Since the proposal of Tolman (1948) that mammals form maplike representations of familiar environments, cognitive map theory has been at the core of debates on the fundamental mechanisms of animal learning and memory. Traditional formulations of cognitive map theory emphasize relations between landmarks and between landmarks and goal locations as the basis of the map. More recently, several models of spatial coding have taken the boundaries of an environment as the basis of the cognitive map, with landmark relations being processed through alternative, operant learning mechanisms. In this review, the evidence for this proposed dichotomy is analyzed. It is suggested that 2 factors repeatedly confound efforts to compare spatial coding based on landmark arrays, formed by 2 or more landmarks, and that based on the boundaries of an environment. The factors are the perceived stability of the landmark arrays and their placement relative to the larger environment. Although the effects of landmark stability and of placement on spatial navigation have been studied extensively, the implications of this work for debates concerning the role of boundaries in cognitive map formation have not been fully realized. It is argued that when these 2 factors are equated between landmark arrays and bounded environments, current evidence supports a commonality of spatial coding mechanism rather than a dichotomy. The analysis places further doubt on the existence of a dedicated geometric module for reorientation and is consistent with models of navigation containing mapping and operant learning components, both taking as input local views (Sheynikhovich et al., 2009).

AimTo establish whether deficits in social cognition are present in children with generalized or focal epilepsy in mainstream education, and whether any relation exists between social cognition, communication, and behaviour measures.MethodIn a cross-sectional study, children with an epilepsy-only diagnoses in mainstream education (n=20 with generalized epilepsy; eight males, 12 females; mean age 11y 6mo, SD 2y 6mo; and n=27 with focal epilepsy; 12 males, 15 females; mean age 11y 8mo, SD 2y 2mo) and comparison participants (n=57; 28 males, 29 females; mean age 11y 2mo, SD 2y 4mo) were administered the Strange Stories task and the Mind in the Eyes task, as well as an IQ assessment. Parents completed the Children's Communication Checklist-2 and the Child Behavior Checklist (CBCL).ResultsBoth groups of children with epilepsy performed more poorly than control children on the Mental Stories component of the Strange Stories task, F(2,101)=3.2, p<0.001. Performance on Mental Stories was related to pragmatic communication, but only in the generalized epilepsy group (r=0.51, p=0.03, 95% CI=0.2–0.8). There were no differences between epilepsy groups or control participants in the Mind in the Eyes task, F(2,101)=0.4, p=0.4.InterpretationChildren with ‘epilepsy only’ are at risk of deficits in social cognition and may require appropriate support.What this paper addsChildren with focal and generalized epilepsy have deficits in social cognition.Social cognition was associated with pragmatic communication in generalized epilepsy.

Proponents of the geometric module hypothesis argue that following disorientation, many species reorient by use of macro-environment geometry. It is suggested that attention to the surface layout geometry of natural terrain features may have been selected for over evolutionary time due to the enduring and unambiguous location information it provides. Paradoxically, however, tests of the hypothesis have been exclusively conducted in symmetric (hence 'unnatural' and geometrically ambiguous) environments. The present series of studies examines reorientation by 18-month-3-year-old children in a rectangular versus irregular quadrilateral enclosure (Study 1), a rectangular versus irregular quadrilateral array (Study 2) and an isosceles versus irregular triangular array (Study 3). Children were successful in symmetric but not asymmetric environments, casting doubt on the functional argument for an empirical basis of the geometric module hypothesis.

Research with both rats and human infants has found that after inertial disorientation, the geometry of an enclosed environment is used in preference over distinctive featural information during goal localization. Infants (Homo sapiens, 18-24 months) were presented with a toy search task involving inertial disorientation in 1 of 2 conditions. In the identical condition, 4 identical hiding boxes in a rectangular formation were set within a circular enclosure. In the distinctive condition, 4 distinctive hiding boxes were used. Infants searched the goal box and its rotational equivalent significantly more than would be expected by chance in the identical condition, showing that they were sensitive to the geometric configuration of the array of boxes. Unlike the results of studies using a rectangular enclosure, however, in the distinctive condition, infants searched at the correct location significantly more than at other locations.

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