On early cognitive mapping

In this paper we examine the nature of theearly cognitive map – the beginnings of acognitive map formed from one's earlyimpressions of the environment one is in. Twodistinct paradigms have emerged from ourstudies of what information is initially identified in a cognitive map. The first, which weterm a space-based approach, emphasises makingexplicit the spatial extent of the currentlocal environment. The second emphasises makingexplicit the relationships between objects inthe local environment and we call this anobject-based approach. For both paradigms weexamine the psychological literature to findsupport for the approach and the roboticists'attempts at implementing the idea. We arguethat a space-based approach is the moreappropriate way to compute an early cognitivemap. In particular, we find that Siegel andWhite's (1975) object-based hypothesis, whichstates that the developmental progression of acognitive map is from landmark to route tosurvey map, is not supported. The space-basedparadigm underpins our own work in this areaand we outline our own space-based theory forcomputing an early cognitive map.     

Exploring Regional Variation in Spatial Language Using Spatially Stratified Web-Sampled Route Direction Documents

Spatial language, such as route directions, can be analyzed to shed light on how humans communicate and conceptualize spatial knowledge. This article details a computational linguistic approach using route directions to study regional variations in spatial language. We developed a web-sourcing approach to collect human-generated route direction documents on a geographical scale. Specifically, we built the Spatially strAtified Route Direction (SARD) Corpus through automated scraping, classifying, and georeferencing of route directions. Based on semantic categories of cardinal and relative direction terms, the analysis of the SARD Corpus reveals significant differences and patterns on both national (United States, United Kingdom, and Australia) and regional (contiguous U.S. states) levels. Combining computational linguistics and georeferencing approaches offers the potential for extending classic spatial linguistic studies.     

When gestures show us the way: Co-thought gestures selectively facilitate navigation and spatial memory

How does gesturing during route learning relate to subsequent spatial performance? We examined the relationship between gestures produced spontaneously while studying route directions and spatial representations of the navigated environment. Participants studied route directions, then navigated those routes from memory in a virtual environment, and finally had their memory of the environment assessed. We found that, for navigators with low spatial perspective-taking performance on the Spatial Orientation Test, more gesturing from a survey perspective predicted more accurate memory following navigation. Thus, co-thought gestures accompanying route learning relate to performance selectively, depending on the gesturers’ spatial ability and the perspective of their gestures. Survey gestures may help some individuals visualize an overall route that they can retain in memory.     

Variable Granularity in Route Directions

Abstract

This paper addresses changes of spatial granularity in route directions in relation to information needs in multimodal traveling. We outline a model of variability in granularity and apply this model to empirical data. Results reveal that linguistic route directions produced by humans as well as automatically generated web-based services provide the most crucial route elements in hierarchically structured ways that reflect the salient structure imposed by multimodal traveling. However, although the web-based information is impressively comprehensive, human route directions exhibit more flexibility regarding switches of place-related granularity, and they provide more detailed information at complex locations or decision points.     

The Influence of Landmarks and Pre-exposure to a Structural Map During the Process of Spatial Knowledge Acquisition: A Study with Children and Adults in a Virtual Environment

ABSTRACT

This study investigated the effects of featural information (landmarks) and geometric information (pre-exposure to a structural map) and their possible interaction during the process of spatial knowledge acquisition of 8- and 11-year-old children and adults in a virtual environment. The study confirmed the well-known result of a developmental achievement in spatial cognition from childhood to adulthood. Although landmarks and the pre-exposure to a structural map did not affect the time to learn a specific route, they influenced the use of behavior in spatial learning and eased the acquisition of spatial knowledge measured by a route reversal and map-drawing tasks. Children and adults are able to integrate featural and geometric information in the spatial knowledge acquisition process in an environmental space, but their integration depends on the spatial processing stages that are investigated. Moreover, it was successfully demonstrated that the use of desktop virtual environments seems to be appropriate to investigate the development of spatial cognition.     

Landmarks on the move: Producing and understanding references to moving landmarks

There is a general agreement that landmarks in route directions should be perceptually salient and stable objects. Yet, other attributes, such as (animated) motion, can also attract visual attention and make entities salient. In the present study, we investigate if and when speakers refer to moving entities in route directions and how listeners evaluate such instructions. We asked speakers to watch short videos of different crossroads with and without moving landmarks and give directions to listeners, who in turn had to choose a street on which to continue (Experiment 1) or choose the instruction they most preferred among three route directions (Experiment 2). Results reveal that speakers mentioned moving entities, especially when the trajectory was informative for the place where a turn should be taken (Experiment 1). Listeners had no problem understanding instructions with moving landmarks (Experiment 1). Yet, participants chose instructions with stable landmarks more often (Experiment 2). These results are discussed in relation to automatic route directions generation.     

Assessment of between-floor structural and topological properties on cognitive map development in multilevel built environments

The present study investigated cognitive map development in multilevel built environments. Three experiments were conducted in complex virtual buildings to examine the effects of five between-floor structural factors that may impede the accuracy of humans’ ability to build multilevel cognitive maps. Results from Experiments 1 and 2 (of three experiments) revealed that difficulties in developing multilevel cognitive maps are not solely caused by the z-axis offset, as is suggested in the literature, but are due to the factorial combination of a between-floor overlap and a z-axis offset. Results from Experiment 2 showed that this process becomes substantially more difficult when the reference directions between different floors have an angular offset from each other. Finally, results from Experiment 3 demonstrated that confusing between-floor heading shifts in aligned buildings did not make it reliably harder to build multilevel cognitive maps. The implications of these findings are discussed in terms of theories of mental representations in multilayered three-dimensional spaces, as well as for architectural design.     

Selection of Salient Features for Route Directions

People navigating in unfamiliar environments rely on wayfinding directions, either given by people familiar with the place, or given by maps or wayfinding services. The essential role of landmarks in human route communication is well-known. However, mapping the human ability to select landmarks ad hoc for route directions to a computational model was never tried before. Wayfinding services manage the problem by using predefined points of interest. These points are not automatically identified, and they are not related to any route. In contrast, here a computational model is presented that selects salient features along a route where needed, e.g., at decision points. We propose measures to formally specify the salience of a feature. The observed values of these measures are subject to stochastical tests in order to identify the most salient features from datasets. The proposed model is implemented and checked for computability with a use case from the city of Vienna. It is also crosschecked with a human subject survey for landmarks along a given route. The survey provides evidence that the proposed model selects features that are strongly correlated to human concepts of landmarks. Hence, integrating the selected salient features in wayfinding directions will produce directions with lower cognitive workload and higher success rates, compared to directions based only on geometry, or on geometry and static points of interest.     

Heading south with a north-up map: A choice processing analysis of map alignment effects

This study employed an information accumulation model of choice reaction times to investigate alignment effects in mental representations of maps. University students studied a map from a single orientation (with north at the top). In a subsequent two-choice reaction time task, the students’ spatial knowledge of the map was assessed employing spatial left/right judgments, which were made from imagined perspectives that were either north-aligned or south-aligned. Data showed a standard alignment effect, favoring north- over south-aligned trials. To examine the locus of this effect, data were fit using the Linear Ballistic Accumulator (LBA) model of speeded decisions (Brown & Heathcote, 2008). Of interest were three model parameters: drift rate, the speed at which evidence accumulates toward a response; response threshold, the amount of evidence demanded from the decision maker before selecting a response; and non-decision time, the time consumed by pre- and postdecisional processes. The best-fitting model suggested that non-decision time accounted for the alignment effect. The difference in non-decision time between north and south-aligned judgments suggests a mental alignment stage on south-aligned trials, accounting for the longer reaction times for judgements misaligned with the presented north orientation of the map.     

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.     

Editorial: Cognitive Semantics and Spatio-Temporal Ontologies

How do people describe the location of a target object to another? This task requires a reference object or frame and terms of reference. Traditional linguistic analyses have loosely organized perspectives around people, objects, or environments as reference objects, using reference terms based on a viewpoint or the intrinsic sides of an object, such as left, right, front, and back or based on the environment, such as north, south, east, and west. In actual communication, social, spatial, and cognitive factors may also affect perspective choice. We examine those factors by varying the spatial information (landmarks and cardinal directions), the communication task (relative cognitive burden to speakers and addressees), and the culture of participants (American and Japanese). Speakers used addressees' perspectives more when addressees had the greater cognitive burden. They also used landmarks and cardinal directions when they were available, especially to avoid difficult discriminations like left/right. Some cases appearing to be perspective taking can be interpreted as using a person as a landmark. Finally, terms like near indicating close proximity were preferred to far and to terms requiring projection of directions. Globally, perspective choices of American and Japanese samples were strikingly similar; that is, Japanese did not select addressees' perspectives more than Americans. The traditional linguistic analyses need to be enhanced to account for effects of cognitive, situational, and social factors.     

Timing and sex effects on the “Spatial Orientation Test”: A World War II map reading test

The present study aimed to document the psychometric properties of a recently declassified map reading test used in World War II, known as the Spatial Orientation Test (SOT), which measures mostly the ability to match map and aerial images. We also examined the influence of timing conditions and sex of the participants as correlates of performance. A total of 101 participants (41 males, 60 females) completed the SOT, along with other spatial tests and spatial affect scales (tapping spatial anxiety and confidence). Results showed a significant male advantage on this rediscovered map reading test. Additionally, timing affected overall performance but not the magnitude of sex differences. Finally, significant correlations were found between the SOT and other spatial tests and scales. The processes underlying this test and its potential for future use are discussed.     

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.     

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.