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Beall, Andrew C.

Publications and source records attributed to Beall, Andrew C..

The Role of Visual Cues in Microgravity Spatial Orientation

In weightlessness, astronauts must rely on vision to remain spatially oriented. Although gravitational down cues are missing, most astronauts maintain a subjective vertical -a subjective sense of which way is up. This is evidenced by anecdotal reports of crewmembers feeling upside down (inversion illusions) or feeling that a floor has become a ceiling and vice versa (visual reorientation illusions). Instability in the subjective vertical direction can trigger disorientation and space motion sickness. On Neurolab, a virtual environment display system was used to conduct five interrelated experiments, which quantified: (a) how the direction of each person's subjective vertical depends on the orientation of the surrounding visual environment, (b) whether rolling the virtual visual environment produces stronger illusions of circular self-motion (circular vection) and more visual reorientation illusions than on Earth, (c) whether a virtual scene moving past the subject produces a stronger linear self-motion illusion (linear vection), and (d) whether deliberate manipulation of the subjective vertical changes a crewmember's interpretation of shading or the ability to recognize objects. None of the crew's subjective vertical indications became more independent of environmental cues in weightlessness. Three who were either strongly dependent on or independent of stationary visual cues in preflight tests remained so inflight. One other became more visually dependent inflight, but recovered postflight. Susceptibility to illusions of circular self-motion increased in flight. The time to the onset of linear self-motion illusions decreased and the illusion magnitude significantly increased for most subjects while free floating in weightlessness. These decreased toward one-G levels when the subject 'stood up' in weightlessness by wearing constant force springs. For several subjects, changing the relative direction of the subjective vertical in weightlessness-either by body rotation or by simply cognitively initiating a visual reorientation-altered the illusion of convexity produced when viewing a flat, shaded disc. It changed at least one person's ability to recognize previously presented two-dimensional shapes. Overall, results show that most astronauts become more dependent on dynamic visual motion cues and some become responsive to stationary orientation cues. The direction of the subjective vertical is labile in the absence of gravity. This can interfere with the ability to properly interpret shading, or to recognize complex objects in different orientations.

Oman, Charles M.↗

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.

Non-NASA Center↗