The Specificity of Memory Enhancement During Interaction with a Virtual Environment

Bm, Brooks; Ea, Attree; Rose, F. D.; Br, Clifford; Ag, Leadbetter

doi:10.1080/741943713

Cited by 125 publications

(123 citation statements)

References 12 publications

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“…Even though recognition time for objects was enhanced in the active condition of their study, there was no difference in accuracy between active and passive manipulation (Harman et al, 1999;James et al, 2002). Recall and recognition memory after active exploration of a virtual environment was improved for neither object identity nor location memory -instead only the spatial layout of the virtual reality environment improved (Brooks, Attree, Rose, Clifford, & Leadbetter, 1999). No prioritization of location memory was found for physically manipulated objects in a natural task, nor for relevant compared to irrelevant ones (Kirtley & Tatler, 2015).…”

Section: Introductionmentioning

confidence: 77%

“…Object recognition speed (Harman et al, 1999;James et al, 2002) and location memory Trewartha et al, 2015) increase after object manipulation. However, there is evidence that we are not necessarily better in recalling/recognizing active compared to passive objects (Brooks et al, 1999;Harman et al, 1999;James et al, 2002) and are not always left with a better spatial representation of our surroundings after active object manipulation (Kirtley & Tatler, 2015). Within a naturalistic, real-world paradigm our study investigated the role of active object handling on identity and location memory for objects.…”

Section: Discussionmentioning

confidence: 99%

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Of “what” and “where” in a natural search task: Active object handling supports object location memory beyond the object’s identity

Draschkow

Võ

2016

Atten Percept Psychophys

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Looking for as well as actively manipulating objects that are relevant to ongoing behavioral goals are intricate parts of natural behavior. It is, however, not clear to what degree these two forms of interaction with our visual environment differ with regard to their memory representations. In a real-world paradigm, we investigated if physically engaging with objects as part of a search task influences identity and position memory differently for task-relevant versus irrelevant objects. Participants equipped with a mobile eye tracker either searched for cued objects without object interaction (Find condition) or actively collected the objects they found (Handle condition). In the following free-recall task, identity memory was assessed, demonstrating superior memory for relevant compared to irrelevant objects, but no difference between the Handle and Find conditions. Subsequently, location memory was inferred via times to first fixation in a final object search task. Active object manipulation and task-relevance interacted in that location memory for relevant objects was superior to irrelevant ones only in the Handle condition. Including previous object recall performance as a covariate in the linear mixed-model analysis of times to first fixation allowed us to explore the interaction between remembered/ forgotten object identities and the execution of location memory. Identity memory performance predicted location memory in the Find but not the Handle condition, suggesting that active object handling leads to strong spatial representations independent of object identity memory. We argue that object handling facilitates the prioritization of relevant location information, but this might come at the cost of deprioritizing irrelevant information.

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Section: Introductionmentioning

confidence: 77%

Section: Discussionmentioning

confidence: 99%

Of “what” and “where” in a natural search task: Active object handling supports object location memory beyond the object’s identity

Draschkow

Võ

2016

Atten Percept Psychophys

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“…Attree et al (1996;Brooks, Attree, Rose, Clifford, & Leadbetter, 1999) instructed participants to attend to objects while taking a route through a desktop virtual environment-specifically, to "study the objects . .…”

Section: Idiothetic Information During Walkingmentioning

confidence: 99%

“…Part of the inconsistency may be due to the use of different measures of spatial knowledge: Tests of layout recall seemed to show an attentional effect (Attree et al, 1996;Brooks et al, 1999), whereas standard tests of survey knowledge, such as pointing and distance estimates, did not (Wilson, 1999;Wilson & Péruch, 2002). However, this failure to find an effect of attention on survey tasks in desktop VR is not particularly surprising.…”

Section: Idiothetic Information During Walkingmentioning

confidence: 99%

Active and passive contributions to spatial learning

2011

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It seems intuitively obvious that active exploration of a new environment will lead to better spatial learning than will passive exposure. However, the literature on this issue is decidedly mixed-in part, because the concept itself is not well defined. We identify five potential components of active spatial learning and review the evidence regarding their role in the acquisition of landmark, route, and survey knowledge. We find that (1) idiothetic information in walking contributes to metric survey knowledge, (2) there is little evidence as yet that decision making during exploration contributes to route or survey knowledge, (3) attention to place-action associations and relevant spatial relations contributes to route and survey knowledge, although landmarks and boundaries appear to be learned without effort, (4) route and survey information are differentially encoded in subunits of working memory, and (5) there is preliminary evidence that mental manipulation of such properties facilitates spatial learning. Idiothetic information appears to be necessary to reveal the influence of attention and, possibly, decision making in survey learning, which may explain the mixed results in desktop virtual reality. Thus, there is indeed an active advantage in spatial learning, which manifests itself in the task-dependent acquisition of route and survey knowledge.

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“…Virtual learning environments have had many benefits for learners (Rose et al, 2000), however, only transfer of sub-skills has been demonstrated but overall transfer to real-world environments has not been validated (Brooks, Attree, Rose, Clifford, & Leadbetter, 1999;Cohn, Helmick, Meyers & Burns, 2000;Witmer, Bailey, & Knerr, 1996;Witmer & Sadowski, 1998).…”

Section: Future Directionsmentioning

confidence: 99%

Exploring the Relationship Between Distributed Training, Integrated Learning Environments, and Immersive Training Environments

Lee¹

2007

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Public reporting burden for this collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing this collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden to Department of Defense, Washington Headquarters Services, Directorate for Information Operations and Reports (0704-0188), 1215 Jefferson Davis Highway, Suite 1204, Arlington, VA 22202-4302. Respondents should be aware that notwithstanding any other provision of law, no person shall be subject to any penalty for failing to comply with a collection of information if it does not display a currently valid OMB control number. PLEASE DO NOT RETURN YOUR FORM TO THE ABOVE ADDRESS. REPORT DATE (DD-MM-YYYY) SPONSORING / MONITORING AGENCY NAME(S) AND ADDRESS(ES) 10. SPONSOR/MONITOR'S ACRONYM(S)AFRL; AFRL/HEA SPONSOR/MONITOR'S REPORT NUMBER(S)Air DISTRIBUTION / AVAILABILITY STATEMENTApproved for public release. Distribution is unlimited. SUPPLEMENTARY NOTESPublished as it was submitted from the author. ABSTRACTThe original goal of this paper was to review the literature on the new areas of integrated learning environments and immersive training environments, as well as distance and team training and intelligent tutoring systems research, and evaluate the feasibility of integrating these ideas.

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The Specificity of Memory Enhancement During Interaction with a Virtual Environment

Cited by 125 publications

References 12 publications

Of “what” and “where” in a natural search task: Active object handling supports object location memory beyond the object’s identity

Of “what” and “where” in a natural search task: Active object handling supports object location memory beyond the object’s identity

Active and passive contributions to spatial learning

Exploring the Relationship Between Distributed Training, Integrated Learning Environments, and Immersive Training Environments

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