Ricerc@Sapienza

The ability of seeing with the mind’s eye, the visual mental imagery, is peculiarly compromised in patients with representational neglect. Representational neglect affects the processing of the left side of a mental image and may selectively concern the ability to imagine places and/or objects. Right-brain damaged patients with representational neglect for places (RN+) lose the ability to imagine themselves within a familiar place and fail in transforming an egocentric representation of the environment into an allocentric one and vice-versa.

We report Developmental Landmark Agnosia (DLA) in a 6-year-old boy (L.G.) who was referred to
us for congenital prosopagnosia (see Pizzamiglio et al., 2017, in which both testing and
rehabilitation of Congenital Prosopagnosia are reported). We investigated his performance using a
neuropsychological battery and eye movement recordings. The assessment showed the presence
of deficits in recognizing familiar places (along with Congenital Prosopagnosia), but not common

Exposure to environmental contextual changes, such as those occurring after an earthquake, requires individuals to learn novel routes around their environment, landmarks and spatial layout. In this study, we aimed to uncover whether contextual changes that occurred after the 2009 L’Aquila earthquake affected topographic memory in exposed survivors.

Mental imagery plays a crucial role in several cognitive processes, including human navigation. According to the Kosslyn’s Model, mental imagery is subserved by three components: generation, inspection and transformation. The role of transformation, where by individuals recognise, from a different perspective, a place they have already visited, is no longer a matter of debate. However, the role of the other two components when recalling a map from different perspectives, has never been fully investigated.

Unlike for other abilities, children do not receive systematic spatial orientation training at school, even though navigational training during adulthood improves spatial skills. We investigated whether navigational training programme (NTP) improved spatial orientation skills in pre-schoolers. We administered 12-week NTP to seventeen 4- to 5-year-old children (training group, TG).

Field independence (FI) has been found to correlate with a wide range of cognitive processes requiring cognitive restructuring. Cognitive restructuring, that is going beyond the information given by the setting, is pivotal in creating stable mental representations of the environment,the so-called "cognitive maps," and it affects visuo-spatial abilities underpinning environmental navigation. Here we evaluated whether FI, by fostering cognitive restructuring of environmental cues on the basis of an internal frame of reference, affects the learning and retrieval of a novel environment.