The acquisition of survey knowledge for local and global landmark configurations under time pressure

The influence of stress states on cognition is widely recognized. However, the manner in which stress affects survey knowledge acquisition is still unresolved. For the present study, we investigated whether survey knowledge acquisition during a stressful task (i.e., under time pressure) is more accurate for the mental representation of global or local landmarks. Participants navigated through virtual cities with a navigation aid and explicit learning instructions for different landmark configurations. Participants’ judgments of relative direction (JRDs) suggest that global landmark configurations were not represented more accurately than local landmark configurations and that survey knowledge acquisition was not impaired under time pressure. In contrast to prior findings, our results indicate the limitations of the utility of global landmarks for spatial knowledge acquisition.     

Is Route Learning More Than Serial Learning?

Abstract

The nature of route learning in terms of the memorizing of landmarks was investigated. In Experiment 1, participants memorized landmarks while being guided through a computer-simulated hallway (dynamic, with spatial context), or while viewing the landmarks one by one in front of a black background (static, without context). Two more conditions completed the 2 × 2 design. One condition preserved the dynamic landmark viewing properties (observers approached each object, passed it, turned to the next object, and so on), but the background was black (dynamic, without context). In the other condition the observer saw a stationary display of each object within a hallway, but did not approach the object (static, with context). Serial recall was much better after viewing the landmarks in the dynamic presentation format with spatial context than in the other conditions. Experiment 2 showed that the superior performance in the dynamic condition with context was abolished when all hallway segments were equally long. This implies that metric information is a component of route knowledge at a very early stage, which is incompatible with the dominant framework, but is compatible with the alternative framework for spatial microgenesis.     

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.     

Wayfinding Through Orientation

Dominant approaches in computer-assisted wayfinding support adhere to the deeply problematic principles of turn-by-turn navigation. In this article, we suggest a new approach called “Wayfinding Through Orientation,” which supports the acquisition of spatial knowledge and cognitive mapping for advancing the user’s spatial orientation. Being oriented on one’s way is a prerequisite to enabling people to verify instructions and to incorporate new spatial information into their existing knowledge structure. In three studies described in this article we first present empirical evidence that people can be supported in survey knowledge acquisition through suitable wayfinding instructions. Consequently, we explore orientation information in human wayfinding instructions. Finally, we outline how orientation information can be communicated within a prototypically implemented navigation assistance system.     

Wayfinding Performance in and the Spatial Knowledge of a Color-coded Building for Adults and Children

The study reported here investigates the effect color has on the performance in a wayfinding task,the wayfinding strategies used and the acquisition of survey knowledge of a total of sixty participants: twenty second graders,sixth graders, and adults each. All participants had to find their way to a goal in a virtual environment with either a colored or a gray ground. After that,they had to find the shortest way from the start position to the goal in two consecutive trials,to draw a sketch map of the maze,and to mark the position of the goal figure in an overview of the maze. The results showed that color helped all participants to improve their performance in the wayfinding task, influenced the use of some wayfinding strategies but did not improve the acquisition of survey knowledge. Furthermore, there was a developmental achievement from second graders to adults. The results implicate firstly that children and adults similarly rely on the structuring of space through color when navigating through an unfamiliar large-scale environment,and secondly that there is a dissociation between wayfinding behavior and spatial knowledge.     

Learning Routes from Visualizations for Indoor Wayfinding: Presentation Modes and Individual Differences

Abstract

Participants (N = 78) studied a visualization of a route through a complex building and walked that route in the real building without further assistance. Erroneous turns on the route as well as indicators of uncertainty such as hesitations were assessed. Three types of route visualizations were compared: (1) an allocentric, map-based visualization with the route indicated in floor maps, (2) an ordered sequence of pictures of decision points shown from the egocentric perspective, and (3) an animation showing a virtual walk of the route from the egocentric perspective. In addition to the experimental variation, gender differences, differences in visual-spatial abilities and differences in self-reported wayfinding strategies were considered as predictor variables. Wayfinding performance did not differ between allocentric (map) and egocentric (decision point pictures and animation) visualizations. However, wayfinding performance was better with animated than with static egocentric visualizations. Individual differences in the ability to encode visual-spatial information from the visualization played a critical role for route learning. Self-reported sense of direction related to egocentric wayfinding strategies also predicted wayfinding performance. Gender differences were attributable to differences in visual-spatial abilities and egocentric wayfinding strategies. Interactions between visualizations and individual differences were not found. It is concluded that animations of virtual walks are suitable to convey route information in complex buildings. Successful acquisition of route knowledge from maps is possible but might depend on the comprehensibility of the structure of the building.     

The New Generation of Automatic Landmark Detection Systems: Challenges and Guidelines

Abstract

Landmarks are salient objects in an environment. They play an important role in navigation by serving as orientation aids and marking decision points. Recently, there have been several efforts to design methods to automatically designate certain buildings with salient features as landmarks. All of these methodologies consist of similar steps: (a) establishing a neighborhood, usually around an intersection, (b) performing statistical or data mining analysis to find the building with outlier characteristics, and (c) establishing this salient building as the local landmark. Although these advances are significant, we believe that there are still several key issues that need to be fully addressed in order to realize the new generation of Automatic Landmark Detection Systems (ALDSs). Currently, the main shortcomings in the domain of ALDSs is the lack of a thorough and systematic study of attributes of objects that are analyzed to select landmarks, and deficient experimental verification of the benefits of ALDSs to the end users. Unless, these shortcomings are thoroughly addressed, the viability, applicability, and usefulness of ALDSs are uncertain. On the other hand, automatic landmark detection has the potential to be a dynamic, fascinating, and interdisciplinary research topic with wide applicability. Therefore, the goal of this paper is to discuss the current shortcomings in the domain of landmark detection, propose some preliminary solutions, and provide general guidelines for implementation of the new generation of ALDSs. Specifically, we discuss and promote the importance of: (a) widening the types of attributes analyzed in the landmark detection process, (b) weighting each attribute relative to its significance, (c) extending the types of objects considered as landmark candidates beyond just buildings, (d) identifying landmarks outside the vicinity of intersections, (e) identifying false landmarks along routes, and (f) using virtual environments for experiments with ALDSs. Throughout the paper, we discuss several demonstrative examples and experiments to clarify and support the ideas and concepts that are being promoted.     

Development of Landmark Knowledge at Decision Points

Two experiments investigated how people develop different landmark knowledge at decision points. Participants learned a route in a virtual city once or five times. One distinctive landmark was placed at each intersection of the route. At test, participants were released at each intersection according to the learning order and were required to determine the turning direction. At each intersection, the landmark was removed (no landmark), correctly placed (one landmark), duplicated on the other side (two identical landmarks), or misplaced from another intersection (two different landmarks) to disrupt the landmark sequence. The results suggested that humans develop different landmark knowledge (landmark knowledge for guidance, landmark knowledge for place recognition and knowledge of landmark sequence) with different navigation experience.     

Taxonomy of Human Wayfinding Tasks: A Knowledge-Based Approach

Abstract

Although the term “Wayfinding” has been defined by several authors, it subsumes a whole set of tasks that involve different cognitive processes, drawing on different cognitive components. Research on wayfinding has been conducted with different paradigms using a variety of wayfinding tasks. This makes it difficult to compare the results and implications of many studies. A systematic classification is needed in order to determine and investigate the cognitive processes and structural components of how humans solve wayfinding problems. Current classifications of wayfinding distinguish tasks on a rather coarse level or do not take the navigator's knowledge, a key factor in wayfinding, into account. We present an extended taxonomy of wayfinding that distinguishes tasks by external constraints as well as by the level of spatial knowledge that is available to the navigator. The taxonomy will help to decrease ambiguity of wayfinding tasks and it will facilitate understanding of the differentiated demands a navigator faces when solving wayfinding problems.     

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.     

Path visualization: a method for objective measurement of spatial visualization

ABSTRACT

The ability to mentally represent spatial information is a fundamental cognitive process. To many people, this process feels a bit like visual perception, hence the term ‘spatial visualization’. In this paper, we describe a method for measuring the accuracy of spatial visualization, specifically visualization of a complex path in imaginary space. A critical feature of this method (called Path Visualization) is that it relies on the detection of intersections in a visualized path. Intersection detection is an inherently spatial task that requires a spatial representation. In this paper, we show how the Path Visualization method works, and how it can be customized to address several key research issues in human spatial cognition.     

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.     

Dual-Task Interference in Spatial Reorientation: Linguistic and Nonlinguistic Factors

Abstract

Language has been proposed as a medium that serves to promote spatial orientation through integrating geometric and featural information (Spelke, 2003 Spelke, E. S. 2003. “What makes us smart? Core knowledge and natural language”. In Language in mind: Advances in the study of language and thought, Edited by: Gentner, D. and Goldin-Meadow, S. 277–312. Cambridge, MA: MIT Press..  [Google Scholar]). This proposal has been explored in dual-task experiments where linguistic resources are blocked by verbal shadowing. Although some studies report disruption in using environmental cues for spatial reorientation, findings have not been consistently replicated, and the source of disruption to reorientation by verbal shadowing remains unclear. We examined conditions under which verbal shadowing affects reorientation. Shadowing of meaningful language disrupted healthy adults' use of geometric and featural information to reorient only when task instructions were unclear and when extraneous visual information provided a source of nonlinguistic interference. Reorientation was examined during the shadowing of meaningful prose or nonword syllables and was similar under both concurrent task conditions. These results indicate that language is not necessary for spatial cue integration.     

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.     

Virtual to Real Transfer of Spatial Learning in a Complex Environment: The Role of Path Network and Additional Features

The effects of the amount and type of spatial information on the orientation accuracy and metric properties of mental representations of a large-scale built environment were evaluated in a virtual-real transfer study. Four groups of participants explored different virtual versions of a campus before being tested in the real environment. Learning with or without additional features and with or without a network of pathways led to different patterns of data. Although direction measures and straight-line and route distance estimates were least accurate in the absence of either type of information, the combination of both types of information did not produce more accurate knowledge than either did alone. In particular, the presence of additional features had a facilitating effect only on the direction estimates. The results highlight the respective importance of amount and type of spatial information in the acquisition and use of mental spatial representations.     

Navigation in outdoor environments as an embodied,social, cultural,and situated experience: An empirical study of orienteering

This study investigated novices' “lived experiences” of navigation within the sport of orienteering from an enactive and phenomenological approach. The objective was to qualitatively characterize elements of task-related situations that were meaningful for orienteers. The results showed that the participants continuously made judgments about the reliability of their estimations about whether they were on “the right route” on the course. When the participants judged that they were only approximately on the right route or were unable to locate themselves, elements of the situation other than map and terrain features became meaningful for them. These results demonstrate that, for novice orienteers, navigation activity must extend beyond navigation as a logical, computational way-finding problem to include embodied, social, cultural and situated dimensions.