Place learning in humans: The role of distance and direction information

Place learning in humans: The role of distance and direction information Although the process of establishing a memoryof a location is necessary for navigation,relatively little is known about theinformation that humans use when forming placememories. We examined the relative importanceof distance and angular information aboutlandmarks in place learning. Participantsrepeatedly learned a target location inrelation to three distinct landmarks in animmersive computer-generated (virtual)environment. Later, during testing, theyattempted to return to that location. Theconfigurations of landmarks used during testingwere altered from those participants learned inorder to separate the effects of metricdistance information and information aboutinter-landmark angles. In general,participants showed greater reliance ondistance information than angular information. This reliance was affected by nonmetricrelationships present during learning, as wellas by the degree to which the learnedenvironment contained right or straightangles. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Spatial Cognition and Computation Springer Journals

Place learning in humans: The role of distance and direction information

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Publisher
Kluwer Academic Publishers
Copyright
Copyright © 2000 by Kluwer Academic Publishers
Subject
Psychology; Cognitive Psychology
ISSN
1387-5868
eISSN
1573-9252
D.O.I.
10.1023/A:1015514424931
Publisher site
See Article on Publisher Site

Abstract

Although the process of establishing a memoryof a location is necessary for navigation,relatively little is known about theinformation that humans use when forming placememories. We examined the relative importanceof distance and angular information aboutlandmarks in place learning. Participantsrepeatedly learned a target location inrelation to three distinct landmarks in animmersive computer-generated (virtual)environment. Later, during testing, theyattempted to return to that location. Theconfigurations of landmarks used during testingwere altered from those participants learned inorder to separate the effects of metricdistance information and information aboutinter-landmark angles. In general,participants showed greater reliance ondistance information than angular information. This reliance was affected by nonmetricrelationships present during learning, as wellas by the degree to which the learnedenvironment contained right or straightangles.

Journal

Spatial Cognition and ComputationSpringer Journals

Published: Oct 16, 2004

References

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