No abstract

No abstract

No abstract

Previous research has shown that people need spatial-sequential ability to process route information. In the current study, we focused not on the participant’s ability but on the process of how spatial information is presented. We examined the hypothesis that constructing an accurate spatial representation from route descriptions requires text continuity more than from survey perspective. Forty-eight participants read a descriptive spatial text and then drew a map representing the text. We manipulated text continuity by transposing sentences in the spatial text and set three conditions: continuous, semi-continuous, and discontinuous. The results showed that when a route perspective is used, learning performance decreases in the absence of text continuity (e.g., in the semi-continuous and discontinuous conditions). This decrease in performance was modest when participants used a survey perspective. These results indicate that there is a tendency to rely on sequentially presented information when using the route perspective, not only at the surface level of description, but also at the level of cognitive processing.

No abstract