Development of egocentric and allocentric spatial representations from childhood to elderly age

Ruggiero, Gennaro; D’Errico, Ortensia; Iachini, Tina

doi:10.1007/s00426-015-0658-9

Cited by 84 publications

(91 citation statements)

References 103 publications

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“…The studies showed that TD children learn to form egocentric representations by 2-5 years old, and can even use environmental information, such as the shape of a room (Hermer and Spelke, 1994;Newcombe et al, 1998). At around 6 years of age their mental representations can become view-independent, showing the children's ability to use the structural features of an environment to infer target locations (e.g., Nardini et al, 2008Nardini et al, , 2009Ruggiero et al, 2016).…”

Section: Path Learning With Actual Movesmentioning

confidence: 99%

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Path Learning in Individuals With Down Syndrome: The Floor Matrix Task and the Role of Individual Visuo-Spatial Measures

Meneghetti

Toffalini

Lanfranchi

et al. 2020

Front. Hum. Neurosci.

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Section: Path Learning With Actual Movesmentioning

confidence: 99%

“…It might be that the TD children's performance is better in the Observation condition than in the Map condition, however. This would be due to their retaining a preference for egocentric representations (Siegel and White, 1975;Ruggiero et al, 2016);…”

Section: Rationale and Aims Of The Studymentioning

confidence: 99%

Path Learning in Individuals With Down Syndrome: The Floor Matrix Task and the Role of Individual Visuo-Spatial Measures

Meneghetti

Toffalini

Lanfranchi

et al. 2020

Front. Hum. Neurosci.

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“…A key difference between the two perspectives is that in the route perspective, the elements, for example, landmarks, are represented sequentially, whereas in the survey perspective, they are represented simultaneously along with information about their relative spatial positions. TD children can develop spatial representations from an allocentric view – that is, they can acquire survey knowledge – by 5 years of age (Bullens, Igloi, Berthoz, Postma, & Rondi‐Reig, ; Ruggiero, D'Errico, & Iachini, ), and most individuals with DS only reach a mental age of about 5 years (Dykens et al ., ).…”

Section: Introductionmentioning

confidence: 99%

Environment learning from virtual exploration in individuals with down syndrome: the role of perspective and sketch maps

Toffalini

Meneghetti

Carretti

et al. 2017

J intellect Disabil Res

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Background Spatial knowledge about an environment is an important determinant of ability to move effectively within it and of personal autonomy. Individuals with Down's syndrome (DS) have difficulty managing configural visuospatial information. Method Twenty-nine individuals with DS and 29 typically developing (TD) children, matched for mental age, learned about environments through virtual exploration using a route or survey view. A sketch map of the environment was or was not presented before exploration. Then the acquisition of configural knowledge (landmark locations) and route retracing were tested. Results Individuals with DS were able to acquire configural knowledge through virtual exploration in all presentation conditions, and generally performed no worse than matched TD children. However, they were not able to benefit from the conditions that facilitated acquisition of configural knowledge in TD children, that is, seeing a sketch map before exploring and exploring in survey (rather than route) view. As regards route retracing, individuals with DS paused

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“…These age-54 related shifts in strategy use have been interpreted in relation to the slow maturation (in 55 development) and early deterioration (in aging) of the brain areas involved in spatial navigation (e.g. 56 the hippocampus or frontal areas [13][14][15][16][17] ). 57An alternative hypothesis has been proposed recently.…”

mentioning

confidence: 99%

Modulation of spatial cue processing across the lifespan: a geometric polarization of space restores allocentric navigation strategies in children and older adults

Bécu

Sheynikhovich

Ramanoël

et al. 2020

Preprint

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13The impact of development and healthy aging on spatial cognition has been traditionally 14 attributed to a difficulty in using allocentric strategies and a preference for egocentric ones. An 15 alternative possibility, suggested by our previous works, is that this preference is actually 16 conditioned by the spatial cues (e.g. geometric of landmark cues) present in the environment rather egocentric frame of reference, locations are represented relative to the subject's body, whereas in 35 an allocentric frame of reference, locations are represented relative to external environmental 36 elements 1 . The use of allocentric and egocentric strategies is highly influenced by specific situations 37 the navigator is facing 2 but also by the navigator's individual characteristics. Among the later, age 38 critically influence the way people navigate in space 3 . 39Developmental and aging data seem to suggest an inverted U-profile of allocentric processing 40 with age. In young children, spatial navigation seems to be preferentially guided by egocentric 41 representations, although some form of allocentric coding can be present early in development 4,5 . 42 For instance, by having children aged between 5 and 10 navigating a multiple-armed maze 43 surrounded by distal landmarks, showed that a majority of children used an 44 sequential egocentric strategy spontaneously 6 . The use of allocentric strategies emerged gradually 45 later on during development, from 7 to 10 years of age. At the other end of the curve, converging 46 evidence supports a decreased use of allocentric strategies (and a preference for egocentric ones) in 47 older subjects, when compared to young ones 7-12 . For instance, Rodgers et al. (2012) used a 48 paradigm allowing to dissociate allocentric and egocentric strategies in a 3-armed maze (so-called Y-49 maze) 12 . After having learned to position of a goal starting from one arm of the maze, the subject 50 was positioned in the second arm of the maze and asked to return to the goal position. The subject's 51 strategy was classified as egocentric if the subject made the same turn as during the learning phase 52 and allocentric if he or she moved to the correct goal location. Results showed that older adults were 53 more likely in this situation to use an egocentric strategy, in comparison to young adults. These age-54 related shifts in strategy use have been interpreted in relation to the slow maturation (in 55 development) and early deterioration (in aging) of the brain areas involved in spatial navigation (e.g. 56 the hippocampus or frontal areas [13][14][15][16][17] ). 57An alternative hypothesis has been proposed recently. In a study in ecological conditions, Bécu et 58 al. (2019) showed that healthy aging was associated with an increased preference for geometric 59 spatial cues 18 . Whereas young adults relied on landmark cues, older adults preferentially used 60 geometric cues to reorient in space, at the detriment of the landmarks. This preference for geometry 61 has been linked in older ad...

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Development of egocentric and allocentric spatial representations from childhood to elderly age

Cited by 84 publications

References 103 publications

Path Learning in Individuals With Down Syndrome: The Floor Matrix Task and the Role of Individual Visuo-Spatial Measures

Path Learning in Individuals With Down Syndrome: The Floor Matrix Task and the Role of Individual Visuo-Spatial Measures

Environment learning from virtual exploration in individuals with down syndrome: the role of perspective and sketch maps

Modulation of spatial cue processing across the lifespan: a geometric polarization of space restores allocentric navigation strategies in children and older adults

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