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1. Mediating and perspective-taking manipulatives: Fostering dynamic perspective-taking by mediating dialogic thinking and bolstering empathy in role-play and reflection for microteaching

   Mochizuki, T. ( January 2022 , International journal of computersupported collaborative learning)
2. Mediating and perspective-taking manipulatives: Fostering dynamic perspective-taking by mediating dialogic thinking and bolstering empathy in role-play and reflection for microteaching

   https://doi.org/10.1007/s11412-022-09382-w  

   Mochizuki, Toshio ; Sasaki, Hiroshi ; Wakimoto, Takehiro ; Kubota, Yoshihiko ; Eagan, Brendan ; Hirayama, Ryoya ; Yamaguchi, Yuta ; Yuki, Natsumi ; Funaoi, Hideo ; Suzuki, Hideyuki ; et al ( December 2022 , International Journal of Computer-Supported Collaborative Learning)

   This study examined microteaching using computer-supported collaborative learning (CSCL) to assist student teachers in anticipating student voices and achieving authentic role-play. To achieve this, the design had two manipulatives: tangible puppets as “mediating manipulatives” that allow student teachers to elicit a variety of imaginary student voices in microteaching role-plays and three-dimensional animations as “perspective-taking manipulatives” that allow student teachers to dynamically switch viewpoints in reflection. This study aims to investigate how the combination of mediating and perspective-taking manipulatives helps student teachers foster the perspective-taking of imaginary students in their microteaching role-playing and reflection. We employed epistemic network analysis (ENA) to analyze discourse data collected both in the microteaching performances (including the tangible puppetry microteaching) and in the reflections. The results showed that the combination of the two manipulatives was effective for achieving the immediate transfer of imaginary students’ perspectives. Further qualitative analysis enabled by ENA indicated that the perspective-taking manipulatives were effective in bolstering perspective-taking due to the nonverbal aspects of students’ voices enacted in the role-play performances.

    

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3. A new psychometric task measuring spatial perspective taking in ambulatory virtual reality

   https://doi.org/10.3389/frvir.2022.971502  

   He, Chuanxiuyue ; Chrastil, Elizabeth R. ; Hegarty, Mary ( October 2022 , Frontiers in Virtual Reality)

   Spatial perspective taking is an essential cognitive ability that enables people to imagine how an object or scene would appear from a perspective different from their current physical viewpoint. This process is fundamental for successful navigation, especially when people utilize navigational aids (e.g., maps) and the information provided is shown from a different perspective. Research on spatial perspective taking is primarily conducted using paper-pencil tasks or computerized figural tasks. However, in daily life, navigation takes place in a three-dimensional (3D) space and involves movement of human bodies through space, and people need to map the perspective indicated by a 2D, top down, external representation to their current 3D surroundings to guide their movements to goal locations. In this study, we developed an immersive viewpoint transformation task (iVTT) using ambulatory virtual reality (VR) technology. In the iVTT, people physically walked to a goal location in a virtual environment, using a first-person perspective, after viewing a map of the same environment from a top-down perspective. Comparing this task with a computerized version of a popular paper-and-pencil perspective taking task (SOT: Spatial Orientation Task), the results indicated that the SOT is highly correlated with angle production error but not distance error in the iVTT. Overall angular error in the iVTT was higher than in the SOT. People utilized intrinsic body axes (front/back axis or left/right axis) similarly in the SOT and the iVTT, although there were some minor differences. These results suggest that the SOT and the iVTT capture common variance and cognitive processes, but are also subject to unique sources of error caused by different cognitive processes. The iVTT provides a new immersive VR paradigm to study perspective taking ability in a space encompassing human bodies, and advances our understanding of perspective taking in the real world. 

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4. Social Class Predicts Emotion Perception and Perspective-Taking Performance in Adults

   https://doi.org/10.1177/0146167220914116  

   Dietze, Pia ; Knowles, Eric D. ( January 2021 , Personality and Social Psychology Bulletin)

   “Theory of Mind” (ToM; people’s ability to infer and use information about others’ mental states) varies across cultures. In four studies ( N = 881), including two preregistered replications, we show that social class predicts performance on ToM tasks. In Studies 1A and 1B, we provide new evidence for a relationship between social class and emotion perception: Higher-class individuals performed more poorly than their lower-class counterparts on the Reading the Mind in the Eyes Test, which has participants infer the emotional states of targets from images of their eyes. In Studies 2A and 2B, we provide the first evidence that social class predicts visual perspective taking: Higher-class individuals made more errors than lower-class individuals in the Director Task, which requires participants to assume the visual perspective of another person. Potential mechanisms linking social class to performance in different ToM domains, as well as implications for deficiency-centered perspectives on low social class, are discussed. 

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5. Measuring Spatial Perspective Taking: Analysis of Four Measures Using Item Response Theory

   https://doi.org/10.1111/tops.12597  

   Brucato, Maria ; Frick, Andrea ; Pichelmann, Stefan ; Nazareth, Alina ; Newcombe, Nora S. ( January 2022 , Topics in Cognitive Science)

   Research on spatial thinking requires reliable and valid measures of individual differences in various component skills. Spatial perspective taking (PT)-the ability to represent viewpoints different from one's own-is one kind of spatial skill that is especially relevant to navigation. This study had two goals. First, the psychometric properties of four PT tests were examined: Four Mountains Task (FMT), Spatial Orientation Task (SOT), Perspective-Taking Task for Adults (PTT-A), and Photographic Perspective-Taking Task (PPTT). Using item response theory (IRT), item difficulty, discriminability, and efficiency of item information functions were evaluated. Second, the relation of PT scores to general intelligence, working memory, and mental rotation (MR) was assessed. All tasks showed good construct validity except for FMT. PPTT tapped a wide range of PT ability, with maximum measurement precision at average ability. PTT-A captured a lower range of ability. Although SOT contributed less measurement information than other tasks, it did well across a wide range of PT ability. After controlling for general intelligence and working memory, original and IRT-refined versions of PT tasks were each related to MR. PTT-A and PPTT showed relatively more divergent validity from MR than SOT. Tests of dimensionality indicated that PT tasks share one common PT dimension, with secondary task-specific factors also impacting the measurement of individual differences in performance. Advantages and disadvantages of a hybrid PT test that includes a combination of items across tasks are discussed. 

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