Current theories of environmental cognition typically differentiate between an online, transient, and dynamic system of spatial representation and an offline and enduring system of memory representation. Here we present additional evidence for such two-system theories in the context of the disorientation paradigm introduced by Wang and Spelke (2000). Several experiments replicate the finding that disorientation results in a decrease in the precision of people's estimates of relative directions. In contrast to the typical interpretation of this effect as indicating the primacy of a transient spatial system, our results are generally more consistent with an interpretation of it as indicating a switch from a relatively precise online representation to a relatively coarse enduring one. Further experiments examine the relative precision of transient and enduring representations, and show that switching between them does not require disorientation, but can also be produced by self-rotations as small as 135°. KeywordsSpatial representation; spatial memory; egocentric updating; spatial updating; cognitive maps Transient and enduring spatial representations under disorientation and selfrotationKnowing the locations of objects in one's environment is a fundamental competence that is critical for survival. Because of this, understanding how humans (and other animals) interpret, monitor, and internally represent spatial information about their environment has been one of the major driving issues in the contemporary study of spatial cognition. In the past 15 years, several investigators have proposed theories of environmental behavior that posit a two-system or two-process account of spatial cognition (Amorim, Glasauer, Corpinot, & Berthoz, 1997;Arbib, 1999;Creem & Proffitt, 1998;Easton & Sholl, 1995;Gallistel, 1990;Hartley & Burgess, 2005;Huttenlocher, Hedges, & Duncan, 1991;McNamara, 2003;Mou, McNamara, Valiquette, & Rump, 2004;Wang, 2000;Wang & Spelke, 2000). Although these accounts differ in many of their details, in general, they all contrast an online transient system that is chiefly supported by perceptual processes and that codes spatial information with relatively high precision, with an offline enduring system that is supported primarily by long-term memory and whose codes are relatively coarse and/or biased

AIM The aim of the study was to assess two levels of immersive virtual reality simulation (VRS) to teach the skill of decontamination. BACKGROUND Little is known about the use of VRS in providing disaster education, including retention. METHOD Quasiexperimental design with repeated measures, supplemented by qualitative data, using a convenience sample of senior baccalaureate nursing students (n = 197) from four Midwest campuses was used. Students were randomly assigned to a group (two levels of immersive VRS and a control group) to learn the skill of decontamination. Cognitive learning, performance, and performance time were measured pre/post and at six months. RESULTS Outcome measures were significant with immediate postintervention improvements and lower retention scores at six months. No significant differences were noted between groups. Students were satisfied with the VRS but found immersive VRS more interactive. CONCLUSION VRS provides another alternative for simulated learning experiences; best practice approaches for its use still need to be explored.