Active versus passive acquisition of spatial knowledge while controlling a vehicle in a virtual urban space in drivers and non-drivers

Historically real world studies have indicated a spatial learning advantage for active explorers of environments over those whose experience is more passive; a common contrast is made between car drivers and passengers. An experiment was conducted to explore the dual hypotheses that active explorers learn more about the layout of a virtual environment than passive observers and that real world car drivers will learn more regardless of their experimental Active/Passive status. Consistent with earlier studies in VEs, there was no benefit from activity (controlling exploration/movement), arguably because input control competes with spatial information acquisition. However, the results showed that Drivers were more accurate than Non-Drivers at indicating the positions of target locations on a map, in both active and passive conditions and had better route scores than Non-Drivers in the passive condition. It is argued that driving experience may convey a spatial learning advantage over and above activity per se

On discriminating temporal relations: Is it relational?

Pigeons were presented on each trial with a pair of keylight stimuli that varied in duration. One of two subsequent choices was reinforced, depending on which of the two stimuli was longer. For some pairs, the duration of one stimulus was predictive of relative duration, but for other pairs, absolute duration was unpredictive. Choice responses depended on relative differences between the stimuli, but were also controlled to some degree by absolute duration of the second member of the pair. Individual differences in control by absolute and relative duration were evident. Those pigeons whose behavior was most influenced by absolute duration showed poorer transfer to a different set of duration pairs

Exploring an absent presence: Wayfinding as an embodied sociocultural experience

Wayfinding has often been seen as being about the quickest or shortest possible route between two points (Hölscher et al 2011; Tam 2011; Haque et al 2006). Moreover, this process has very often been seen as a cognitive one, with the experiential nature of wayfinding and with the embodied, emotional and sociocultural aspects of this experience conspicuously absent. We argue that wayfinding is rarely a purely cognitive process that involves an individual person, who is entirely instrumental in navigating a direct and precise route, but instead that this is a process almost always directed according to embodied and sociocultural needs. We propose a reassessment of present wayfinding definitions and suggest an alternative understanding that includes sociocultural elements, embodied individuals and experience through their embodied senses, as crucial elements of the concept. Seeing wayfinding from this different sociocultural ontological viewpoint, opens up new ways of understanding and planning wayfinding systems

Relationship between spatial ability, visuospatial working memory and self-assessed spatial orientation ability: a study in older adults

This paper describes some novel spatial tasks and questionnaires designed to assess spatial and orientation abilities. The new tasks and questionnaires were administered to a sample of 90 older adults (41 males, age range 57–90), along with some other tests of spatial ability (Minnesota Paper Form Board, Mental Rotations Test, and Embedded Figures Test) and tests of visuospatial working memory (Corsi’s Block Test and Visual Pattern Test). The internal reliability of the new tasks and questionnaires was analyzed, as well as their relationship with the spatial and working memory tests. The results showed that the new spatial tasks are reliable, correlate with working memory and spatial ability tests and, compared with the latters, show stronger correlations with the self-report questionnaires referring to orientation abilities. A model was also tested (with reference to Allen et al. in Intelligence 22:327–355, 1996) in which the new tasks were assumed to relate to spatial ability and predict orientation abilities as assessed by the self-report measures

No advantage for remembering horizontal over vertical spatial locations learned from a single viewpoint

Previous behavioral and neurophysiological research has shown better memory for horizontal than for vertical locations. In these studies, participants navigated toward these locations. In the present study we investigated whether the orientation of the spatial plane per se was responsible for this difference. We thus had participants learn locations visually from a single perspective and retrieve them from multiple viewpoints. In three experiments, participants studied colored tags on a horizontally or vertically oriented board within a virtual room and recalled these locations with different layout orientations (Exp. 1) or from different room-based perspectives (Exps. 2 and 3). All experiments revealed evidence for equal recall performance in horizontal and vertical memory. In addition, the patterns for recall from different test orientations were rather similar. Consequently, our results suggest that memory is qualitatively similar for both vertical and horizontal two-dimensional locations, given that these locations are learned from a single viewpoint. Thus, prior differences in spatial memory may have originated from the structure of the space or the fact that participants navigated through it. Additionally, the strong performance advantages for perspective shifts (Exps. 2 and 3) relative to layout rotations (Exp. 1) suggest that configurational judgments are not only based on memory of the relations between target objects, but also encompass the relations between target objects and the surrounding room—for example, in the form of a memorized view

Route knowledge and configural knowledge in typical and atypical development: a comparison of sparse and rich environments

Background: Individuals with Down syndrome (DS) and individuals with Williams syndrome (WS) have poor navigation skills, which impact their potential to become independent. Two aspects of navigation were investigated in these groups, using virtual environments (VE): route knowledge (the ability to learn the way from A to B by following a fixed sequence of turns) and configural knowledge (knowledge of the spatial relationships between places within an environment). Methods: Typically developing (TD) children aged 5 to 11 years (N = 93), individuals with DS (N = 29) and individuals with WS (N = 20) were presented with a sparse and a rich VE grid maze. Within each maze, participants were asked to learn a route from A to B and a route from A to C before being asked to find a novel shortcut from B to C. Results: Performance was broadly similar across sparse and rich mazes. The majority of participants were able to learn novel routes, with poorest performance in the DS group, but the ability to find a shortcut, our measure of configural knowledge, was limited for all three groups. That is, 59 % TD participants successfully found a shortcut, compared to 10 % participants with DS and 35 % participants with WS. Differences in the underlying mechanisms associated with route knowledge and configural knowledge and in the developmental trajectories of performance across groups were observed. Only the TD participants walked a shorter distance in the last shortcut trial compared to the first, indicative of increased configural knowledge across trials. The DS group often used an alternative strategy to get from B to C, summing the two taught routes together. Conclusions: Our findings demonstrate impaired configural knowledge in DS and in WS, with the strongest deficit in DS. This suggests that these groups rely on a rigid route knowledge based method for navigating and as a result are likely to get lost easily. Route knowledge was also impaired in both DS and WS groups and was related to different underlying processes across all three groups. These are discussed with reference to limitations in attention and/or visuo-spatial processing in the atypical groups

Where Snow is a Landmark: Route Direction Elements in Alpine Contexts

Route directions research has mostly focused on urban space so far, highlighting human concepts of street networks based on a range of recurring elements such as route segments, decision points, landmarks and actions. We explored the way route directions reflect the features of space and activity in the context of mountaineering. Alpine route directions are only rarely segmented through decision points related to reorientation; instead, segmentation is based on changing topography. Segments are described with various degrees of detail, depending on difficulty. For landmark description, direction givers refer to properties such as type of surface, dimension, colour of landscape features; terrain properties (such as snow) can also serve as landmarks. Action descriptions reflect the geometrical conceptualization of landscape features and dimensionality of space. Further, they are very rich in the semantics of manner of motion

The process of spatial knowledge acquisition in a square and a circular virtual environment

This study investigated the effect of the environmental structure (circular vs. square environment) on spatial knowledge acquisition in a desktop virtual situation in which self-determined movement was allowed with a total of 120 participants: 7-, 8-year-old children; 11, 12-year-old children, and adults. In all measurements of spatial knowledge acquisition an overall developmental performance increase from younger children to adults was found. In contrast to that, the exploration and learning behavior did not differ between adults and children. Furthermore, the environmental structure influencedthenumber of trials needed to learn the two routes used and the distance walked to the determined landmarks. All these tasks were easier in a circular than in a square environment. This influenceofthe environmental structure was absent in the direction estimations task. The advantage of spatial knowledge acquisition in a circular environment in three of four tasks is discussed