How Navigational Aids Impair Spatial Memory: Evidence for Divided Attention

Abstract

Research has demonstrated navigational aids impair spatial memory, but has not considered important spatial cognitive concepts. For example, impairment may stem from spatial perspective switches between route-based aids and survey-based memory assessments. Further, the verbal format of aid instructions may selectively interfere with verbal working memory (VWM). To address these potential explanations, participants navigated desktop virtual environments in a goal-directed manner. In each within-participants condition, participants either navigated with a verbal or tonal aid that presented mixed spatial perspective instructions or without aid. Both aids yielded slight navigational advantages and steep spatial memory costs despite their mixed perspective instructions. The equivalent impairment between information formats suggests navigational aids impair spatial memory by dividing attention rather than selective interference of VWM.     

Seeing the Forest or the Trees? Shifting Categorical Effects in Map Memory

People use spatial and nonspatial information to structure memory for an environment. Two experiments explored interactions between spatial and social categories on map memory when mediated by retrieval (Experiment 1) and encoding (Experiment 2) demands. Participants studied a map depicting business locations (including proprietors' race). In Experiment 1, participants completed two memory tasks, one globally focused and the other locally focused. The global task compressed, while the local task expanded, within-category similarity. Furthermore, processing styles carried over to the subsequent task. Experiment 2 emphasized either the spatial or social category during encoding, which increased that category's weighting in memory. These results extend the work of Maddox, Rapp, Brion, and Taylor, suggesting that retrieval and encoding demands can shift how these categories affect spatial memory.     

Sources of Interference in Spatial Long-Term Memory Retrieval

Three experiments are reported that used an interference paradigm to test the extent to which perceptual orientation to a task environment interfered with retrieval from long-term spatial memory. Visual and spatial sources of interference were tested. The findings were consistent with a spatial locus of interference and showed that orientation to the task environment disrupted the accessibility of relative direction under two retrieval conditions: when the imagined viewpoint was 180 degrees misaligned with the actual viewpoint and when the actual body location was anterior to the imagined body location. While the former finding replicates previous reports of interference in perspective-taking tasks, the latter finding is new and difficult for current models of spatial long-term memory retrieval to explain. More research is needed to articulate further the constraints that perceptual orientation to the task environment place on spatial retrieval and their implications for models of spatial memory.     

Individual Differences in Representational Precision Predict Spatial Working Memory Span

Perhaps the signature feature of working memory is that it is limited. In the same subjects, we used two different retrieval tasks to independently measure two different limits of spatial memory. Precision was measured by asking participants to localize a missing target item among a field of other targets and distracters. Capacity was measured with a similar task where participants identified, rather than localized, a set of remembered targets from within a larger set of identical items. Across participants, the precision of localization was positively correlated with the number of successfully retrieved items. These data suggest that an individual's representational capacity may ultimately be constrained by their ability to form precise representations of space.     

Gesture in Spatial Cognition: Expressing,Communicating, and Thinking About Spatial Information

Do hand gestures play a role in spatial cognition? This paper reviews literature addressing the roles of gestures in (1) expressing spatial information, (2) communicating about spatial information, and (3) thinking about spatial information. Speakers tend to produce gestures when they produce linguistic units that contain spatial information, and they gesture more when talking about spatial topics than when talking about abstract or verbal ones. Thus, gestures are commonly used to express spatial information. Speakers use gestures more in situations when those gestures could contribute to communication, suggesting that they intend those gestures to communicate. Further, gestures influence addressees' comprehension of the speech they accompany, and addressees also detect information that is conveyed uniquely in gestures. Thus, gestures contribute to effective communication of spatial information. Gestures also play multiple roles in thinking about spatial information. There is evidence that gestures activate lexical and spatial representations, promote a focus on spatial information, and facilitate the packaging of spatial information in speech. Finally, some of the observed variation across tasks in gesture production is associated with task differences in demands on spatial cognitive processes, and individual differences in gesture production are associated with individual differences in spatial and verbal abilities. In sum, gestures appear to play multiple roles in spatial cognition. Central challenges for future research include: (1) better specification of the mental representations that give rise to gestures, (2) deeper understanding of the mechanisms by which gestures play a role in spatial thinking, and (3) greater knowledge of the sources of task and individual differences in gesture production.     

Expert Algorithmic and Imagistic Problem Solving Strategies in Advanced Chemistry

Abstract

Visualization and imagistic reasoning appear central to expert practice in science; however, expert use of these strategies on authentic tasks has not been examined in detail. This study documents how science experts use both algorithms and imagistic reasoning to solve problems. Using protocol analysis, we report expert chemists' preferential use of algorithms for solving spatial problems and imagistic reasoning for deducing spatial transformations. We observed experts employ algorithms to solve the majority of spatial tasks while reserving imagistic strategies to solve a class of tasks that required translating between representations. Strategy used varied widely among experts and tasks.     

Learning to Reach to Locations Encoded from Imaging Displays

We examined the use of hand gestures while people solved spatial reasoning problem in which they had to infer motion from static diagrams (mental animation problems). In Experiment 1, participants were asked to think aloud while solving mental animation problems. They gestured on more than 90% of problems, and most gestures expressed information about the component motions that was not stated in words. Two further experiments examined whether the gestures functioned in the mechanical inference process, or whether they merely served functions of expressing or communicating the results of this process. In these experiments, we examined the effects of instructions to think aloud, restricting participants' hand motions, and secondary tasks on mental animation performance. Although participants who were instructed to think aloud gestured more than control groups, some gestures occurred even in control conditions. A concurrent spatial tapping task impaired performance on mechanical reasoning, whereas a simple tapping task and restricting hand motions did not. These results indicate that gestures are a natural way of expressing the results of mental animation processes and suggest that spatial working memory and premotor representations are involved in mental animation. They provide no direct evidence that gestures are functional in the thought process itself, but do not rule out a role for overt gestures in this type of spatial thinking.     

Interface Familiarity Restores Active Advantage in a Virtual Exploration and Reconstruction Task in Children

Abstract

Active exploration is reportedly better than passive observation of spatial displacements in real environments, for the acquisition of relational spatial information, especially by children. However, a previous study using a virtual environment (VE) showed that children in a passive observation condition performed better than actives when asked to reconstruct in reality the environment explored virtually. Active children were unpractised in using the input device, which may have detracted from any active advantage, since input device operation may be regarded as a concurrent task, increasing cognitive load and spatial working memory demands. To examine this possibility, 7–8-year-old children in the present study were given 5 minutes of training with the joystick input device. When compared with passive participants for spatial learning, active participants gave a better performance than passives, placing objects significantly more accurately. The importance of interface training when using VEs for assessment and training was discussed.     

时间代价启发式多月基装备协同任务规划方法

针对月球科研站构建中优化整体任务用时的需求,提出时间代价启发式多月基装备协同任务规划方法。面向月球科研站构建过程中的原位和路径任务,构建双类型任务关系图,并提出多位置转移时间代价启发式策略引导此图的搜索方向,使规划器沿局部最短耗时任务路径逐个处理任务,降低装备路径转移的时间代价;提出时间代价启发式装备选择策略,从而均衡月基装备任务负载,缩短装备工作时长。最后,以包含资源开采、物料运输、设施建设等任务的月球科研站构建场景为例,对规划算法进行仿真验证。结果表明,此算法能够生成满足复杂约束的多装备协同规划序列。与传统规划方法相比,本文方法得到的月基装备任务序列冗余路径少、任务用时短,可实现多装备在多任务中的高效分时复用。     

Interactivity in map learning: The effect of cognitive load

The hypothesis that active learning is beneficial relative to passive observation was assessed in the context of spatial knowledge derived from maps. Active and passive participants studied a map either while performing a simultaneous spatial tapping task (high cognitive load) or in the absence of this task (low cognitive load). Active participants controlled how the map was learned, with passive participants observing map learning without exercising control. Spatial recall was assessed in two tests, directional judgements and map drawing. Map drawing and directional judgments showed a similar pattern of results, with performance detrimentally affected by a high load for active participants, but not for passive participants. The results indicate that activity and cognitive load interact, suggesting that active learning can be detrimental to spatial learning in cognitively demanding tasks.     

Spatial updating and common misinterpretations of spatial reference frames

Spatial memory plays an important role in everyday life, and a large amount of research has been devoted to understanding spatial coding and reference frames across many areas. The popular research paradigms to study spatial reference frames include novel shortcut, perspective change, and landmark control tests. However, the growing research on spatial updating challenges the logical foundation of these classical paradigms, and suggests that the experimental findings using these paradigms have usually been misinterpreted. That is, performance in these tasks is generally unrelated to whether the spatial representations themselves are egocentric or allocentric. This article reviews the traditional paradigms and their logic, summarizes the theories of spatial updating, analyzes the logical flaws in these popular paradigms, and discusses their implications.     

Spatial memory exclusivity: Examining performance of multiple object-location memories

Research on location memory suggests that integration of separate sources of information does not occur when recalling the position of a common target object. In a relatively simple task, previous research shows no observable benefit from holding two spatial memories compared to one. It has been suggested that exclusively utilizing only one of two memories may account for this finding. The current research tests the robustness of this idea as well as an alternative in the form of an averaging approach to combining spatial information. The results suggest that exclusivity may not be the best account for performance of multiple object-location memories. Rather, memories may well combine in a manner similar to averaging, where information is available for each memory but combined in a nonbeneficial way.     

Spatial Reorientation: Effects of Verbal and Spatial Shadowing

ABSTRACT

Spatially disoriented adults flexibly conjoin geometric information (macroscopic shape) and nongeometric information (e.g., the color of a wall) to re-establish their bearings. It has been proposed that non-geometric information is incorporated into a geometric frame of reference through the use of spatial language. Support for this assumption comes from dual-task studies in which participants failed to use non-geometric features when they shadowed a verbal message concurrent to the reorientation task. These studies were performed in small rectangular spaces. In contrast, our study was performed in a large square room. Experiment 1 showed that verbal shadowing did not disrupt non-geometric feature use in this environment. In Experiment 2, we found that a spatial shadowing task that required the encoding of frequently changing spatial directions impaired reorientation behavior. Our study shows that nongeometric information can be used for reorientation without recourse to linguistic processes, and suggests that the use of non-geometric features is dependent upon a spatial coding process.     

CAMS as a tool for human factors research in spaceflight

The paper reviews a number of research studies that were carried out with a PC-based task environment called Cabin Air Management System (CAMS) simulating the operation of a spacecraft's life support system. As CAMS was a multiple task environment, it allowed the measurement of performance at different levels. Four task components of different priority were embedded in the task environment: diagnosis and repair of system faults, maintaining atmospheric parameters in a safe state, acknowledgement of system alarms (reaction time), and keeping a record of critical system resources (prospective memory). Furthermore, the task environment permitted the examination of different task management strategies and changes in crew member state (fatigue, anxiety, mental effort). A major goal of the research programme was to examine how crew members adapted to various forms of sub-optimal working conditions, such as isolation and confinement, sleep deprivation and noise. None of the studies provided evidence for decrements in primary task performance. However, the results showed a number of adaptive responses of crew members to adjust to the different sub-optimal working conditions. There was evidence for adjustments in information sampling strategies (usually reductions in sampling frequency) as a result of unfavourable working conditions. The results also showed selected decrements in secondary task performance. Prospective memory seemed to be somewhat more vulnerable to sub-optimal working conditions than performance on the reaction time task. Finally, suggestions are made for future research with the CAMS environment.     

Contributing Factors to Temporal and Spatial Associations in Mental Representations of Maps

Abstract

The present work explores an interactive model of spatial and temporal information in map memory. In four experiments, participants learned a map with temporal and spatial information confounded or unconfounded. Attentional and representational levels of information were made apparent through tasks that tap spatial, temporal, or other information. Learning criteria emphasizing sequential order or location imposed differential weighting of the information types in memory. Results indicate that map memory is spatial, but also interacts with the order in which map locations are encountered. Findings show flexibility in allocating attention and information indexing of location and sequential order information in map learning.     

Which way is the bookstore? A closer look at the judgments of relative directions task

We present a detailed analysis of a widely used assay in human spatial cognition, the judgments of relative direction (JRD) task. We conducted three experiments involving virtual navigation interspersed with the JRD task, and included confidence judgments and map drawing as additional metrics. We also present a technique for assessing the similarity of the cognitive representations underlying performance on the JRD and map-drawing tasks. Our results support the construct validity of the JRD task and its connection to allocentric representation. Additionally, we found that chance performance on the JRD task depends on the distribution of the angles of participants’ responses, rather than being constant and 90 degrees. Accordingly, we present a method for better determining chance performance.     

The interaction of symmetry and verbal codability in children's reconstruction of spatial configurations

Although the physical organization of spatialinformation clearly influences how it is recognized,recalled, and mentally transformed, few studies haveexplored how different levels of organizationinteract. This study focused on 4- and 6-year-oldchildren's memory for spatial configurations andexamined the relative influence of two levels oforganization: symmetry (vertical, horizontal, or none)and codability (verbal or nonverbal). We predictedthat the influence of symmetry would be lesspronounced among the older children for whom thepatterns were more codable. The results partiallysupported this prediction: Older children'sreconstructions were accurate regardless of patternsymmetry; younger children's reconstructions ofvertically-symmetric patterns were more accurate thantheir reconstructions of horizontally-symmetric andasymmetric patterns. Taken together, the resultsrevealed an interaction between age and symmetry onthe accuracy of children's reconstructions, suggestingthat younger children were more sensitive than olderchildren to differences in pattern symmetry. Thus,different levels of organization may influencechildren's ability to recall spatial information andthe relative influence of these levels may changeduring development.