Individual Differences and Skill Training in Cognitive Mapping: How and Why People Differ

Ishikawa, Takumi

doi:10.1111/tops.12605

Cited by 16 publications

(12 citation statements)

References 113 publications

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“…Spatial knowledge gained from navigation has mostly been measured by testing only some of these various domains of knowledge, however, and more information is needed about the relationship between them (van der Ham et al, 2020 ; Muffato et al, 2022 ). Various human factors, such as visuospatial abilities and wayfinding inclinations, have been found to support environmental knowledge (Ishikawa, 2022 ; Meneghetti et al, 2021 ), but how they relate to the different types of environmental knowledge gained after passively learning a VE has yet to be investigated. Learning from passive navigation may result in reduced environmental knowledge (Chrastil & Warren, 2015 ).…”

Section: Discussionmentioning

confidence: 99%

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Investigating the different domains of environmental knowledge acquired from virtual navigation and their relationship to cognitive factors and wayfinding inclinations

Muffato,

Miola,

Pellegrini

et al. 2023

Cogn. Research

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When learning an environment from virtual navigation people gain knowledge about landmarks, their locations, and the paths that connect them. The present study newly aimed to investigate all these domains of knowledge and how cognitive factors such as visuospatial abilities and wayfinding inclinations might support virtual passive navigation. A total of 270 participants (145 women) were tested online. They: (i) completed visuospatial tasks and answered questionnaires on their wayfinding inclinations; and (ii) learnt a virtual path. The environmental knowledge they gained was assessed on their free recall of landmarks, their egocentric and allocentric pointing accuracy (location knowledge), and their performance in route direction and landmark location tasks (path knowledge). Visuospatial abilities and wayfinding inclinations emerged as two separate factors, and environmental knowledge as a single factor. The SEM model showed that both visuospatial abilities and wayfinding inclinations support the environmental knowledge factor, with similar pattern of relationships in men and women. Overall, factors related to the individual are relevant to the environmental knowledge gained from an online virtual passive navigation.

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Section: Discussionmentioning

confidence: 99%

“…Visuospatial factors play a part in spatial learning (He et al, 2021 ; Hegarty et al, 2006 ; Ishikawa, 2022 ; Weisberg, et al, 2014 ). The term visuospatial factor covers a broad and heterogeneous set of aspects.…”

Section: Introductionmentioning

confidence: 99%

Investigating the different domains of environmental knowledge acquired from virtual navigation and their relationship to cognitive factors and wayfinding inclinations

Muffato,

Miola,

Pellegrini

et al. 2023

Cogn. Research

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“…Surveys were selected to (a) understand effects of participants’ traits/characteristics and (b) possibly include as covariates to gain a deeper of understanding of the effects of traits and characteristics. Work by Ishikawa (2023), Ishikawa & Montello (2006), and Weisberg & Newcombe (2018) indicates that individuals with a keener sense of direction may perform better on tasks such as aviation that require an accurate configurational understanding of the environment. Therefore, we incorporated the Santa Barbara Sense of Direction (SBSOD) scale.…”

Section: Methodsmentioning

confidence: 99%

Proof of Concept for a Data-Driven Vr Spatial Disorientation Training Tool for Navy Pilots

Erickson,

Hidalgo,

Reynolds

et al. 2023

Proceedings of the Human Factors and Ergonomics Society Annual

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Spatial disorientation (SD) contributes to at least 30% of aviation mishaps, with most being fatal. These mishaps involve not only complex interactions between human, machine, mission, and environment, but also multiple internal neurophysiological systems. Given the complexity of these dynamics, SD competency (i.e., the ability to recognize, confirm, and recover from an SD incident) is hard to predict and teach in the classroom. The Aptima team has developed a data-driven, practical, and realistic virtual reality (VR) training platform for SD called MAVIS, which includes a set of subjective, objective (performance), and physiological measures to rigorously evaluate SD competencies. Preliminary results of this proof of concept confirm the validity of our theoretical framework with a small sample, although rigorous experimentation with a larger sample will be required to validate the approach and justify its operational use. These preliminary results indicated that (1) the MAVIS protocol induces SD; and (2) self-report, performancebased, and neurophysiological measures seem to associate with SD induction and its sequelae.

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“…Cognitive maps can be acquired through verbal or text-based descriptions of routes or environments and the spatial mental models developed from text may resemble the cognitive maps developed during navigation (Brunye et al, 2007 ; Giudice et al, 2007 ; Picucci et al, 2013 ; Taylor & Tversky, 1992 ). Importantly, research has indicated that people generally navigate more efficiently and effectively when given external supports like maps and verbal directions than when navigating without these tools (Hund & Minarik, 2006 ; Ishikawa et al, 2008 ; Krukar et al, 2020 ; Lowen et al, 2019 ; Munzer et al, 2020 ; Saucier et al, 2002 ). Yet, despite their usefulness in aiding navigation behavior while they are available, such external supports may be less useful in helping people build spatial knowledge.…”

Section: Introductionmentioning

confidence: 99%

Using a picture (or a thousand words) for supporting spatial knowledge of a complex virtual environment

Jaeger¹,

Weisberg²,

Nazareth³

et al. 2023

Cogn. Research

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External representations powerfully support and augment complex human behavior. When navigating, people often consult external representations to help them find the way to go, but do maps or verbal instructions improve spatial knowledge or support effective wayfinding? Here, we examine spatial knowledge with and without external representations in two studies where participants learn a complex virtual environment. In the first study, we asked participants to generate their own maps or verbal instructions, partway through learning. We found no evidence of improved spatial knowledge in a pointing task requiring participants to infer the direction between two targets, either on the same route or on different routes, and no differences between groups in accurately recreating a map of the target landmarks. However, as a methodological note, pointing was correlated with the accuracy of the maps that participants drew. In the second study, participants had access to an accurate map or set of verbal instructions that they could study while learning the layout of target landmarks. Again, we found no evidence of differentially improved spatial knowledge in the pointing task, although we did find that the map group could recreate a map of the target landmarks more accurately. However, overall improvement was high. There was evidence that the nature of improvement across all conditions was specific to initial navigation ability levels. Our findings add to a mixed literature on the role of external representations for navigation and suggest that more substantial intervention—more scaffolding, explicit training, enhanced visualization, perhaps with personalized sequencing—may be necessary to improve navigation ability.

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Individual Differences and Skill Training in Cognitive Mapping: How and Why People Differ

Cited by 16 publications

References 113 publications

Investigating the different domains of environmental knowledge acquired from virtual navigation and their relationship to cognitive factors and wayfinding inclinations

Investigating the different domains of environmental knowledge acquired from virtual navigation and their relationship to cognitive factors and wayfinding inclinations

Proof of Concept for a Data-Driven Vr Spatial Disorientation Training Tool for Navy Pilots

Using a picture (or a thousand words) for supporting spatial knowledge of a complex virtual environment

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