Unhindered Spatial Processing During Route Memorization is Required to Maximize Both Spatial and Verbal Route Knowledge

Doorn, R.R.A. van; Blokland, Arjan

doi:10.1002/acp.2949

Cited by 5 publications

(4 citation statements)

References 47 publications

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“…Visuospatial and central executive working memory were found to be more involved in using, than developing, mental representations of an environment (Brunyé & Taylor, 2008 ). Visual and spatial working memory (especially the latter) were involved in encoding of route and survey knowledge (Labate et al, 2014 ; Van Doorn & Blokland, 2014 ), and switching perspectives (route or survey) between learning and testing (Meneghetti, Labate, Pazzaglia, Hamilton, & Gyselinck, 2016 ). Several studies have examined how differences in SOD are related to differences in the use of working memory.…”

Section: Discussionmentioning

confidence: 99%

How sense-of-direction and learning intentionality relate to spatial knowledge acquisition in the environment

Burte

Montello

2017

Cogn. Research

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People’s impression of their own “sense-of-direction” (SOD) is related to their ability to effectively find their way through environments, such as neighborhoods and cities, but is also related to the speed and accuracy with which they learn new environments. In the current literature, it is unclear whether the cognitive skills underlying SOD require intentional cognitive effort to produce accurate knowledge of a new environment. The cognitive skills underlying SOD could exert their influence automatically—without conscious intention—or they might need to be intentionally and effortfully applied. Determining the intentionality of acquiring environmental spatial knowledge would shed light on whether individuals with a poor SOD can be trained to use the skill set of an individual with good SOD, thereby improving their wayfinding and spatial learning. Therefore, this research investigates the accuracy of spatial knowledge acquisition during a walk through a previously unfamiliar neighborhood by individuals with differing levels of self-assessed SOD, as a function of whether their spatial learning was intentional or incidental. After walking a route through the neighborhood, participants completed landmark, route, and survey knowledge tasks. SOD was related to the accuracy of acquired spatial knowledge, as has been found previously. However, learning intentionality did not affect spatial knowledge acquisition, neither as a main effect nor in interaction with SOD. This research reveals that while the accuracy of spatial knowledge acquired via direct travel through an environment is validly measured by self-reported SOD, the spatial skills behind a good SOD appear to operate with or without intentional application.

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Section: Discussionmentioning

confidence: 99%

How sense-of-direction and learning intentionality relate to spatial knowledge acquisition in the environment

Burte

Montello

2017

Cogn. Research

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“… Purser et al (2012) have also reported a correlation between route learning and digit span for children 5–11 years of age. It is reasonable to presume that some aspects of route learning involve verbal memory to facilitate coding and maintaining the sequence of landmarks and turns that are encountered ( Van Doorn and Blokland, 2014 ). In fact, having landmarks available and having landmarks verbally labeled benefits route learning of children and adults ( Jansen-Osmann and Wiedenbauer, 2004a ; Lingwood et al, 2015 ).…”

Section: Discussionmentioning

confidence: 99%

Sex Differences in Using Spatial and Verbal Abilities Influence Route Learning Performance in a Virtual Environment: A Comparison of 6- to 12-Year Old Boys and Girls

et al. 2016

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Previous studies have reported sex differences in wayfinding performance among adults. Men are typically better at using Euclidean information and survey strategies while women are better at using landmark information and route strategies. However, relatively few studies have examined sex differences in wayfinding in children. This research investigated relationships between route learning performance and two general abilities: spatial ability and verbal memory in 153 boys and girls between 6- to 12-years-old. Children completed a battery of spatial ability tasks (a two-dimension mental rotation task, a paper folding task, a visuo-spatial working memory task, and a Piagetian water level task) and a verbal memory task. In the route learning task, they had to learn a route through a series of hallways presented via computer. Boys had better overall route learning performance than did girls. In fact, the difference between boys and girls was constant across the age range tested. Structural equation modeling of the children’s performance revealed that spatial abilities and verbal memory were significant contributors to route learning performance. However, there were different patterns of correlates for boys and girls. For boys, spatial abilities contributed to route learning while verbal memory did not. In contrast, for girls both spatial abilities and verbal memory contributed to their route learning performance. This difference may reflect the precursor of a strategic difference between boys and girls in wayfinding that is commonly observed in adults.

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“…Intervention Mapping is analogous to route mapping in which a route planner determines where she is now and plans the way to find a destination (van Doorn & Blokland, 2014). Similar to a mapped route, IM planners create visual information aids such as tables and diagrams that function as landmarks on their route.…”

Section: Discussionmentioning

confidence: 99%

Combining a person-centred and ecological approach to develop, implement, evaluate and sustain workplace innovation in organizations: Intervention mapping

van Doorn,

Kok,

Ruiter

2019

EWOP in Practice

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Workplace innovation (WPI) aims to strengthen both an organization’s performance and the employees’ quality of work life by improving the work environment in an organization. This contribution proposes the intervention mapping (IM) protocol to develop, implement, and evaluate and sustain WPI in an organization. IM combines person-centred and ecological (multilevel) views to involve individuals who function on diverse levels within an organization. The protocol applies theory-based change strategies to establish concrete and effective individual and environmental changes that are tailored to the local context of the organization.

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Unhindered Spatial Processing During Route Memorization is Required to Maximize Both Spatial and Verbal Route Knowledge

Cited by 5 publications

References 47 publications

How sense-of-direction and learning intentionality relate to spatial knowledge acquisition in the environment

How sense-of-direction and learning intentionality relate to spatial knowledge acquisition in the environment

Sex Differences in Using Spatial and Verbal Abilities Influence Route Learning Performance in a Virtual Environment: A Comparison of 6- to 12-Year Old Boys and Girls

Combining a person-centred and ecological approach to develop, implement, evaluate and sustain workplace innovation in organizations: Intervention mapping

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