The present research investigated the relationship between individual differences in visuo-spatial working memory (VSWM) and wayfinding performance in adults. Forty participants completed a battery of tasks measuring VSWM (Mental Rotation Task, Corsi Block Task, Copying Task, and Spatial Problem Task) and covered an unfamiliar route in a botanical garden. Our findings showed that VSWM was involved in wayfinding performance: High-VSWM participants performed the wayfinding task with fewer errors and faster and paused less frequently along the route than did low-VSWM participants. Our results suggest that different aspects of working memory, that is, active/passive and visual/sequential/simultaneous subcomponents, are involved in remembering an unfamiliar real-world route.

The degree to which the way of learning spatial information (primary/secondary learning) and spatial cognitive style (landmark/route/survey) affect orientation specificity (alignment effect) is studied. We think that the most important factor explaining the absence of the alignment effect is the spatial cognitive style. We hypothesise that while landmark participants show an alignment effect after both primary and secondary learning, route participants show this effect only after secondary learning, and survey participants do not show it at all. Participants performed three tasks in order to distinguish their cognitive style; they were then randomly assigned to primary or secondary learning and submitted to directional judgment tasks to verify whether the alignment effect was present. The results confirm our hypothesis.

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