Navigational Aids and Spatial Memory Impairment: The Role of Divided Attention

Navigational aids impair spatial memory for experienced environments, but the cognitive mechanisms underlying impairment remain an open question. Recent evidence implicates divided attention, but to date no study has directly manipulated divided attention in navigational aid contexts. The present study addresses this need. Participants navigated virtual towns with aid presence and divided attention factorially crossed in a within-participants design. They then completed spatial memory assessments. Divided attention alone impaired spatial memory. Navigational aid presence impaired spatial memory when attention was undivided, replicating previous findings, but did not to a greater extent when attention was divided. These findings suggest that navigational aids divide attention sufficiently to impair spatial memory.     

Dysfunctions of Spatial Cognition in Schizophrenic Patients

ABSTRACT

Twenty outpatients who fulfilled the criteria for a diagnosis of schizophrenia and 28 control participants were invited to learn a route through a complex outdoor environment. They were then tested in tasks intended to explore various aspects of their memorized representation of the navigational episode. Compared to controls, the patients showed significant impairment in both the verbal production of route directions and the drawing of sketch maps. They referred to fewer landmarks and provided fewer directional instructions than the controls, while making a greater number of irrelevant comments. When invited to distinguish between photographs showing views of landmarks encountered along the route and distractors, they performed as well as the controls, and they had similar response times. However, when they were presented with pairs of actual photographs taken along the route, they displayed special difficulty in deciding which of the two landmarks was encountered first along the route. This difficulty in retrieving the sequential structure of the navigational episode suggests that the patients' memories were not accurately linked to one another in their mental representation of the route. These findings are interpreted in the context of current hypotheses about the hippocampal impairment that affects schizophrenic patients.     

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.     

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.     

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.     

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.     

The effects of maps and textual information on navigation in a desktop virtual environment

This study presents an experimentthat investigates how individuals perform anavigation test in a desktop virtualenvironment. The participants were randomlyassigned to one of the five test conditions:(C1) a map as information material during theentire test, (C2) the map only visible beforethe test, (C3) textual information during theentire test, (C4) textual information onlybefore the test and (C5) no additionalnavigational cues. The results were thatadditional information during the entire testwas more effective than short periods ofstudying the map or textual information onlybefore the test. However, participants weremore accurate in finding their route when anykind of navigational cues were used than whenno navigational cues were used. The results ofan additional questionnaire indicate thatbetween the test groups there were nodifferences in estimating the travelleddistances. The performance to draw the coveredpath into a sketch map of the landscape did notdiffer significantly between the test groupswith additional navigational cues. Theseresults indicate that in certain environmentstextual information may provide an effectivealternative to navigation training with a map.     

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.     

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.     

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.     

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.     

Combining Locations from Working Memory and Long-Term Memory into a Common Spatial Image

Abstract

This research uses a novel integration paradigm to investigate whether target locations read in from long-term memory (LTM) differ from perceptually encoded inputs in spatial working-memory (SWM) with respect to systematic spatial error and/or noise, and whether SWM can simultaneously encompass both of these sources. Our results provide evidence for a composite representation of space in SWM derived from both perception and LTM, albeit with a loss in spatial precision of locations retrieved from LTM. More generally, the data support the concept of a spatial image in working memory and extend its potential sources to representations retrieved from LTM.     

An Investigation into Vertical Bias Effects

ABSTRACT

In three experiments, after exploring a virtual environment (VE), adult participants made spatial judgments about the location of target objects that were higher and lower than their perceived test location within the VE. In Experiment 1, the locations of the target objects were inferred from verbal instructions. The main results were a tendency to judge objects as closer to the horizontal plane than their true locations, and more efficient downward than upward judgments. Both effects generally accord with findings reported by Wilson et al. (2004a Wilson, P. N., Foreman, N., Stanton, D. and Duffy, H. 2004a. Memory for targets in a multilevel simulated environment: Evidence for vertical asymmetry in spatial memory. Memory & Cognition, 32: 283–297. [Crossref] , [Google Scholar], 2004b Wilson, P. N., Foreman, N., Stanton, D. and Duffy, H. 2004b. Memory for targets in a multi-level simulated-environment: A comparison between able-bodied and physically disabled children. British Journal of Psychology, 95: 325–338.  [Google Scholar]). In Experiments 2 and 3, which were closely modeled on the design of the Wilson et al. studies, regression to the horizontal plane was noted but no downward bias was observed. A misperception in the viewing height between the floors and ceilings of the virtual rooms was apparent in both experiments. The results from the present study together with earlier investigations suggest different hierarchical encoding of between-axis and within-axis information.     

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.     

Multiple Systems for Spatial Imagery: Transformations of Objects and Bodies

Problem-solving often requires imagining spatial changes. Object-based transformations allow imagining an object in a different orientation. Perspective transformations allow imagining changes in one's viewpoint. Three experiments tested the hypothesis that these two transformations are dissociable and specialized for different situations, by manipulating instructions and task parameters and measuring response times, errors, and introspective reports. Human experience with small objects such as telephones and clothes irons consists mostly of manipulation or observed manipulation, which is characterized by object-based transformations. Consistent with this experience, when participants made judgments about small manipulable objects, they showed a strong tendency to use object-based transformations. Experience with human bodies is more varied, including both object-like interactions and interactions in which one must estimate another's perspective. Accordingly, when making judgments about pictures of bodies, participants' selection of a spatial transformation depended on the type of judgment that needed to be made. When instructions violated these natural mappings, performance was impaired. These data argue for the view that multiple spatial transformation systems evolved to solve different spatial reasoning problems.     

Risk-taking during wayfinding is modulated by external stressors and personality traits

ABSTRACT

Two experiments examined cue reliance and risk-taking during desktop virtual wayfinding, and how they might be modulated by personality traits and external stressors. Participants navigated a series of virtual buildings and we manipulated the strength of probabilistic cues available to guide turn decisions. Navigators frequently discounted probabilistic cues and instead took risks, particularly when costs were low and potential benefits were high. Risk-taking was predicted by higher sense of direction and lower need for structure. Introducing a time stressor lowered risk-taking, with a higher relative reliance on probability-based information. This was most pronounced in females and those with a high need for structure. Results provide novel evidence that spatial cue reliance is modulated by individual differences and contextual constraints.     

Why do speakers mix perspectives?

Although considerations of discourse coherence and cognitive processing suggest that communicators should adopt consistent perspectives when describing spatial scenes, in many cases they switch perspectives. Ongoing research examining cognitive costs indicates that these are small and exacted in establishing a mental model of a scene but not in retrieving information from a well-known scene. A perspective entails a point of view, a referent object, and terms of reference. These may change within a perspective, exacting cognitive costs, so that the costs of switching perspective may not be greater than the costs of maintaining the same perspective. Another project investigating perspective choice for self and other demonstrates effects of salience of referent object and ease of terms of reference. Perspective is mixed not just in verbal communications but also in pictorial ones, suggesting that at times, switching perspective is more effective than maintaining a consistent one.