The accuracy of spatial information from temporally and spatially organized mental maps

Curiel, Jacqueline M.; Radvansky, Gabriel A.

doi:10.3758/bf03196576

Cited by 9 publications

(8 citation statements)

References 21 publications

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“…The effects of spatial distance found in recognition priming tasks (McNamara, Ratcliff, & McKoon, 1984), location judgments (Clayton & Chattin, 1989;Curiel & Radvansky, 2004;McNamara, Altarriba, Bendele, Johnson, & Clayton, 1989), and Euclidean and route distance estimations (Hirtle & Hudson, 1991;Taylor, Naylor, & Chechile, 1999;Thorndyke & Hayes-Roth, 1982) provide support for spatial models of environment memory. However, Clayton and Habibi (1991) pointed out that these effects could result from temporal sequences.…”

Section: Introductionmentioning

confidence: 67%

“…The naming task led to temporal priming while the pointing task led to spatial priming (Curiel & Radvansky, 1998). The pointing task also boosted fine-grained spatial knowledge as evidenced on a direction judgment task (Curiel & Radvansky, 2004). These results suggest that our reasons for learning an environment influence how we represent it in memory.…”

Section: Introductionmentioning

confidence: 75%

“…Recognition priming (Experiments 1 and 3) and free-recall do not explicitly require spatial or temporal information, and therefore, could reflect either. In contrast, the location priming and distance estimation tasks both require Downloaded by [Erciyes University] at 08:24 20 December 2014 spatial information and should reflect the strength of spatial information in memory (Curiel & Radvansky, 2004). The location priming task (Experiments 2 and 4) required participants to respond to room labels in a spatially explicit way.…”

Section: Methodsmentioning

confidence: 99%

“…Clayton and Habibi's map had no boundaries, McNamara et al's had a single boundary. In a study by Curiel and Radvansky (2004), participants learned a 28-location map, divided into four quadrants. Memory tasks requiring spatial information showed spatial effects, even when the learning task emphasized temporal order.…”

Section: Introductionmentioning

confidence: 99%

“…Free-recall order can reveal temporal and/or spatial organization (Clayton & Habibi, 1991). Euclidean distance estimation accuracy reflects spatial knowledge (Curiel & Radvansky, 2004;Hirtle & Hudson, 1991;Taylor et al, 1999;Thorndyke & Hayes-Roth, 1982). Results from all of these tasks, when considered together, should shed light on (a) the impact of learning criterion on differentially weighted contents of environmental memory, and consequentially, (b) the extent to which temporal and/or spatial information in memory is available for meeting task demands when temporal and spatial information is confounded or unconfounded during learning.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Contributing Factors to Temporal and Spatial Associations in Mental Representations of Maps

Naylor-Emlen¹,

Taylor²

2009

Spatial Cognition & Computation

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The present work explores an interactive model of spatial and temporal information in map memory. In four experiments, participants learned a map with temporal and spatial information confounded or unconfounded. Attentional and representational levels of information were made apparent through tasks that tap spatial, temporal, or other information. Learning criteria emphasizing sequential order or location imposed differential weighting of the information types in memory. Results indicate that map memory is spatial, but also interacts with the order in which map locations are encountered. Findings show flexibility in allocating attention and information indexing of location and sequential order information in map learning.

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Section: Introductionmentioning

confidence: 67%

Section: Introductionmentioning

confidence: 75%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Contributing Factors to Temporal and Spatial Associations in Mental Representations of Maps

Naylor-Emlen¹,

Taylor²

2009

Spatial Cognition & Computation

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Spatial Mental Models: The Interaction of Presentation Format, Task Requirements and Availability of Working Memory Components

Picucci

Gyselinck

Piolino

et al. 2013

Applied Cognitive Psychology

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Two experiments investigate how people create spatial mental models (SMMs) as a function of presentation format. Spatial representations following a route within a virtual environment (visual) and an auditory description (verbal) were compared. Moreover, a dual-task procedure was adopted to depict the role of working memory (WM) components in such a task. Two testing formats were examined in both experiments: sentence verification (verbal) and sketch map (visual) tasks. This study shows that both presentations lead to adequate spatial representation. Nonetheless, SMMs are not presentation free. They are built by virtual presentation with a contribution of visuo-spatial WM. An involvement of verbal WM emerged while encoding spatial information from both verbal and virtual presentation. Congruency between presentation and testing formats slightly reduces the gap between verbal and virtual presentation. SMMs appear to be affected by the interaction of presentation and testing format as well as by the WM availability

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An immersive first-person navigation task for abstract knowledge acquisition

Kuhrt

John

Bellmund

et al. 2021

Sci Rep

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Advances in virtual reality (VR) technology have greatly benefited spatial navigation research. By presenting space in a controlled manner, changing aspects of the environment one at a time or manipulating the gain from different sensory inputs, the mechanisms underlying spatial behaviour can be investigated. In parallel, a growing body of evidence suggests that the processes involved in spatial navigation extend to non-spatial domains. Here, we leverage VR technology advances to test whether participants can navigate abstract knowledge. We designed a two-dimensional quantity space—presented using a head-mounted display—to test if participants can navigate abstract knowledge using a first-person perspective navigation paradigm. To investigate the effect of physical movement, we divided participants into two groups: one walking and rotating on a motion platform, the other group using a gamepad to move through the abstract space. We found that both groups learned to navigate using a first-person perspective and formed accurate representations of the abstract space. Interestingly, navigation in the quantity space resembled behavioural patterns observed in navigation studies using environments with natural visuospatial cues. Notably, both groups demonstrated similar patterns of learning. Taken together, these results imply that both self-movement and remote exploration can be used to learn the relational mapping between abstract stimuli.

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The accuracy of spatial information from temporally and spatially organized mental maps

Cited by 9 publications

References 21 publications

Contributing Factors to Temporal and Spatial Associations in Mental Representations of Maps

Contributing Factors to Temporal and Spatial Associations in Mental Representations of Maps

Spatial Mental Models: The Interaction of Presentation Format, Task Requirements and Availability of Working Memory Components

An immersive first-person navigation task for abstract knowledge acquisition

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