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Every day we combine and switch between body-centered (egocentric) and object-centered (allocentric) spatial representations. Several studies so far have reported a greater difficulty to switch from an allocentric reference frame to an egocentric one than vice-versa. To clarify this effect, the present work measured the cognitive load underlying switching vs. non-switching processes between reference frames through cognitive pupillometry. Participants performed a custom-designed visuo-spatial memory task, while pupil dilation variations were measured with eye-tracking. After memorizing triads of objects, participants provided judgments of relative distance in non-switching (only-egocentric, only-allocentric) and switching (from-ego-to-allo, from-allo-to-ego) conditions. The results showed a larger pupil dilation in switching judgments from-allocentric-to-egocentric reference frames than from-egocentric-to-allocentric ones. Moreover, pupil evoked-responses were also larger in allocentric- than egocentric-based non-switching conditions. Overall, the results showed that, for both non-switching and switching visuo-spatial processes, starting from an allocentric-based representation elicits a higher cognitive load than starting from an egocentric-based one. Thus, the disproportional effort in visuo-spatial switching processes seems to be determined by the first reference frame adopted that, in turn, contaminates also the following one.
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http://dx.doi.org/10.1038/s41598-025-11122-7 | DOI Listing |
Alzheimers Res Ther
September 2025
Department of Neurology, Saarland University, Kirrberger Straße, 66421, Homburg/Saar, Germany.
Background: Alzheimer's disease (AD) patients and animal models exhibit an altered gut microbiome that is associated with pathological changes in the brain. Intestinal miRNA enters bacteria and regulates bacterial metabolism and proliferation. This study aimed to investigate whether the manipulation of miRNA could alter the gut microbiome and AD pathologies.
View Article and Find Full Text PDFJ Med Internet Res
September 2025
Washington University in St. Louis, 660 South Euclid Avenue, Campus Box 8054, St Louis, MO, United States, 1 3142737801.
Background: Clinical communication is central to the delivery of effective, timely, and safe patient care. The use of text-based tools for clinician-to-clinician communication-commonly referred to as secure messaging-has increased exponentially over the past decade. The use of secure messaging has a potential impact on clinician work behaviors, workload, and cognitive burden.
View Article and Find Full Text PDFJ Neurophysiol
September 2025
School of Psychological and Cognitive Sciences, Peking University, Beijing, China.
Limiting cognitive resources negatively impacts motor learning, but its cognitive mechanism is still unclear. Previous studies failed to differentiate its effect on explicit (or cognitive) and implicit (or procedural) aspects of motor learning. Here, we designed a dual-task paradigm requiring participants to simultaneously perform a visual working memory task and a visuomotor rotation adaptation task to investigate how cognitive load differentially impacted explicit and implicit motor learning.
View Article and Find Full Text PDFAnat Sci Educ
September 2025
Division of Clinical Anatomy, Department of Biomedical Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa.
Although ultrasound (US) appears to complement traditional anatomy teaching, limited objective data exist on its efficacy. Existing literature often relies on student perceptions rather than performance-based outcomes. Additionally, the role of spatial understanding (SU)-the ability to mentally manipulate and interpret 3D anatomical relationships-and cognitive load (CL)-the mental effort required to learn-remains underexplored in the context of US-based instruction.
View Article and Find Full Text PDFMedicine (Baltimore)
September 2025
Department of Obstetrics, Nantong University Affiliated Maternal and Child Health Hospital, Nantong, Jiangsu, China.
This study aimed to evaluate the association between a dietary education approach grounded in the transtheoretical model and cognitive load theory and glycemic control and pregnancy-related outcomes in patients diagnosed with gestational diabetes mellitus (GDM). A retrospective analysis was performed using clinical data from 126 pregnant women with GDM who received care at our hospital between September 2021 and September 2023. Participants were grouped based on the type of nursing intervention received: a control group that underwent standard care and an observation group that received an additional cognitive load-informed dietary education program based on transtheoretical model.
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