The influence of stress states on cognition is widely recognized. However, the manner in which stress affects survey knowledge acquisition is still unresolved. For the present study, we investigated whether survey knowledge acquisition during a stressful task (i.e., under time pressure) is more accurate for the mental representation of global or local landmarks. Participants navigated through virtual cities with a navigation aid and explicit learning instructions for different landmark configurations. Participants' judgments of relative direction (JRDs) suggest that global landmark configurations were not represented more accurately than local landmark configurations and that survey knowledge acquisition was not impaired under time pressure. In contrast to prior findings, our results indicate the limitations of the utility of global landmarks for spatial knowledge acquisition.

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Driven by the increasing evidence of negative effects on spatial learning when using automated navigation systems, the academic and private sectors have become interested in strategies to improve users spatial awareness when relying on such devices during navigation. Global landmarks have been found to support orientation when using navigation devices, particularly for individuals with low spatial abilities. However, there is no empirical evidence on how global landmarks differ from local landmarks when processed and stored in working memory during navigation, and how cognitive demands from concurrent tasks might interfere with learning. In the proposed study, we aim to contribute to the understanding of these processes by investigating how local and global landmarks are mentally processed and integrated into a coherent cognitive map. We observe participants solving assisted navigation tasks with different levels of working memory load in a virtual urban environment. Insights into the efficiency of learning local and global landmarks under high concurrent task demands will be beneficial to develop future design guidelines that improve spatial learning in general, and more particularly in stressful navigation situations.

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