Age and gender differences in various topographical orientation strategies

Liu, Irene; Levy, Richard; Barton, Jason J. S.; Iaria, Giuseppe

doi:10.1016/j.brainres.2011.07.005

Cited by 84 publications

(80 citation statements)

References 54 publications

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“…This finding is consistent with other studies which have revealed the appearance of impairments in orientation skills in the late forties [46]. Finally, regarding the older group, although generally the studies that have evaluated performance in perspective changing tasks have shown worse performance in this age group as the difficulty of the task increases [51,52], we believe that in our study no differences were found due to a floor effect.…”

Section: Discussionsupporting

confidence: 94%

Age and gender differences in spatial perspective taking

et al. 2015

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Section: Discussionsupporting

confidence: 94%

Age and gender differences in spatial perspective taking

et al. 2015

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“…This effect was independent of both environment and trial type, signifying that regardless of condition, women were less efficient at navigating to their target than were men. This result is consistent with studies of gender differences in spatial ability, which commonly report a male advantage on small-scale tests of mental rotation (Linn & Petersen, 1985;Masters & Sanders, 1993;Voyer et al, 1995) and visuospatial working memory (Hegarty et al, 2006;Shah & Miyake, 1996), and on tests of learning in virtual (Liu et al, 2011;Moffat et al, 1998;Sandstrom, Kaufman, & Huettel, 1998) and real environments. Women also drew less accurate maps than did men, suggesting that performance on the wayfinding task was facilitated by having an accurate topological representation of places within the environment (i.e., cognitive map).…”

Section: Discussionsupporting

confidence: 92%

Floor Plan Connectivity Influences Wayfinding Performance in Virtual Environments

Slone

Burles

Robinson

et al. 2014

Environment and Behavior

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The structure of the physical environment can have a significant influence on individuals' ability to orient within it. We asked participants to perform a cued wayfinding task in two virtual environments to test the hypothesis that spatial orientation skills are indeed affected by the physical complexity of the environment. The two virtual environments used for testing differed solely in one objective measure of plan complexity, that is, the average number of connections at each decision point or terminal corridor. Our results showed that participants committed more errors and took longer to reach their destinations in the more interconnected environment. Performance was more efficient on trials in which participants were able to use previously learned routes relative to trials in which participants were forced to plan novel routes. These findings provide strong evidence that people's ability to navigate in unfamiliar surroundings is affected by the layout complexity of the environment.

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“…Coluccia and Louse [78], and Coluccia, Louse and Brandimonte [79] found that males generally perform better than females in various types of spatial orientation activity, but situations in which males perform like females are also observed. Gender differences may be due to different degrees of familiarity that men and women may have with mentally operating the orientation material provided [80]. Given all this background and the potential of the new technologies for geographic information, future work could consider a study of gender and spatial orientation using geospatial and location-based tools for educational purposes.…”

Section: Discussionmentioning

confidence: 99%

Spatial Orientation Skill Improvement with Geospatial Applications: Report of a Multi-Year Study

Carrera

Medler

2017

IJGI

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There are several competences and spatial skills to be acquired by the student related to the treatment of geo-information in Science, Technology, Engineering, and Mathematics (STEM) disciplines. Spatial orientation is the spatial skill related to the use of georeferenced information, and geospatial applications (on-line map interfaces) such as the spatial data infrastructure offer a great opportunity for development of this skill. In this report we present several experiments, carried out over five academic years with 559 university students, to improve the spatial orientation skill of the students. Survey learning and wayfinding activities were conducted. First-and second-year university students performed the experiments on a PC and also used digital tablet support. The statistical analysis showed that the students improved their spatial orientation skill with a range from 12.90 (minimum) to 19.21 (maximum) measured with the Perspective Taking Spatial Orientation Test, regardless of the academic year, the hardware (PC or Tablet-PC), or the orientation strategy (survey learning or wayfinding). The second year students improved more than those in their first year. The methodologies employed could be developed by teachers or researchers, and the results presented could be taken as a reference for comparisons in future research in the field of strategy planning with geospatial applications and location-based tools for spatial orientation skill improvement in education.

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Age and gender differences in various topographical orientation strategies

Cited by 84 publications

References 54 publications

Age and gender differences in spatial perspective taking

Age and gender differences in spatial perspective taking

Floor Plan Connectivity Influences Wayfinding Performance in Virtual Environments

Spatial Orientation Skill Improvement with Geospatial Applications: Report of a Multi-Year Study

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