“…Specifically, their classification suggests that navigation ability demands: (a) knowledge about landmarks, involving the ability to recall the elements present in an environment, which can be assessed with free landmark recall or landmark recognition tasks; and (b) knowledge about their locations, as seen in observer-based mode (location-egocentric knowledge; assessed, for instance, with egocentric pointing tasks) and in environment-based mode (location-allocentric knowledge; assessed, for example, with tasks that involve allocentric pointing or positioning single landmarks on a map). The classification thus distinguishes between two frames of reference, one egocentric (landmark-to-subject relations; assessed with route direction tasks or tasks that involve arranging landmarks in order, for instance), the other allocentric (landmark-to-landmark relations; assessed with sketch map drawings or shortest path finding tasks, for example) as a large body of research on spatial memory has previously suggested (Burgess, 2006 ; Iachini et al, 2023 ; Mou et al, 2006 ; Starrett et al, 2019 , 2022 ; Starrett & Ekstrom, 2018 ; Zhang et al, 2014 ; Zhong & Kozhevnikov, 2016 ) and its development with age (Colombo et al, 2017 ; Ladyka-Wojcik & Barense, 2021 ; Ruggiero et al, 2016 ). The classification of Claessen and van der Ham ( 2017 ) also envisages the demand for: (c) knowledge about paths linking landmarks, considered both as a succession of elements encountered (path-route knowledge), and as an array of elements as seen on a map (path-survey knowledge); the classification thus also distinguishes between the survey (bird’s eye view) and route (observer’s point of view) perspectives (Taylor & Tversky, 1992 ).…”