Finding the Return Path: Landmark Position Effects and the Influence of Perspective

Karimpur, Harun; Röser, Florian; Hamburger, Kai

doi:10.3389/fpsyg.2016.01956

Cited by 17 publications

(19 citation statements)

References 52 publications

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“…On the other hand, there was no significant difference in performance between the forward and reverse directions for those who learned from a map, suggesting that this type of learning input made it easier for them to retrace their steps to a starting point. Those who learned the route from navigation were less accurate in retracing the route in reverse than when they repeated the route in the direction learned after a delay (consistent with studies in young adults showing that they had more difficulty retracing their steps than reproducing a route in the same direction as they had previously learned; Karimpur, Roeser, & Hamburger, ).…”

Section: Introductionsupporting

confidence: 65%

The role of visuo‐spatial abilities in environment learning from maps and navigation over the adult lifespan

Muffato

Meneghetti

Béni

2019

British J of Psychology

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Visuo-spatial abilities have an important role in environment learning. The aim of the present study was to explore whether these abilities relate to spatial recall after learning an environment from a map or a video, and irrespective of the learner's age (from youth to old age). The study involved 431 participants from 25 to 84 years old, who were assessed for their visuo-spatial working memory, object-based mental rotation, and perspectivetaking abilities. Then, they learned environments from a map and a video, and performed pointing, map drawing, and route repetition tasks after learning from each type of input. The resulting path models showed that age related to visuo-spatial abilities and (in some cases) to spatial accuracy, too. After accounting for age, visuo-spatial abilities also related to spatial recall performance, whatever the type of learning input, especially in pointing tasks and, to a lesser degree, in map drawing and route repetition tasks. Overall, the relationship between individual visuo-spatial abilities and environment learning relates to the learning input and the type of task used to assess recall. This relationship was found in a large and diverse sample of participants ranging from youth to old age.

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Section: Introductionsupporting

confidence: 65%

The role of visuo‐spatial abilities in environment learning from maps and navigation over the adult lifespan

Muffato

Meneghetti

Béni

2019

British J of Psychology

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“…Route retracing is a spatio-cognitive operation that has been theoretically differentiated from route repetition (Karimpur et al, 2016;Passini et al, 1995;Rainville et al, 2001). In this study, we sought to identify the cognitive mechanisms involved in this task and to better understand the strategy used in a specific population of elderly subjects, in whom contradictory results have been observed when T A B L E 5 Performance in the 13 cognitive tests and 16 measures (mean and SD) of the population (total), according to the return route performance (low-performer and high-performer groups) (Nasreddine et al, 2005).…”

Section: Discussionmentioning

confidence: 99%

“…performing this task. Furthermore, to our knowledge, the few studies that have focused on route retracing in the elderly (Allison & Head, 2017;Barrash, 1994;Karimpur et al, 2016;Wiener et al, 2012Wiener et al, , 2019;…”

Section: Discussionmentioning

confidence: 99%

“…For example, concerning the structural salience of landmarks, Röser, Hamburger, Krumnack, and Knauff (2012) showed that individuals preferentially use landmarks located on the side to which they must go. This position varies according to the direction-forward-backward-when the route is encoded from an egocentric point of view, whereas it is invariant when it is encoded from an allocentric point of view (Karimpur et al, 2016). Another point concerns the view of distal landmarks.…”

Section: Cognitive Processes and Strategies Involved In Route Retramentioning

confidence: 99%

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Spatial navigation: Cognitive variables involved in route retracing among an elderly population

Jacob

Rainville

Trognon

et al. 2020

Applied Cognitive Psychology

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The cognitive processes involved in route retracing are not well known. This study aims to highlight them in an elderly population in which contradictory results have been obtained, certain studies showing specific difficulties for route retracing, others not. Thirty-nine elderly subjects performed a route-learning task (forward-backward) in a garden, then completed spatial knowledge tasks and standardised cognitive tests. Results show four factors that were predictive of route retracing performance: route repetition, the pointing task, and two standardised cognitive tests, one assessing spatial working memory, and another global cognitive efficiency. According to these results, route retracing involves route and survey knowledge (i.e., egocentric and allocentric strategy), and the integration of forward-backward perspectives is underpinned by the spatial working memory. Moreover, the subjects did not make more errors in route retracing than in the route repetition task, suggesting that a real environment could compensate for a failing allocentric strategy.

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“…There is a wide individual difference in this ability, due to several internal (e.g., gender, familiarity; spatial skills; personal attributes) and/or external (e.g., degree of landmarks differentiation; emotional landmark; environmental layout complexity; continuous environmental changes) factors (e.g., [1][2][3][4]). In particular, human beings use landmarks, the focus of the present paper (monuments, salient objects or buildings stand out from the environment), to spatial re-orient themselves [5][6][7]. In landmark-based navigation, subjects process the exact spatial relationship between environmental objects (landmarks) and themselves.…”

Section: Introductionmentioning

confidence: 99%

The Role of Emotional Landmarks in Embodied and Not-Embodied Tasks

et al. 2020

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The role of emotional landmarks in navigation has been scarcely studied. Previous findings showed that valence and arousal of landmarks increase landmark’s salience and improve performance in navigational memory tasks. However, no study has directly explored the interplay between valence and arousal of emotionally laden landmarks in embodied and not-embodied navigational tasks. At the aim, 115 college students have been subdivided in five groups according to the landmarks they were exposed (High Positive Landmarks HPL; Low Positive Landmarks LPL; High Negative Landmarks HNL; Low Negative Landmarks LNL and Neutral Landmarks NeuL). In the embodied tasks participants were asked to learn a path in a first-person perspective and to recall it after five minutes, whereas in the not-embodied tasks participants were asked to track the learned path on a silent map and to recognize landmarks among distractors. Results highlighted firstly the key role of valence in the embodied task related to the immediate learning, but not to the delayed recall of the path, probably because of the short retention interval used. Secondly, results showed the importance of the interplay between valence and arousal in the non-embodied tasks, specifically, neutral and high negative emotional landmarks yielded the lowest performance probably because of the avoidance learning effect. Implications for future research directions are discussed.

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Finding the Return Path: Landmark Position Effects and the Influence of Perspective

Cited by 17 publications

References 52 publications

The role of visuo‐spatial abilities in environment learning from maps and navigation over the adult lifespan

The role of visuo‐spatial abilities in environment learning from maps and navigation over the adult lifespan

Spatial navigation: Cognitive variables involved in route retracing among an elderly population

The Role of Emotional Landmarks in Embodied and Not-Embodied Tasks

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