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.     

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.     

Qualitative Spatial Reasoning in Interpreting Text and Narrative

Abstract

Simple natural language texts and narratives often raise problems in commonsense spatial knowledge and reasoning of surprising logical complexity and geometric richness. In this article, I consider a dozen short texts—five taken from literature, the remainder contrived as illustrations—and discuss the spatial reasoning involved in understanding them. I conclude by summarizing their common features, and by tentatively drawing some morals for research in this area.     

Effects of Communication Methods on Communication Patterns and Performance in a Remote Spatial Orientation Task

Abstract

An experiment was conducted to examine the impact of communication methods (text-only, audio-only, and audio-plus-video) on communication patterns and effectiveness in a 2-person remote spatial orientation task. The task required a pair of participants to figure out the cardinal direction of a target object by communicating spatial information and perspectives. Results showed that overall effectiveness in the audio-only condition was better than the text-only and audio-plus-video conditions, and communication patterns were more predictive of errors than individual differences in spatial abilities. Discourse analysis showed that participants in the audio-plus-video condition performed less mental transformation of spatial information when communicating, which led to more interpretation errors by the listener. Participants in the text-only conditions performed less confirmation and made more errors by misreading their own display. Results suggested that speakers in the audio-plus-video condition minimized effort by communicating spatial information based on their own perspective but speakers in the audio-only and text-only conditions would more likely communicate transformed spatial information. Analysis of gestures in the audio-plus-video condition confirmed that iconic gestures tended to co-occur with spatial transformation. Iconic gesture rates were negatively correlated with transformation errors, indicating that iconic gestures more likely co-occurred with successful communication of spatial transformation. Results show that when visual interactive feedback is available, speakers tend to adopt egocentric spatial perspectives to minimize effort in mental transformation and rely on the feedback to ensure that the hearer correctly interprets the information. When visual interactive feedback is not available, speakers will put more effort in transforming spatial information to help the hearer to understand the information. The current result demonstrated that allowing two persons to see and communicate with each other during a remote spatial reasoning task can lead to more errors because of the use of a suboptimal communication strategy.     

Revisiting Perspective-Taking: Can People Maintain Imagined Perspectives?

Abstract

Three experiments were conducted to examine whether people can adopt and maintain imagined perspectives in the absence of target information. The task used entailed providing information about an imagined perspective in advance of target information to examine whether this would facilitate perspective-taking performance and reduce or eliminate alignment effects that are commonly reported in the literature. The three experiments employed different types of spatial environments: an environment learned from navigating a computer screen (Experiment 1), and an immersive environment that was either remote (Experiment 2) or immediate (Experiment 3) at the time of retrieval. Across the three experiments, results showed that information about an imagined perspective can be utilized ahead of target information. Furthermore, they suggested that alignment effects can be reduced as a result of processing information about perspective ahead of target information, but only when reasoning about specific nonimmediate spatial relations (Experiments 1 and 2). Results are discussed in connection with previous findings on spatial updating and the organizational structure of spatial memory.     

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.     

Spatial Influence of Environmental Axes in a Baseball Field

Abstract

We investigated the influence of environmental axes in a baseball field. In Experiment 1, participants walked either a path in the prototypical orientation (home plate to second base) or one which was rotated 225°. Recall for object locations was best when participants imagined themselves aligned with axes salient from the experienced orientation. In Experiment 2, when learning was through a route text, there was less of an influence of environmental axes. In Experiment 3, when participants walked both paths, memories were good for the atypical orientation, suggesting that task-specific spatial cues can be more influential than a prior conceptual north.     

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.     

Spatial working memory is enhanced for movement experts in traditional and embodied tasks

Movement experts tend to outperform non-experts on some tasks of spatial ability, suggesting that movement experts possess enhanced spatial-cognitive abilities, which may be developed over years of practice. In the current study, movement experts (dancers and athletes) and non-experts completed one verbal working memory task and two spatial working memory tasks—a traditional Corsi block-tapping task and a new full-bodied version of the Corsi task, nicknamed the “Twister Task.” Movement experts outperformed non-experts on both the Corsi and Twister tasks but not on the verbal task, suggesting that movement experience may relate to spatial working memory specifically. Additionally, the Twister task significantly correlated with the traditional Corsi task, providing validation for a new measure of spatial working memory.     

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.     

Qualitative Spatial Reasoning for Topological Map Learning

Abstract

In this paper we investigate the application of qualitative spatial reasoning methods for learning the topological map of an unknown environment. We develop a topological mapping framework that achieves robustness against ambiguity in the available information by tracking all possible graph hypotheses simultaneously. We then exploit spatial reasoning to reduce the space of possible hypotheses. The considered constraints are qualitative direction information and the assumption that the map is planar. We investigate the effects of absolute and relative direction information using two different spatial calculi and combine the approach with a real mapping system based on Voronoi graphs.     

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.