Landmark and route knowledge in children's spatial representation of a virtual environment

On prior visual experience in mental map navigation using allocentric and egocentric perspectives in the visually impaired

Using new developments in the mental comparison task paradigm, this study addresses the question of the influence of prior visual experience in the natural use of mental perspective to achieve mental spatial tasks without any protocol-imposed perspective. During the experiment, 39 participants (11 early blind, 13 late blind, and 15 blindfolded-sighted) explored two corridor maps to memorise the spatial arrangement of 10 objects disposed along corridors. After the learning phase, several tasks addressing spatial memory and reasoning used in the mental spatial representation were performed. Blindfolded-sighted participants preferred an egocentric perspective, while the two visually impaired groups showed no overriding preference between egocentric and allocentric perspectives. Results showed a performance advantage for egocentric over allocentric perspectives, regardless of visual experience. Our results shed light on previous assumptions regarding cognitive mental map construction, suggesting the need to reflect on previous results and their dependence on imposed mental perspectives.

Sex differences in direction giving: Are boys better than girls?

Previous research has extensively documented sex differences favoring boys in various domains of spatial cognition. However, relatively little research has examined sex differences in children's direction giving. The current study aimed to bridge this gap. A total of 143 children aged 3 to 10 years were asked to describe and recall routes from survey perspectives (via maps) and route perspectives (via videos). Significant sex effects (favoring boys) in direction-giving accuracy were found in describing route trials. However, boys and girls did not differ in the frequency of utterances encoding landmarks and direction of turns, suggesting that the quality rather than the quantity of words played a more important role in explaining sex differences. In addition, there was no sex difference in the route recall task. Although accuracy was overall higher in the map condition than in the video condition, it did not moderate sex differences. Overall, our study showed a robust sex difference in direction giving, which has important theoretical implications for understanding the development of human sex differences and critical clinical implications for designing training programs to improve children's spatial cognition.

Imagery and Verbal Strategies in Spatial Memory for Route and Survey Descriptions

Being able to represent and remember verbally-encoded information about spatial environments from different perspectives is important for numerous daily activities. The present study examined how frequently individuals spontaneously engage in visual mental imagery and verbal rehearsal strategies in memory recall of spatial descriptions, and whether using certain strategies is associated with better recall performance. Memory recall for route (person-centred) and survey (object-centred) spatial descriptions was examined in a sample of 105 neurotypical individuals, who also reported to what extent they used route- and survey-based mental imagery and verbal rehearsal strategies in each description. Results showed that participants favoured a path visualisation strategy to recall the route description and a map visualisation strategy to recall the survey description. Regression models further showed that employing both imagery and verbal strategies was associated with better recall for both route and survey descriptions, although imagery strategies held a higher predictive power. The present findings highlight the fact that the spontaneous use of internal strategies in the form of visual imagery and verbal rehearsal is ubiquitous when recalling spatial descriptions and a core part of efficient spatial memory functioning.

Studying the Development of Navigation Using Virtual Environments

Research on spatial navigation is essential to understanding how mobile species adapt to their environments. Such research increasingly uses virtual environments (VEs) because, although VE has drawbacks, it allows for standardization of procedures, precision in measuring behaviors, ease in introducing variation, and cross-investigator comparability. Developmental researchers have used a wide range of VE testing methods, including desktop computers, gaming consoles, virtual reality, and phone applications. We survey the paradigms to guide researchers' choices, organizing them by their characteristics using a framework proposed by Girard (2022) in which navigation is reactive or deliberative, and may be tied to sensory input or not. This organization highlights what representations each paradigm indicates. VE tools have enriched our picture of the development of navigation, but much research remains to be done, e.g., determining retest reliability, comparing performance on different paradigms, validating performance against real-world behavior and open sharing. Reliable and valid assessments available on open-science repositories are essential for work on the development of navigation, its neural bases, and its implications for other cognitive domains.

Using Posterior EEG Theta Band to Assess the Effects of Architectural Designs on Landmark Recognition in an Urban Setting

The process of urban landmark-based navigation has proven to be difficult to study in a rigorous fashion, primarily due to confounding variables and the problem of obtaining reliable data in real-world contexts. The development of high-resolution, immersive virtual reality technologies has opened exciting new possibilities for gathering data on human wayfinding that could not otherwise be readily obtained. We developed a research platform using a virtual environment and electroencephalography (EEG) to better understand the neural processes associated with landmark usage and recognition during urban navigation tasks. By adjusting the architectural parameters of different buildings in this virtual environment, we isolated and tested specific design features to determine whether or not they served as a target for landmarking. EEG theta band (4-7 Hz) event-related synchronization/desynchronization over posterior scalp areas was evaluated at the time when participants observed each target building along a predetermined self-paced route. A multi-level linear model was used to investigate the effects of salient architectural features on posterior scalp areas. Our results support the conclusion that highly salient architectural features-those that contrast sharply with the surrounding environment-are more likely to attract visual attention, remain in short-term memory, and activate brain regions associated with wayfinding compared with non-salient buildings. After establishing this main aggregate effect, we evaluated specific salient architectural features and neural correlates of navigation processing. The buildings that most strongly associated extended gaze time, location recall accuracy, and changes in theta-band neural patterns with landmarking in our study were those that incorporated rotational twist designs and natural elements such as trees and gardens. Other building features, such as unusual façade patterns or building heights, were to a lesser extent also associated with landmarking.

Path Learning in Individuals With Down Syndrome: The Floor Matrix Task and the Role of Individual Visuo-Spatial Measures

Environment learning is essential in everyday life. In individuals with Down syndrome (DS), this skill has begun to be examined using virtual exploration. Previous studies showed that individuals with DS can learn and remember paths in terms of sequences of turns and straight stretches, albeit with some difficulty, and this learning is supported by their cognitive abilities. This study further investigates environment learning in the DS population, newly examining their ability to learn a path from actual movements, and to learn increasingly long paths, and how their performance relates to their visuo-spatial abilities and everyday spatial activities. A group of 30 individuals with DS and 30 typically-developing (TD) children matched for receptive vocabulary performed a 4 × 4 Floor Matrix task in a grid comprising 16 squares (total area 2.3 × 2.3 meters). The task involved repeating increasingly long sequences of steps by actually moving in the grid. The sequences were presented in two learning conditions, called Observation (when participants watched the experimenter’s moves), or Map (when they were shown a map reproducing the path). Several visuo-spatial measures were also administered. The results showed a clear difference between the two groups’ performance in the individual visuo-spatial measures. In the Floor Matrix task, after controlling for visuo-spatial reasoning ability, both groups benefited to the same degree from the Observation condition vis-à-vis the Map condition, and no group differences emerged. In the group with DS, visuo-spatial abilities were more predictive of performance in the Floor Matrix task in the Observation condition than in the Map condition. The same was true of the TD group, but this difference was much less clear-cut. The visuo-spatial working memory and visualization tasks were the strongest predictors of Floor Matrix task performance. Finally, the group with DS showed a significant relation between Floor Matrix task performance in the Observation condition and everyday spatial activity. These results enlarge on what we know about path learning in individuals with DS and its relation to their visuo-spatial abilities. These findings are discussed within the frame of spatial cognition and the atypical development domain.

Spatial Analysis of Navigation in Virtual Geographic Environments

Human performance and navigation activity in virtual environments can be measured and assessed with the aim to draw specific conclusions about human cognition. This paper presents an original virtual geographic environment (VGE) designed and used for this purpose. The presented research is rooted in an interdisciplinary approach combining knowledge and principles from the fields of psychology, cartography, and information technologies. The VGE was embedded with user logging functionality to provide a basis from which conclusions about human cognitive processes in a VGE could be drawn. The scope of this solution is introduced, described, and discussed under a behavioral measurement framework. An exploratory research design was adopted to demonstrate the environment’s utility in proof-of-concept user testing. Twenty participants were observed in interactive, semi-interactive and non-interactive tasks, their performance and individual differences were analyzed. The behavioral measurements were supplemented by Object-Spatial Imagery and a Verbal Questionnaire to determine the participants’ cognitive styles. In this sample, significant differences in exploration strategies between men and women were detected. Differences between experienced and non-experienced users were also found in their ability to identify spatial relations in virtual scenes. Finally, areas for future research areas and development were pinpointed.

A Virtual Object-Location Task for Children: Gender and Videogame Experience Influence Navigation; Age Impacts Memory and Completion Time

The use of virtual reality-based tasks for studying memory has increased considerably. Most of the studies that have looked at child population factors that influence performance on such tasks have been focused on cognitive variables. However, little attention has been paid to the impact of non-cognitive skills. In the present paper, we tested 52 typically-developing children aged 5–12 years in a virtual object-location task. The task assessed their spatial short-term memory for the location of three objects in a virtual city. The virtual task environment was presented using a 3D application consisting of a 120″ stereoscopic screen and a gamepad interface. Measures of learning and displacement indicators in the virtual environment, 3D perception, satisfaction, and usability were obtained. We assessed the children’s videogame experience, their visuospatial span, their ability to build blocks, and emotional and behavioral outcomes. The results indicate that learning improved with age. Significant effects on the speed of navigation were found favoring boys and those more experienced with videogames. Visuospatial skills correlated mainly with ability to recall object positions, but the correlation was weak. Longer paths were related with higher scores of withdrawal behavior, attention problems, and a lower visuospatial span. Aggressiveness and experience with the device used for interaction were related with faster navigation. However, the correlations indicated only weak associations among these variables.

Evidence of taxonomy for Developmental Topographical Disorientation: Developmental Landmark Agnosia Case 1

We report Developmental Landmark Agnosia (DLA) in a 6-year-old boy (L.G.) who was referred to us for congenital prosopagnosia (see Pizzamiglio et al., 2017 , in which both testing and rehabilitation of Congenital Prosopagnosia are reported). We investigated his performance using a neuropsychological battery and eye movement recordings. The assessment showed the presence of deficits in recognizing familiar places (along with Congenital Prosopagnosia), but not common objects. Eye movement recordings confirmed his problems in recognizing familiar landmarks and misrecognition of unfamiliar places. L.G. is the first evidence of a DLA, suggesting identification of taxonomy of navigational disorders in Developmental Topographical Disorientation is possible, as in the Acquired Topographical Disorientation.

Enhancing Allocentric Spatial Recall in Pre-schoolers through Navigational Training Programme

Unlike for other abilities, children do not receive systematic spatial orientation training at school, even though navigational training during adulthood improves spatial skills. We investigated whether navigational training programme (NTP) improved spatial orientation skills in pre-schoolers. We administered 12-week NTP to seventeen 4- to 5-year-old children (training group, TG). The TG children and 17 age-matched children (control group, CG) who underwent standard didactics were tested twice before (T₀) and after (T₁) the NTP using tasks that tap into landmark, route and survey representations. We determined that the TG participants significantly improved their performances in the most demanding navigational task, which is the task that taps into survey representation. This improvement was significantly higher than that observed in the CG, suggesting that NTP fostered the acquisition of survey representation. Such representation is typically achieved by age seven. This finding suggests that NTP improves performance on higher-level navigational tasks in pre-schoolers.

Influence of Landmarks on Wayfinding and Brain Connectivity in Immersive Virtual Reality Environment

Spatial navigation is influenced by landmarks, which are prominent visual features in the environment. Although previous research has focused on finding advantages of landmarks on wayfinding via experimentation; however, less attention has been given to identifying the key attributes of landmarks that facilitate wayfinding, including the study of neural correlates (involving electroencephalogram, EEG analyses). In this paper, we combine behavioral measures, virtual environment, and EEG signal-processing to provide a holistic investigation about the influence of landmarks on performance during navigation in a maze-like environment. In an experiment, participants were randomly divided into two conditions, Landmark-enriched (LM+; N = 17) and Landmark-devoid (LM-; N = 18), and asked to navigate from an initial location to a goal location in a maze. In the LM+ condition, there were landmarks placed at certain locations, which participants could use for wayfinding in the maze. However, in the LM- condition, such landmarks were not present. Beyond behavioral analyses of data, analyses were carried out of the EEG data collected using a 64-channel device. Results revealed that participants took less time and committed fewer errors in navigating the maze in the LM+ condition compared to the LM- condition. EEG analyses of the data revealed that the left-hemispheric activation was more prominent in the LM+ condition compared to the LM- condition. The event-related desynchronization/synchronization (ERD/ERS) of the theta frequency band, revealed activation in the left posterior inferior and superior regions in the LM+ condition compared to the LM- condition, suggesting an occurrence of an object-location binding in the LM+ condition along with spatial transformation between representations. Moreover, directed transfer function method, which measures information flow between two regions, showed a higher number of active channels in the LM- condition compared to the LM+ condition, exhibiting additional wiring cost associated with the cognitive demands when no landmark was available. These findings reveal pivotal role of the left-hemispheric region (especially, parietal cortex), which indicates the integration of available sensory cues and current memory requirements to encode contextual information of landmarks. Overall, this research helps to understand the role of brain regions and processes that are utilized when people use landmarks in navigating maze-like environments.