The Development of Spatial Representations of Large-Scale Environments

Siegel, Alexander W.; White, Sheldon H.

doi:10.1016/s0065-2407(08)60007-5

Cited by 1,317 publications

(1,275 citation statements)

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“…While it is not surprising that participants increasingly adopted the most successful navigation strategy over the course of the experiment, our results contrast with findings that suggest hippocampus dependent place strategies develop earlier in the learning process and are acquired faster than striatal dependent response strategies (Iaria et al, 2003;Packard & McGaugh, 1996;Schmitzer-Torbet, 2007). Instead, our findings broadly support the framework proposed by Siegel and White (1975) for the development of spatial knowledge, which states that individuals initially acquire landmark knowledge to support the identification of known places. This is followed by route knowledge -i.e.…”

Section: Discussionsupporting

confidence: 86%

Human place and response learning: navigation strategy selection, pupil size and gaze behavior

Condappa

Wiener

2014

Psychological Research

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In this study, we examined the cognitive processes and ocular behavior associated with on-going navigation strategy choice using a route learning paradigm that distinguishes between three different wayfinding strategies: an allocentric place strategy, and the egocentric associative cue and beacon response strategies. Participants approached intersections of a known route from a variety of directions, and were asked to indicate the direction in which the original route continued. Their responses in a subset of these test trials allowed the assessment of strategy choice over the course of six experimental blocks. The behavioral data revealed an initial maladaptive bias for a beacon response strategy, with shifts in favour of the optimal configuration place strategy occurring over the course of the experiment. Response time analysis suggests that the configuration strategy relied on spatial transformations applied to a viewpoint-dependent spatial representation, rather than direct access to an allocentric representation. Furthermore, pupillary measures reflected the employment of place and response strategies throughout the experiment, with increasing use of the more cognitively demanding configuration strategy associated with increases in pupil dilation. During test trials in which known intersections were approached from different directions, visual attention was directed to the landmark encoded during learning as well as the intended movement direction. Interestingly, the encoded landmark did not differ between the three navigation strategies, which is discussed in the context of initial strategy choice and the parallel acquisition of place and response knowledge.

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Section: Discussionsupporting

confidence: 86%

Human place and response learning: navigation strategy selection, pupil size and gaze behavior

Condappa

Wiener

2014

Psychological Research

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“…Mclntvre, & Pick, 1976;Herman & Siegel, 1977;Siegel, Kirasic, & Kail, 1978;Siegel & White, 1975 Nevertheless, this earlier research has suggested a gross theoretical distinction between procedural descriptions and survey knowledge (Siegel & White, 1975;Thorndyke, 1980b;Thorndyke & Hayes-Roth, 1978, Note 1).…”

Section: If Knowledge Representations For Large-scale Spacementioning

confidence: 99%

“…Much prior research has investigated the accuracy of spatial knowledge acquired through navigation experience (Acredelo, Pick, & Olsen, 1975;Hardwick, McIntyre, & Pick, 1976;Hart & Moore, 1973;Piaget & Inhelder, 1967;Piaget, Inhelder, & Szeminska, 1960;Shemyakin, 1962;Siegel & White, 1975;Siegel, Kirasic, & Kail, 1978;Thorndyke, 1980a). However, direct comparisons of performance based on different types of learning experiences have considered only route-following (Wetherell, 1979) or route-planning (Bartram, 1980) tasks.…”

Section: Il1mentioning

confidence: 99%

Differences in spatial knowledge acquired from maps and navigation

Thorndyke

Hayes-Roth

1982

Cognitive Psychology

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705

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“…It is therefore clear that theories of navigational development need to include path integration as a component. Existing accounts (such as those of: Gollege et al, 1985;Siegel & White, 1975) primarily focus of the use of landmarks and the formation of cognitive maps, with no place for idiothetic representations of movement in space. This is despite other accounts of the fundamental role of proprioception in cognitive mapping (Gallistel, 1990), along with clear empirical demonstrations that self-motion cues scaffold landmark learning (Müller and Wehner, 2010) and route learning (Ruddle and Lessels, 2006).…”

Section: Development Of Path Integration 24mentioning

confidence: 99%

“…This has led to an underrepresentation of path integration in our accounts of navigational development, and an apparent absence from influential theoretical overviews (e.g. Gollege et al, 1985;Siegel & White, 1975).…”

Section: Introductionmentioning

confidence: 99%

The development of path integration: Combining estimations of distance and heading

2013

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Efficient daily navigation is underpinned by path integration, the mechanism by which we use self-movement information to update our position in space. This process is well-understood in adulthood, but there has been relatively little study of path integration in childhood, leading to an underrepresentation in accounts of navigational development. Previous research has shown that calculation of distance and heading both tend to be less accurate in children as they are in adults, although there have been no studies of the combined calculation of distance and heading that typifies naturalistic path integration. In the present study 5-year-olds and 7-year-olds took part in a triangle-completion task, where they were required to return to the startpoint of a multi-element path using only idiothetic information. Performance was compared to a sample of adult participants, who were found to be more accurate than children on measures of landing error, heading error, and distance error. 7-year-olds were significantly more accurate than 5-year-olds on measures of landing error and heading error, although the difference between groups was much smaller for distance error. All measures were reliably correlated with age, demonstrating a clear development of path integration abilities within the age range tested. Taken together, these data make a strong case for the inclusion of path integration within developmental models of spatial navigational processing.

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The Development of Spatial Representations of Large-Scale Environments

Cited by 1,317 publications

References 100 publications

Human place and response learning: navigation strategy selection, pupil size and gaze behavior

Human place and response learning: navigation strategy selection, pupil size and gaze behavior

Differences in spatial knowledge acquired from maps and navigation

The development of path integration: Combining estimations of distance and heading

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