Combining Path Integration and Remembered Landmarks When Navigating without Vision

This study investigated the interaction between remembered landmark and path integration strategies for estimating current location when walking in an environment without vision. We asked whether observers navigating without vision only rely on path integration information to judge their location, or whether remembered landmarks also influence judgments. Participants estimated their location in a hallway after viewing a target (remembered landmark cue) and then walking blindfolded to the same or a conflicting location (path integration cue). We found that participants averaged remembered landmark and path integration information when they judged that both sources provided congruent information about location, which resulted in more precise estimates compared to estimates made with only path integration. In conclusion, humans integrate remembered landmarks and path integration in a gated fashion, dependent on the congruency of the information. Humans can flexibly combine information about remembered landmarks with path integration cues while navigating without visual information.National Institutes of Health (U.S.) (Grant T32 HD007151)National Institutes of Health (U.S.) (Grant T32 EY07133)National Institutes of Health (U.S.) (Grant F32EY019622)National Institutes of Health (U.S.) (Grant EY02857)National Institutes of Health (U.S.) (Grant EY017835-01)National Institutes of Health (U.S.) (Grant EY015616-03)United States. Department of Education (H133A011903

Decoding collective communications using information theory tools

Organisms have evolved sensory mechanisms to extract pertinent information from their environment, enabling them to assess their situation and act accordingly. For social organisms travelling in groups, like the fish in a school or the birds in a flock, sharing information can further improve their situational awareness and reaction times. Data on the benefits and costs of social coordination, however, have largely allowed our understanding of why collective behaviours have evolved to outpace our mechanistic knowledge of how they arise. Recent studies have begun to correct this imbalance through fine-scale analyses of group movement data. One approach that has received renewed attention is the use of information theoretic (IT) tools like mutual information, transfer entropy and causation entropy, which can help identify causal interactions in the type of complex, dynamical patterns often on display when organisms act collectively. Yet, there is a communications gap between studies focused on the ecological constraints and solutions of collective action with those demonstrating the promise of IT tools in this arena. We attempt to bridge this divide through a series of ecologically motivated examples designed to illustrate the benefits and challenges of using IT tools to extract deeper insights into the interaction patterns governing group-level dynamics. We summarize some of the approaches taken thus far to circumvent existing challenges in this area and we conclude with an optimistic, yet cautionary perspective

Situating space: using a discipline-focused lens to examine spatial thinking skills

Spatial skills are an important component of success in science, technology, engineering, and math (STEM) fields. A majority of what we know about spatial skills today is a result of more than 100 years of research focused on understanding and identifying the kinds of skills that make up this skill set. Over the last two decades, the field has recognized that, unlike the spatial skills measured by psychometric tests developed by psychology researchers, the spatial problems faced by STEM experts vary widely and are multifaceted. Thus, many psychological researchers have embraced an interdisciplinary approach to studying spatial thinking with the aim of understanding the nature of this skill set as it occurs within STEM disciplines. In a parallel effort, discipline-based education researchers specializing in STEM domains have focused much of their research on understanding how to bolster students' skills in completing domain-specific spatial tasks. In this paper, we discuss four lessons learned from these two programs of research to enhance the field's understanding of spatial thinking in STEM domains. We demonstrate each contribution by aligning findings from research on three distinct STEM disciplines: structural geology, surgery, and organic chemistry. Lastly, we discuss the potential implications of these contributions to STEM education