The representation of spatial mental models in long-term memory

This thesis is concerned with how people understand and remember spatial information derived from verbal descriptions. The thesis distinguishes between three different ways of representing spatial information in working memory. The first way is to represent the surface form of the source from which the spatial information is derived (the language of a description). The second is to represent the structure of the situation derived from that source (a spatial mental model). The third is to represent the perceptual characteristics of the situation from a particular perspective (a visual image). Considerable evidence exists that people construct and manipulate spatial mental models in working memory. The purpose of this thesis is to investigate the claim that mental models are represented in long-term memory. An outline of the spatial mental modeling processes required to understand a simple spatial description is proposed. It is proposed that spatial mental modeling is comprised of three processing stages. Firstly, comprehension processes are required to access the linguistic meaning of information presented in spatial description. Secondly, construction processes are required to build up a representation of the spatial structure of the situation derived from the language of the description. Thirdly, consultation processes are required to monitor construction and to access information from the spatial mental model. Nine experiments are reported which investigate evidence for and against the view that people remember the construction and consultation of a spatial mental model. In the final chapter this evidence is reviewed and a 'sketch' of a processing theory of memory for spatial descriptions is proposed. It is argued that memory for a spatial mental model is a product of the interaction between construction and consultation processes over a period of time rather than a simple 'copy' of a completed working memory spatial mental model

Imagery and verbal strategies in spatial memory for route and survey descriptions

Being able to represent and remember verbally-encoded information about spatial environments from different perspectives is important for numerous daily activities. The present study examined how frequently individuals spontaneously engage in visual mental imagery and verbal rehearsal strategies in memory recall of spatial descriptions, and whether using certain strategies is associated with better recall performance. Memory recall for route (person-centred) and survey (object-centred) spatial descriptions was examined in a sample of 105 neurotypical individuals, who also reported to what extent they used route- and survey-based mental imagery and verbal rehearsal strategies in each description. Results showed that participants favoured a path visualisation strategy to recall the route description and a map visualisation strategy to recall the survey description. Regression models further showed that employing both imagery and verbal strategies was associated with better recall for both route and survey descriptions, although imagery strategies held a higher predictive power. The present findings highlight the fact that the spontaneous use of internal strategies in the form of visual imagery and verbal rehearsal is ubiquitous when recalling spatial descriptions and a core part of efficient spatial memory functioning

Watching closely: Spatial distance influences theory of mind responding in film viewers

Shot scale in film, that is the apparent spatial distance of characters from the camera, is one of the most important compositional elements in a film shot guiding media audiences’ attention. The primary aim of the present study was to investigate the extent to which apparent spatial distance of fictional characters can evoke theory of mind responding in film viewers. Theory of mind, referring to the capacity of attributing mental states to others, is considered fundamental in audiences’ character involvement and narrative understanding, and it presumably mediates narrative effects. Four short animated movies were annotated for shot scale distribution and presented to participants (N = 52) in a within-subject design. Participants were asked to retell the story of the films and fill in questionnaires on narrative experience. Skin conductance was also measured during exposure. Story-descriptions were content analysed for theory of mind responses. In a Poisson-regression model average spatial distance predicted theory of mind response indicating that increasing spatial proximity triggered higher occurrence of mental state references in participants’ story-descriptions. The findings give insight into how the visual presentation of characters shapes audiences’ mental models of the story

Memory and comprehension deficits in spatial descriptions of children with non-verbal and reading disabilities

open4The present study investigated the difficulties encountered by children with non-verbal learning disability (NLD) and reading disability (RD) when processing spatial information derived from descriptions, based on the assumption that both groups should find it more difficult than matched controls, but for different reasons, i.e., due to a memory encoding difficulty in cases of RD and to spatial information comprehension problems in cases of NLD. Spatial descriptions from both survey and route perspectives were presented to 9-12-year-old children divided into three groups: NLD (N = 12); RD (N = 12), and typically developing controls (TD; N = 15); then participants completed a sentence verification task and a memory for locations task. The sentence verification task was presented in two conditions: in one the children could refer to the text while answering the questions (i.e., text present condition), and in the other the text was withdrawn (i.e., text absent condition). Results showed that the RD group benefited from the text present condition, but was impaired to the same extent as the NLD group in the text absent condition, suggesting that the NLD children's difficulty is due mainly to their poor comprehension of spatial descriptions, while the RD children's difficulty is due more to a memory encoding problem. These results are discussed in terms of their implications in the neuropsychological profiles of children with NLD or RD, and the processes involved in spatial descriptions.openIrene C. Mammarella;Chiara Meneghetti;Francesca Pazzaglia;Cesare CornoldiMammarella, IRENE CRISTINA; Meneghetti, Chiara; Pazzaglia, Francesca; Cornoldi, Cesar

Atlas.txt : Exploring Lingusitic Grounding Techniques for Communicating Spatial Information to Blind Users

Peer reviewedPostprin

A semantic and language-based representation of an environmental scene

The modeling of a landscape environment is a cognitive activity that requires appropriate spatial representations. The research presented in this paper introduces a structural and semantic categorization of a landscape view based on panoramic photographs that act as a substitute of a given natural environment. Verbal descriptions of a landscape scene provide themodeling input of our approach. This structure-based model identifies the spatial, relational, and semantic constructs that emerge from these descriptions. Concepts in the environment are qualified according to a semantic classification, their proximity and direction to the observer, and the spatial relations that qualify them. The resulting model is represented in a way that constitutes a modeling support for the study of environmental scenes, and a contribution for further research oriented to the mapping of a verbal description onto a geographical information system-based representation

Both symbolic and embodied representations contribute to spatial language processing: Evidence from younger and older adults

Building on earlier neuropsychological work, we adopted a novel individual differences approach to examine the relationship between spatial language and a wide range of both verbal and nonverbal abilities. Three new measures were developed for the assessment of spatial language processing: spatial naming, spatial verbal memory, and verbal comprehension in spatial perspective taking. Results from a sample of young adults revealed significant correlations between performance on the spatial language tasks and performance on both the analogous (non-spatial) verbal measures as well as on the (non-verbal) visual-spatial measures. Visual-spatial abilities, however, were more predictive of spatial language processing than verbal abilities. Furthermore, results from a sample of older adults revealed impairments in visual-spatial tasks and on spatial verbal memory. The results support dual process accounts of meaning, and provide further evidence of the close connection between the language of space and non-linguistic visual-spatial cognition

Perspective Taking Through Simulation

Robots that operate among humans need to be able to attribute mental states in order to facilitate learning through imitation and collaboration. The success of the simulation theory approach for attributing mental states to another person relies on the ability to take the perspective of that person, typically by generating pretend states from that person’s point of view. In this paper, internal inverse and forward models are coupled to create simulation processes that may be used for mental state attribution: simulation of the visual process is used to attribute perceptions, and simulation of the motor control process is used to attribute potential actions. To demonstrate the approach, experiments are performed with a robot attributing perceptions and potential actions to a second robot

To dash or to dawdle: verb-associated speed of motion influences eye movements during spoken sentence comprehension

In describing motion events verbs of manner provide information about the speed of agents or objects in those events. We used eye tracking to investigate how inferences about this verb-associated speed of motion would influence the time course of attention to a visual scene that matched an event described in language. Eye movements were recorded as participants heard spoken sentences with verbs that implied a fast (“dash”) or slow (“dawdle”) movement of an agent towards a goal. These sentences were heard whilst participants concurrently looked at scenes depicting the agent and a path which led to the goal object. Our results indicate a mapping of events onto the visual scene consistent with participants mentally simulating the movement of the agent along the path towards the goal: when the verb implies a slow manner of motion, participants look more often and longer along the path to the goal; when the verb implies a fast manner of motion, participants tend to look earlier at the goal and less on the path. These results reveal that event comprehension in the presence of a visual world involves establishing and dynamically updating the locations of entities in response to linguistic descriptions of events