The Role of Attention in Spatial Learning during Simulated Route Navigation
Bibliographic Data
| ID | 4843601 |
|---|---|
| Authors | W S Albert (Boston University), William Albert (0000-0001-5851-7043, Boston University, corresponding author), Mark Tippens Reinitz (Boston University, corresponding author), J M Beusmans (Cambridge Basic Research, Nissan Research and Development Inc., Cambridge, MA 01242, USA), Jack M H Beusmans (Nissan (United States), corresponding author), Sucharita Gopal (0000-0001-5595-3472, Boston University, corresponding author), Gopal |
| Year | 1999 |
| Volume | 31 |
| Issue | 8 |
| Pages | 1459-1472 |
| Publication date | 1999-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Environment and Planning A Economy and Space (JOURNAL) |
| Journal identifiers | ISSN: 0308-518X • E-ISSN: 1472-3409 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1068/a311459 |
| OpenAlex | W1978627032 |
| Language | EN |
| Citations received | 2 |
| References cited | 21 |
Previous research has demonstrated the importance of attention in the development of survey (or configurai) knowledge of the environment. However, it is unclear if attention is also necessary for the development of route knowledge. Our aim in this paper is to evaluate the specific role of attention in the acquisition of both route and survey knowledge during simulated navigation. In four experiments, subjects in a condition of full or divided attention were presented a series of routes through a simulated environment. Spatial learning was assessed by having subjects discriminate between old and novel route segments in a subsequent recognition test. Novel route segments consisted of old landmarks from the same route but in the wrong order or with wrong turns, or consisted of old landmarks from two separate routes, or contained old landmarks in new spatial relations to one another. Divided attention disrupted memory for sequences of landmarks (experiment 1), landmark-turn associations (experiment 2), landmark-route associations (experiment 3), and spatial relations between landmarks (experiment 4). Together, these results show that even relatively simple components of spatial learning during navigation require attention. Furthermore, divided attention disrupts the acquisition of spatial knowledge at both the route level and the survey level
Cognition · Geography · Landmark · Spatial analysis · Spatial configuration · Spatial learning · Spatial memory · Spatial relation · Working memory · Categorization, perception, and language · Computer Science · Geographic Information Systems Studies · Mathematics · Neuroscience · Psychology · Spatial Cognition and Navigation · Artificial Intelligence
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,4 |
| Citation span | 2021 - 2023 (3) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |