The present article describes the cognitive and emotional aspects of human thigmotaxis (a wall-following spatial strategy) during exploration of virtual and physical spaces. The authors assessed 106 participants with spatial and nonspatial performance-based learning-memory tasks and with fear and anxiety questionnaires. The results demonstrate that thigmotaxis plays a distinct role at different phases of spatial learning. The 1st phase shows a positive correlation between thigmotaxis and general phobic avoidance, whereas there is no association between thigmotaxis and general phobic avoidance during later phases of learning. Furthermore, participants who underperformed in working memory tests and in a spatial construction task exhibited greater thigmotaxis and a higher potential for fear response. Findings are interpreted in the framework of interactions among emotion-, action-, and knowledge-controlled spatial learning theories.

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Taking notes is of uttermost importance in academic and commercial use and success. Different techniques for note-taking utilise different cognitive processes and strategies. This experimental study examined ways to enhance cognitive performance via different note-taking techniques. By comparing performances of traditional, linear style note-taking with alternative nonlinear technique, we aimed to examine the efficiency and importance of different ways of taking notes. Twenty-six volunteer adult learners from an information management course participated in this study. Cognitive performance scores from a traditional linear note-taking group were compared with another group by using a commercially available non-linear note-taking technique. Both groups were tested in two settings: after a classroom lecture and a panel forum discussion. Tasks included measures on story comprehension, memory, complexity of mental representations and metacognitive skills. Data analysis revealed that the non-linear note-takers were significantly better than the linear group both in terms of the quantity and the quality of the learned material. This study demonstrates the importance of using cognitively compatible note-taking techniques. It identifies the cognitive mechanisms behind effective note-taking and knowledge representation. Using such techniques enables deeper understanding and more integrated knowledge management. BackgroundNote taking is one of the first and most established cognitive technology (Dror, 2007). As such, it offloads cognitive processes and extends our 'in head' cognitive abilities (Dror & Harnad, 2008). A great controversy in academic performance is that although students rely vastly on their information acquisition and representational skills (Armbruster, 2000), their note-taking efficiency is only around 20-40% in a typical

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