly improves performance. Training astronauts to perform a similar generic 3D spatial memory task, and suggesting strategies in advance, may help them orient in three dimensions.

Adolescent↗