Egocentric frames of reference used for the retrieval of survey knowledge learned by map and navigation

Two experiments are reported that use a ``point-to-unseen-targets' task to study the role of egocentric reference frames in the retrieval of survey knowledge learned from either studying a map or navigating an environment. In Experiment 1, performance was generally consistent with the hypothesis that map knowledge is retrieved using a frame of reference centered on the eye, characterized by (a) a fixed orientation in a ``frontal representational plane' and (b) equal access to spatial relations both in front of, or above, and behind, or below, a right-left retrieval axis. The results of Experiment 2 were consistent with the hypothesis that environment knowledge is retrieved within a frame of reference centered on the body, characterized by (a) flexible orientation within a ``transverse representational plane' and (b) privileged access to spatial relations located in front of the right-left retrieval axis in representational space. Both types of knowledge function as if they preserve information about the Euclidean angles connecting elements in physical space.     

Environmental reference systems for large-scale spaces

Human navigation in well-known environments is guided by stored memory representations of spatial information. In three experiments (N = 43) we investigated the role of different spatial reference systems when accessing information about familiar objects at different locations in the city in which the participants lived. Our results indicate that two independent reference systems underly the retrieval of spatial knowledge. Environmental characteristics, e.g., the streets at an intersection, determine which headings are easier to imagine at a given location and lead to differences in accessibility of spatial information (orientation-specific behavior). In addition, access to spatial information depends on the relative direction of a location with respect to the imagined heading, such that information about locations imagined in front of oneself is easier to access than about locations towards the back. This influence of an egocentric reference system was found for environmental knowledge as well as map-based knowledge. In light of these reference system effects, position-dependent models of spatial memory for large-scale environments are discussed. To account for the simultaneous effect of an environmental and an egocentric reference system, we present a 2-level model of spatial memory access.     

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.     

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.     

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.     

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.     

Verb Semantics Affects the Interpretation of Spatial Prepositions

Abstract

Spatial prepositions, more specifically projective prepositions, such as in front of or behind can be interpreted in different ways. Their interpretation depends on the spatial perspective taken as the basis for determining the reference frame's orientation. In 3 series of placement experiments with German speakers, we examined whether the interpretation of projective prepositions in a motion context is affected by the verb used in a spatial instruction. Results suggest that verb semantics is a factor accounting for previously observed seemingly social-situational differences in the interpretation of projective prepositions. Specifically, the findings indicate that, relative to a car as reference object, the semantic aspect of motion interruption associated with some verbs leads to a higher proportion of deictic interpretations determined by the direction from which one is approaching the car. This verb effect on the interpretation of spatial prepositions can be explained by an activation of the temporal dimension through stop-implying verbs, which is integrated into the spatial situation model of the perceived dynamic scene making the deictic frame of reference more compatible. The experimental evidence also shows that verb semantics can account for previously unexplained cross-linguistic differences, and is related to patterns concerning the prepositional inventory of languages.     

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.     

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.     

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.     

Geometric structures of frames of reference and natural language semantics

This article aims at formal specifications of reference systems in spatial cognition. It concentrates on two roles of reference systems connected to spatial language: reference systems resolving ambiguities and reference systems forming a basis for the classification of linguistic terms. Although coordinate systems are often seen as candidates for the geometric structure of reference systems, it is shown here that they do not appear in the explanations that go into the details. An analysis of the German terms vor, hinter, rechts and links (in front of, in back of, right, left) presents an alternative model for the geometric structure of spatial reference systems.     

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.     

Children's control of reference systems in spatial tasks: Foundations of spatial cognitive skill?

Two experiments are presented, one that focused on the abilities of 3- through 8-year-old children to use frames of reference as means for solving a search task in a small-scale perceived space and one that focused on the abilities of 8- through 11-year-old children to use different frames of reference to answer questions about the locations of objects in an environment they had read about. Experiment 1 revealed developmental improvement in the consistent application of object-, place-, and viewer-based frames of reference, with scale of space impacting the pattern of age-related improvement. Experiment 2 showed that young readers' first successes with switching from one reference system to another in representational space involved a vantage point perspective, a viewer-based ``gaze tour' of a small-scale area. Although disparate in focus and method, the studies point to the need for a new theoretical framework for examining developmental issues in the application of spatial frames of reference.