No gender differences in egocentric and allocentric environmental transformation after compensating for male advantage by manipulating familiarity

The present study has two-fold aims: to investigate whether gender differences persist even when more time is given to acquire spatial information; to assess the gender effect when the retrieval phase requires recalling the pathway from the same or a different reference perspective (egocentric or allocentric). Specifically, we analyse the performance of men and women while learning a path from a map or by observing an experimenter in a real environment. We then asked them to reproduce the learned path using the same reference system (map learning vs. map retrieval or real environment learning vs. real environment retrieval) or using a different reference system (map learning vs. real environment retrieval or vice versa). The results showed that gender differences were not present in the retrieval phase when women have the necessary time to acquire spatial information. Moreover, using the egocentric coordinates (both in the learning and retrieval phase) proved easier than the other conditions, whereas learning through allocentric coordinates and then retrieving the environmental information using egocentric coordinates proved to be the most difficult. Results showed that by manipulating familiarity, gender differences disappear, or are attenuated in all conditions

Spatial memory profiles in Williams and Down Syndromes

Williams syndrome (WS) and Down syndrome (DS, Trisomy 21) are two neurodevelopmental disorders with genetic origins. Despite the fact that individuals with these two syndromes have similar mental ages, they exhibit heterogenous cognitive profiles with different strengths and weaknesses, in particular with respect to their spatial memory capacities. When individuals learn and remember locations in environments in which they must move around, they may use several types of spatial representations, including: (1) the place learning system, responsible for creating allocentric spatial representations or cognitive maps; and (2) the response learning system, responsible for creating fixed egocentric responses. Surprisingly, few previously published studies met the requisite standards in order to determine whether allocentric or egocentric spatial learning capacities were impaired or preserved in WS and DS. In this thesis, I conducted a series of experiments in which individuals with DS or WS were free to move around in the real world and employ either egocentric or allocentric spatial representations in order to learn and remember goal locations. My studies revealed a dissociation between the allocentric and egocentric spatial memory capacities in these two different syndromes. Whereas individuals with WS were severely impaired in two different allocentric memory tasks, they exhibited facilitated performance in an egocentric response learning task, as compared to typically developing children. In contrast, individuals with DS exhibited preserved allocentric spatial capacities as compared to individuals with WS, and also facilitated response learning capacities as compared to typically developing children. My studies emphasized that syndrome- specific spatial cognitive profiles should be taken into consideration when designing interventions aimed at improving spatial navigational abilities in individuals with intellectual disabilities that can lead to greater autonomy, self-confidence and social inclusion. -- Le syndrome de Williams (SW) et le syndrome de Down (SD, Trisomie 21) sont deux troubles neurodéveloppementaux ayant une origine génétique. Malgré le fait que les personnes avec ces deux syndromes ont des âges mentaux similaires, ils présentent des profils cognitifs hétérogènes avec des forces et des faiblesses, en particulier concernant leurs capacités de mémoire spatiale. Quand des individus apprennent et mémorisent des emplacements en se déplaçant dans un environnement, ils peuvent utiliser plusieurs types de représentations spatiales, incluant : 1) le système d’apprentissage de lieu, responsable de la création de représentations spatiales allocentrées ou cartes cognitives; 2) le système d’apprentissage de réponse, responsable de la création de réponses égocentrées fixes. Etonnamment, peu d’études publiées ont satisfait aux exigences requises pour déterminer si les capacités spatiales allocentrées ou égocentrées étaient préservées ou déficitaires chez les personnes avec SW et SD. Dans cette thèse, j’ai réalisé une série d’expériences dans lesquelles les participants pouvaient se déplacer librement et utiliser des représentations spatiales allocentrées ou égocentrées afin d'apprendre et de mémoriser l'emplacement de buts dans un environnement réel. Mes études ont révélé une dissociation entre les capacités de mémoire spatiale allocentrée et égocentrée chez les personnes avec SW et SD. Alors que les personnes avec SW sont sévèrement déficitaires dans deux tâches différentes testant la mémoire spatiale allocentrée, elles ont démontré une performance facilitée dans une tâche d'apprentissage de réponse égocentrée, par rapport à des enfants au développement typique. En revanche, les personnes avec SD ont montré des capacités de mémoire allocentrée préservées par rapport aux personnes avec SW, et des capacités d'apprentissage de réponse facilitées par rapport à des enfants au développement typique. Mes études soulignent que les profils de capacités cognitives spatiales propres à chaque syndrome doivent être pris en considération pour établir des interventions éducatives ayant pour but l’amélioration des capacités de navigation spatiale chez des individus présentant des handicaps intellectuels qui peuvent mener à une augmentation de l’autonomie, de la confiance en soi et de l’inclusion sociale

Navigational style influences eye movement pattern during exploration and learning of an environmental map

During navigation people may adopt three different spatial styles (i.e., Landmark, Route, and Survey). Landmark style (LS) people are able to recall familiar landmarks but cannot combine them with directional information; Route style (RS) people connect landmarks to each other using egocentric information about direction; Survey style (SS) people use a map-like representation of the environment. SS individuals generally navigate better than LS and RS people. Fifty-one college students (20 LS; 17 RS, and 14 SS) took part in the experiment. The spatial cognitive style (SCS) was assessed by means of the SCS test; participants then had to learn a schematic map of a city, and after 5 min had to recall the path depicted on it. During the learning and delayed recall phases, eye-movements were recorded. Our intent was to investigate whether there is a peculiar way to explore an environmental map related to the individual's spatial style. Results support the presence of differences in the strategy used by the three spatial styles for learning the path and its delayed recall. Specifically, LS individuals produced a greater number of fixations of short duration, while the opposite eye movement pattern characterized SS individuals. Moreover, SS individuals showed a more spread and comprehensive explorative pattern of the map, while LS individuals focused their exploration on the path and related targets. RS individuals showed a pattern of exploration at a level of proficiency between LS and SS individuals. We discuss the clinical and anatomical implications of our data

Cultural background shapes spatial reference frame proclivity

Spatial navigation is an essential human skill that is influenced by several factors. The present study investigates how gender, age, and cultural background account for differences in reference frame proclivity and performance in a virtual navigation task. Using an online navigation study, we recorded reaction times, error rates (confusion of turning axis), and reference frame proclivity (egocentric vs. allocentric reference frame) of 1823 participants. Reaction times significantly varied with gender and age, but were only marginally influenced by the cultural background of participants. Error rates were in line with these results and exhibited a significant influence of gender and culture, but not age. Participants cultural background significantly influenced reference frame selection; the majority of North-Americans preferred an allocentric strategy, while Latin-Americans preferred an egocentric navigation strategy. European and Asian groups were in between these two extremes. Neither the factor of age nor the factor of gender had a direct impact on participants navigation strategies. The strong effects of cultural background on navigation strategies without the influence of gender or age underlines the importance of socialized spatial cognitive processes and argues for socio-economic analysis in studies investigating human navigation

Cultural background shapes spatial reference frame proclivity

Spatial navigation is an essential human skill that is influenced by several factors. The present study investigates how gender, age, and cultural background account for differences in reference frame proclivity and performance in a virtual navigation task. Using an online navigation study, we recorded reaction times, error rates (confusion of turning axis), and reference frame proclivity (egocentric vs. allocentric reference frame) of 1823 participants. Reaction times significantly varied with gender and age, but were only marginally influenced by the cultural background of participants. Error rates were in line with these results and exhibited a significant influence of gender and culture, but not age. Participants’ cultural background significantly influenced reference frame selection; the majority of North-Americans preferred an allocentric strategy, while Latin-Americans preferred an egocentric navigation strategy. European and Asian groups were in between these two extremes. Neither the factor of age nor the factor of gender had a direct impact on participants’ navigation strategies. The strong effects of cultural background on navigation strategies without the influence of gender or age underlines the importance of socialized spatial cognitive processes and argues for socio-economic analysis in studies investigating human navigation.This work was funded by the European research grant: ERC- 2010-AdG #269716 – MULTISENSE, together with the Cognition and Neuroergonomics/Collaborative Technology Alliance #W911NF-10-2-0022

Foraging for spatial information: Patterns of orientation learning using desktop virtual reality

The purpose of the study was to provide a description of how learners use desktop VR systems for orientation learning that instructional designers could use to improve the technology. The study used a mixed method, content analysis approach based on a theoretical framework that included principles of self-regulated learning (SRL) and orientation learning. Twelve participants used desktop virtual reality (VR) systems to explore the virtual surround of a residential space. A screen-recording program captured participants' navigation movements and think-aloud verbalizations. Participants' recorded think-aloud verbalizations were coded to identify the orientation learning and SRL events they used during the session. Analysis of the participant movement data revealed that eight of the participants generally moved in a single direction through the surround, whereas the remaining four moved in a direction and then reversed that direction. Movement patterns of some participants were found to be different at the beginning and end of their VR session, and some participants tended to navigate through certain areas of the surround more slowly than through other areas. Some participants tended to view the scene at a constant field of view level, whereas other varied the level. Additionally, some participants tended to view a particular area of the scene with narrower or wider fields of view, but others varied the field of view level across the scene. A model of orientation learning events was derived from content analysis of the think-aloud transcripts showing that participants engaged in four major types of learning categories: identifying, locating, regulating, and contextualizing. Participants were classified into four groups according to relative frequency distributions of the event categories. The study concluded that use of SRL events varied amongst the participants, and that the participant used a diverse set of movement and learning event patterns. Further conclusions noted that virtual scene objects possessed meaning for learners, and that thought verbalizations indicated that some of the learners attained a sense of presence in the VR environment. Finally, the study concluded that qualitative techniques such as thought verbalizations may provide a new paradigm for measuring presence in virtual environments

Search Strategies Used by Older Adults in a Virtual Reality Place Learning Task

Purpose of the study: Older adults often have problems finding their way in novel environments such as senior living residences and hospitals. The purpose of this study was to examine the types of self-reported search strategies and cues that older adults use to find their way in a virtual maze Design and Methods: Healthy, independently living older adults (n = 129) aged 55–96 were tested in a virtual maze task over a period of 3 days in which they had to repeatedly find their way to a specified goal. They were interviewed about their strategies on days 1 and 3. Content analysis was used to identify the strategies and cues described by the participants in order to find their way. Strategies and cues used were compared among groups. Results: The participants reported the use of multiple spatial and non-spatial strategies, and some of the strategies differed among age groups and over time. The oldest age group was less likely to use strategies such as triangulation and distance strategies. All participants used visual landmarks to find their way, but the use of geometric cues (corners) was used less by the older participants. Implications: These findings add to the theoretical understanding of how older adults find their way in complex environments. The understanding of how wayfinding changes with age is essential in order to design more supportive environments

The Aging Navigational System

The discovery of neuronal systems dedicated to computing spatial information, composed of functionally distinct cell types such as place and grid cells, combined with an extensive body of human-based behavioral and neuroimaging research has provided us with a detailed understanding of the brain's navigation circuit. In this review, we discuss emerging evidence from rodents, non-human primates, and humans that demonstrates how cognitive aging affects the navigational computations supported by these systems. Critically, we show 1) that navigational deficits cannot solely be explained by general deficits in learning and memory, 2) that there is no uniform decline across different navigational computations, and 3) that navigational deficits might be sensitive markers for impending pathological decline. Following an introduction to the mechanisms underlying spatial navigation and how they relate to general processes of learning and memory, the review discusses how aging affects the perception and integration of spatial information, the creation and storage of memory traces for spatial information, and the use of spatial information during navigational behavior. The closing section highlights the clinical potential of behavioral and neural markers of spatial navigation, with a particular emphasis on neurodegenerative disorders

The Neural Basis of Individual Differences in Directional Sense

Individuals differ greatly in their ability to learn and navigate through environments. One potential source of this variation is “directional sense” or the ability to identify, maintain, and compare allocentric headings. Allocentric headings are facing directions that are fixed to the external environment, such as cardinal directions. Measures of the ability to identify and compare allocentric headings, using photographs of familiar environments, have shown significant individual and strategy differences; however, the neural basis of these differences is unclear. Forty-five college students, who were highly familiar with a campus environment and ranged in self-reported sense-of-direction, underwent fMRI scans while they completed the Relative Heading task, in which they had to indicate the direction of a series of photographs of recognizable campus buildings (i.e., “target headings”) with respect to initial “orienting headings.” Large individual differences were found in accuracy and correct decision latencies, with gender, self-reported sense-of-direction, and familiarity with campus buildings all predicting task performance. Using linear mixed models, the directional relationships between headings and the experiment location also impacted performance. Structural scans revealed that lateral orbitofrontal and superior parietal volume were related to task accuracy and decision latency, respectively. Bilateral hippocampus and right presubiculum volume were related to self-reported sense-of-direction. Meanwhile, functional results revealed clusters within the superior parietal lobule, supramarginal gyrus, superior frontal gyrus, lateral orbitofrontal cortex, and caudate among others in which the intensity of activation matched the linear magnitude of the difference between the orienting and target headings. While the retrosplenial cortex and hippocampus have previously been implicated in the coding of allocentric headings, this work revealed that comparing those headings additionally involved frontal and parietal regions. These results provide insights into the neural bases of the variation within human orientation abilities, and ultimately, human navigation

Spatial representation and low vision: two studies on the content, accuracy and utility of mental representations

The paper reports on two studies being conducted with students from Dorton College - Royal London Society for the Blind (RLSB) in Kent. The first experiment will examine the content and accuracy of mental representations of a well-known environment. Students will walk a route around the college campus and learn the position of ten buildings or structures. They will then be asked to make heading judgments, estimate distances, complete a spatial cued model and sequentially visit a series of locations. The second experiment will examine the strategies and coding heuristics used to explore a complex novel environment. Students will be asked to explore a maze and learn the location of different places. Their search patterns will be digitally tracked, coded and analyzed using GIS software.Students will be tested using the same methods as in the first experiment and their performance level will be correlated with their exploratory patterns. Throughout the paper we are reminded that construct validity can only be secured by employing multiple converging techniques in the collection and analysis of cognitive data. Methods should be designed to test content and accuracy as well as the utility of mental representations