A meta-analysis of sex differences in human navigation skills

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.

Active and passive exploration for spatial knowledge acquisition: A meta-analysis

Literature reported mixed evidence on whether active exploration benefits spatial knowledge acquisition over passive exploration. Active spatial learning typically involves at least physical control of one's movement or navigation decision-making, while passive participants merely observe during exploration. To quantify the effects of active exploration in learning large-scale, unfamiliar environments, we analysed previous findings with the multi-level meta-analytical model. Potential moderators were identified and examined for their contributions to the variability in effect sizes. Of the 128 effect sizes retrieved from 33 experiments, we observed a small to moderate advantage of active exploration over passive observation. Important moderators include gender composition, decision-making, types of spatial knowledge, and matched visual information. We discussed the implications of the results along with the limitations.

Effects of estrogen on spatial navigation and memory

RATIONALE

Animal studies suggest that the so-called "female" hormone estrogen enhances spatial navigation and memory. This contradicts the observation that males generally out-perform females in spatial navigation and tasks involving spatial memory. A closer look at the vast number of studies actually reveals that performance differences are not so clear.

OBJECTIVES

To help clarify the unclear performance differences between men and women and the role of estrogen, we attempted to isolate organizational from activational effects of estrogen on spatial navigation and memory.

METHODS

In a double-blind, placebo-controlled study, we tested the effects of orally administered estradiol valerate (E2V) in healthy, young women in their low-hormone menstrual cycle phase, compared to healthy, young men. Participants performed several first-person, environmentally rich, 3-D computer games inspired by spatial navigation and memory paradigms in animal research.

RESULTS

We found navigation behavior suggesting that sex effects dominated any E2 effects with men performing better with allocentric strategies and women with egocentric strategies. Increased E2 levels did not lead to general improvements in spatial ability in either sex but to behavioral changes reflecting navigation flexibility.

CONCLUSION

Estrogen-driven differences in spatial cognition might be better characterized on a spectrum of navigation flexibility rather than by categorical performance measures or skills.

Reproducible stability of verbal and spatial functions along the menstrual cycle

Recent studies have reported brain changes in response to ovarian hormonal fluctuations along the menstrual cycle. However, it remains unclear, whether these brain changes are of an adaptive nature or whether they are linked to changes in behavior along the menstrual cycle, particularly with respect to cognitive performance. To address this knowledge gap, we report results from 3 well-powered behavioral studies with different task designs, leveraging the advantages of each design type. In all three studies we assessed whether verbal or spatial performance (i) differed between cycle phases, (ii) were related to estradiol and / or progesterone levels and (iii) were moderated by individual hormone sensitivity as estimated by premenstrual symptoms. Overall, results of all three studies point towards a null effect of menstrual cycle phase and - to a lesser extent - ovarian hormones on verbal and spatial performance and provided no evidence for a moderation of this effect by individual hormone sensitivity. We conclude that there is substantial consistency in verbal and spatial performance across the menstrual cycle, and that future studies of intra-individual variation are needed.

Age dependent path integration deficit in 5xFAD mice

Alzheimer's disease (AD) is a severe neurodegenerative disorder and the most common form of dementia in elderly individuals, characterized by memory deficits, cognitive decline, and neuropathology. The identification of preclinical markers for AD remains elusive. We employed an ultrasound-evoked spatial memory assay to investigate path integration (PI) in wild type C57BL/6 J and 5xFAD mice. We observed significant recruitment of the mammillary bodies (MB) and subiculum (Sub) - core regions of the Papez circuit during PI, as indicated by increased expression of the immediate early gene c-Fos in C57BL/6 J mice. In 5xFAD mice, amyloid-beta (Aβ) vulnerability in the MB and Sub was evident at 3-months of age, preceding widespread pathology at 5-months of age. In parallel, we detected significant behavioral deficits in PI in the 5XFAD mice at 5- but not 3-months of age. Sex based analysis revealed a more profound deficit in males compared to females at 5-months of age. Our data suggest PI may be as an early indicator of AD, potentially associated with dysfunction within the Papez circuit.

Individual differences in knowledge network navigation

With the rapid accumulation of online information, efficient web navigation has grown vital yet challenging. To create an easily navigable cyberspace catering to diverse demographics, understanding how people navigate differently is paramount. While previous research has unveiled individual differences in spatial navigation, such differences in knowledge space navigation remain sparse. To bridge this gap, we conducted an online experiment where participants played a navigation game on Wikipedia and completed personal information questionnaires. Our analysis shows that age negatively affects knowledge space navigation performance, while multilingualism enhances it. Under time pressure, participants' performance improves across trials and males outperform females, an effect not observed in games without time pressure. In our experiment, successful route-finding is usually not related to abilities of innovative exploration of routes. Our results underline the importance of age, multilingualism and time constraint in the knowledge space navigation.

Translating spatial navigation evaluation from experimental to clinical settings: The virtual environments navigation assessment (VIENNA)

Spatial navigation abilities are frequently impaired in neurological disorders and they also decline with normal aging. Researchers and clinicians therefore need valid and easy-to-use spatial navigation assessment tools to study the impact of different neuropathologies and prevent relevant cognitive impairments from going undetected. However, current experimental paradigms rarely address which cognitive processes they recruit, often have resource-intensive setups, and usually require active navigation, e.g., using a joystick or keyboard, thus confounding cognitive performance with fine motor skills. Yet, for clinical feasibility, time-efficient paradigms are needed that are informative and easy to administer in participants with limited technical experience and diverging impairments. Here, we introduce the virtual environments navigation assessment (VIENNA), a virtual adaptation of a brief, standardized, and intuitive spatial navigation paradigm ( https://osf.io/kp4c5/ ). VIENNA is designed to assess spatial navigation without episodic memory demands, requires no interface device, and takes about 16 min to complete. We evaluated VIENNA in 79 healthy middle-aged to older participants (50-85 years) and provide evidence for its feasibility and construct validity. Tests of visuospatial and executive functions, but not episodic memory or selective attention, were identified as cognitive correlates of VIENNA, even when controlling for participant age and overall cognitive performance. Furthermore, VIENNA scores correlated with subjective navigation ability and age, but not with depressiveness, cognitive complaints, or education. The straightforward administration of VIENNA allows for its integration into routine neuropsychological assessments and enables differentiated evaluation of spatial navigation performance in patients with motor impairments and episodic memory deficits.

Sex-specific variations in spatial reference memory acquisition: Insights from a comprehensive behavioral test battery in C57BL/6JRj mice

Sex differences in declarative memory are described in humans, revealing a female or a male advantage depending on the task. Specifically, spatial memory (i.e., spatial navigation) is typically most efficient in men. This sexual dimorphism has been replicated in male rats but not clearly in mice. In this study, sex differences in spatial memory were assessed in thirty-six C57BL/6 J mice (Janvier Labs; i.e., C57BL/6JRj mice), a widely used mouse substrain. Both male and female mice (12 weeks-old) were subjected to standard behavioral paradigms: the elevated plus maze, the open field test, the novel object and place tests, the forced swimming test, and the water maze test for spatial navigation. Across assessment, no sex differences were found in measures of locomotor activity, emotional and behavioral responses, and object and place recognition memories. In the water maze, male mice were faster in learning the platform location in the reference memory training and used more spatial strategies during the first training days. However, both sexes reached a similar asymptotic performance and performed similarly in the probe trial for long-term memory consolidation. No sex differences were found in the cued training, platform inversion sessions, or spatial working memory sessions. Hippocampal expression of the brain-derived neurotrophic factor was similar in both sexes, either in basal conditions or after performing the behavioral training battery. Importantly, female mice were not more variable than males in any measure analyzed. This outcome encourages the investigation of sex differences in animal models and the usefulness of including female mice in behavioral research.

Shorter self-reported sleep duration is associated with worse virtual spatial navigation performance in men

Sleep has been shown to impact navigation ability. However, it remains unclear how different sleep-related variables may be independently associated with spatial navigation performance, and as to whether gender may play a role in these associations. We used a mobile video game app, Sea Hero Quest (SHQ), to measure wayfinding ability in US-based participants. Wayfinding performance on SHQ has been shown to correlate with real-world wayfinding. Participants were asked to report their sleep duration, quality, daytime sleepiness and nap frequency and duration on a typical night (n = 766, 335 men, 431 women, mean age = 26.5 years, range = 18-59 years). A multiple linear regression was used to identify which self-reported sleep variables were independently associated with wayfinding performance. Shorter self-reported sleep durations were significantly associated with worse wayfinding performance in men only. Other self-reported sleep variables showed non-significant trends of association with wayfinding performance. When removing non-typical sleepers (< 6 or > 9 h of sleep on a typical night), the significant association between sleep duration and spatial navigation performance in men was no longer present. These findings from U.S.-based participants suggest that a longer self-reported sleep duration may be an important contributor to successful navigation ability in men.

How Can We Best Assess Spatial Skills? Practical and Conceptual Challenges

Spatial thinking skills are associated with performance, persistence, and achievement in science, technology, engineering, and mathematics (STEM) school subjects. Because STEM knowledge and skills are integral to developing a well-trained workforce within and beyond STEM, spatial skills have become a major focus of cognitive, developmental, and educational research. However, these efforts are greatly hampered by the current lack of access to reliable, valid, and well-normed spatial tests. Although there are hundreds of spatial tests, they are often hard to access and use, and information about their psychometric properties is frequently lacking. Additional problems include (1) substantial disagreement about what different spatial tests measure-even two tests with similar names may measure very different constructs; (2) the inability to measure some STEM-relevant spatial skills by any existing tests; and (3) many tests only being available for specific age groups. The first part of this report delineates these problems, as documented in a series of structured and open-ended interviews and surveys with colleagues. The second part outlines a roadmap for addressing the problems. We present possibilities for developing shared testing systems that would allow researchers to test many participants through the internet. We discuss technological innovations, such as virtual reality, which could facilitate the testing of navigation and other spatial skills. Developing a bank of testing resources will empower researchers and educators to explore and support spatial thinking in their disciplines, as well as drive the development of a comprehensive and coherent theoretical understanding of spatial thinking.

The effect of negative emotion processing on spatial navigation: an experimental study using virtual reality

Finding one's way in unfamiliar environments is an essential ability. When navigating, people are overwhelmed with an enormous amount of information. However, some information might be more relevant than others. Despite the mounting knowledge about the mechanisms underlying orientational skills, and the notable effects of facial emotions on human behavior, little is known about emotions' effects on spatial navigation. Hereby, this study aimed to explore how exposure to others' negative emotional facial expressions affects wayfinding performances. Moreover, gender differences that characterize both processes were considered. Fifty-five participants (31 females) entered twice in three realistic virtual reality environments: the first time, to encode a route to find an object and then to recall the learned path to reach the same object again. In between the two explorations of the virtual environment, participants were asked to undergo a gender categorization task during which they were exposed to sixty faces showing either neutral, fearful, or angry expressions. Results showed a significant interaction between emotions, time, and gender. In particular, the exposition to fearful faces, but not angry and neutral ones, decreased males' wayfinding performances (i.e., travel times and distance travelled), while females' performances were unaffected. Possible explanations for such gender and emotional dissimilarities are discussed.

A Systematic Review and New Analyses of the Gender-Equality Paradox

Some studies show that living conditions, such as economy, gender equality, and education, are associated with the magnitude of psychological sex differences. We systematically and quantitatively reviewed 54 articles and conducted new analyses on 27 meta-analyses and large-scale studies to investigate the association between living conditions and psychological sex differences. We found that sex differences in personality, verbal abilities, episodic memory, and negative emotions are more pronounced in countries with higher living conditions. In contrast, sex differences in sexual behavior, partner preferences, and math are smaller in countries with higher living conditions. We also observed that economic indicators of living conditions, such as gross domestic product, are most sensitive in predicting the magnitude of sex differences. Taken together, results indicate that more sex differences are larger, rather than smaller, in countries with higher living conditions. It should therefore be expected that the magnitude of most psychological sex differences will remain unchanged or become more pronounced with improvements in living conditions, such as economy, gender equality, and education.

Still little evidence sex differences in spatial navigation are evolutionary adaptations

A putative male advantage in wayfinding ability is the most widely documented sex difference in human cognition and has also been observed in other animals. The common interpretation, the sex-specific adaptation hypothesis, posits that this male advantage evolved as an adaptive response to sex differences in home range size. A previous study a decade ago tested this hypothesis by comparing sex differences in home range size and spatial ability among 11 species and found no relationship. However, the study was limited by the small sample size, the lack of species with a larger female home range and the lack of non-Western human data. The present study represents an update that addresses all of these limitations, including data from 10 more species and from human subsistence cultures. Consistent with the previous result, we found little evidence that sex differences in spatial navigation and home range size are related. We conclude that sex differences in spatial ability are more likely due to experiential factors and/or unselected biological side effects, rather than functional outcomes of natural selection.

Shape configuration of mental targets representation as a holistic measure in a 3D real world pointing test for spatial orientation

Deficits in spatial memory are often early signs of neurological disorders. Here, we analyzed the geometrical shape configuration of 2D-projections of pointing performances to a memorized array of spatially distributed targets in order to assess the feasibility of this new holistic analysis method. The influence of gender differences and cognitive impairment was taken into account in this methodological study. 56 right-handed healthy participants (28 female, mean age 48.89 ± 19.35 years) and 22 right-handed patients with heterogeneous cognitive impairment (12 female, mean age 71.73 ± 7.41 years) underwent a previously validated 3D-real-world pointing test (3D-RWPT). Participants were shown a 9-dot target matrix and afterwards asked to point towards each target in randomized order with closed eyes in different body positions relative to the matrix. Two-dimensional projections of these pointing vectors (i.e., the shapes resulting from the individual dots) were then quantified using morphological analyses. Shape configurations in healthy volunteers largely reflected the real-world target pattern with gender-dependent differences (ANCOVA area males vs. females F(1,73) = 9.00, p 3.69 × 10-3, partial η2 = 0.10, post-hoc difference = 38,350.43, pbonf=3.69 × 10-3**, Cohen's d 0.76, t 3.00). Patients with cognitive impairment showed distorted rectangularity with more large-scale errors, resulting in decreased overall average diameters and solidity (ANCOVA diameter normal cognition/cognitive impairment F(1,71) = 9.30, p 3.22 × 10-3, partial η2 = 0.09, post-hoc difference = 31.22, pbonf=3.19 × 10-3**, Cohen's d 0.92, t 3.05; solidity normal cognition/cognitive impairment F(1,71) = 7.79, p 6.75 × 10-3, partial η2 = 0.08, post-hoc difference = 0.07, pbonf=6.76 × 10-3** Cohen's d 0.84, t 2.79). Shape configuration analysis of the 3D-RWPT target array appears to be a suitable holistic measure of spatial performance in a pointing task. The results of this methodological investigation support further testing in a clinical study for differential diagnosis of disorders with spatial memory deficits.

A Growth Mindset Message Leads Parents to Choose More Challenging Learning Activities

Prior research has shown that the home learning environment (HLE) is critical in the development of spatial skills and that various parental beliefs influence the HLE. However, a comprehensive analysis of the impact of different parental beliefs on the spatial HLE remains lacking, leaving unanswered questions about which specific parental beliefs are most influential and whether inducing a growth mindset can enhance the spatial HLE. To address these gaps, we conducted an online study with parents of 3- to 5-year-olds. We found that parents' growth mindset about their children's ability strongly predicted the spatial HLE after controlling for parents' motivational beliefs about their children, beliefs about their own ability, children's age, children's gender, and family SES. Further, reading an article about growth mindset led parents to choose more challenging spatial learning activities for their children. These findings highlight the critical role of parents' growth mindset in the spatial HLE. Crucially, these findings demonstrate that general growth mindset messages without specific suggestions for parental practices can influence parental behavior intentions. Further, these effects were also observed in the control domain of literacy, underscoring the broad relevance of the growth mindset in the HLE.

Motivation moderates gender differences in navigation performance

Gender differences in navigation performance are a recurrent and controversial topic. Previous research suggests that men outperform women in navigation tasks and that men and women exhibit different navigation strategies. Here, we investigate whether motivation to complete the task moderates the relationship between navigation performance and gender. Participants learned the locations of landmarks in a novel virtual city. During learning, participants could trigger a top-down map that depicted their current position and the locations of the landmarks. During testing, participants were divided into control and treatment groups and were not allowed to consult the map. All participants were given 16 minutes to navigate to the landmarks, but those in the treatment group were monetarily penalized for every second they spent completing the task. Results revealed a negative relationship between physiological arousal and the time required to locate the landmarks. In addition, gender differences in strategy were found during learning, with women spending more time with the map and taking 40% longer than men to locate the landmarks. Interestingly, an interaction between gender and treatment group revealed that women in the control group required more time than men and women in the treatment group to retrieve the landmarks. During testing, women in the control group also took more circuitous routes compared to men in the control group and women in the treatment group. These results suggest that a concurrent and relevant stressor can motivate women to perform similarly to men, helping to diminish pervasive gender differences found in the navigation literature.

Are there sex differences in spatial reference memory in the Morris water maze? A large-sample experimental study

Sex differences have been found in allocentric spatial learning and memory tasks, with the literature indicating that males outperform females, although this issue is still controversial. This study aimed to explore the behavior of male and female rats during the habituation and learning of a spatial memory task performed in the Morris Water Maze (MWM). The study included a large sample of 89 males and 85 females. We found that females searched slightly faster than males during habituation with a visible platform. During learning, both male and female rats decreased the latency and distance traveled to find the hidden platform over the days, with males outperforming females in the distance traveled. Females swam faster but did not find the platform earlier, suggesting a less directed navigational strategy. Both sexes increased time spent in the target zone over the days, with no sex differences. Although females swam more in the periphery during the first days of the task, both sexes decreased the time spent in this area. Finally, only males increased swimming in the pool's center over the days, spending more time than females in this area across the entire training. In conclusion, we need to register several variables in the MWM and analyze path strategies to obtain more robust results concerning sex differences. Research on spatial learning should include both sexes to achieve a more equitable, representative, and translational science.

Sex and menstrual cycle influence human spatial navigation strategies and performance

Which facets of human spatial navigation do sex and menstrual cycle influence? To answer this question, a cross-sectional online study of reproductive age women and men was conducted in which participants were asked to demonstrate and self-report their spatial navigation skills and strategies. Participants self-reported their sex and current menstrual phase [early follicular (EF), late follicular/periovulatory (PO), and mid/late luteal (ML)], and completed a series of questionnaires and tasks measuring self-reported navigation strategy use, topographical memory, cognitive map formation, face recognition, and path integration. We found that sex influenced self-reported use of cognitive map- and scene-based strategies, face recognition, and path integration. Menstrual phase moderated the influence of sex: compared to men, women had better face recognition and worse path integration, but only during the PO phase; PO women were also better at path integration in the presence of a landmark compared to EF + ML women and men. These findings provide evidence that human spatial navigation varies with the menstrual cycle and suggest that sensitivity of the entorhinal cortex and longitudinal axis of the hippocampus to differential hormonal effects may account for this variation.

Are Protective Activities and Limitations in Practical Skills of Daily Living Associated with the Cognitive Performance of People with Mild Cognitive Impairment? Baseline Results from the BrainFit-Nutrition Study

Limitations in daily living have not yet been described adequately for mild cognitive impairment (MCI). In this study, we investigated first, time spent on protective activities (social, mental, and physical) and second, limitations in practical skills of daily living, both for people with MCI. We used baseline data from 270 individuals who participated in the randomized controlled trial BrainFit-Nutrition. The Montreal Cognitive Assessment (MoCA) was used to identify people with MCI. Participants were asked how much time they spent engaged in social, mental, and physical activities each week. Furthermore, the Bayer-ADL scale was used to quantify deficits in activities of daily living (ADLs). Regarding protection, the number of hours spent engaged in the three activity areas was significantly correlated with the cognitive performance in people with MCI. Social activities were positively associated with current cognitive performance. Concerning the limitations in practical skills of daily living, older and more cognitively impaired individuals were affected. Memory and orientation appear to be among the first practical skills of daily living that become impaired in people with MCI. Treatment recommendations for people with MCI include an increase in social, mental, and physical activities as well as the promotion of a healthy lifestyle.

Trajectories across the healthy adult lifespan on sense of direction, spatial anxiety, and attitude in exploring places

Introduction

Self-evaluations about orientation and navigation in the environment contribute to individual differences in spatial cognition. Evidence suggests that they may change, even slightly, with the progression of adulthood. It is necessary to improve the framing of environment-related subjective self-evaluations in adulthood and aging by examining how they change and the factors related to them. Therefore, this study aimed to examine the developmental trajectories of sense of direction, spatial anxiety, and attitude in exploring place across the adult lifespan while also considering gender and education.

Materials and methods

A sample of 1,946 participants (1,068 women), aged 18-87 years, completed the sense of direction and spatial representation, spatial anxiety, and attitude in exploring scales.

Results

The regression models showed a linear increase in sense of direction with age, stable spatial anxiety until age 66 years when anxiety began increasing, and a stable attitude in exploring with a deflection by age 71 years. Gender played a role in all three types of self-evaluations, with men reporting higher ratings in sense of direction and attitude toward exploring (especially in older men), and lower levels of spatial anxiety than women did. Education also played a role, with higher education years associated with lower ratings in spatial anxiety and a higher sense of direction, nullifying gender differences in the latter.

Discussion

These results offer, in the spatial cognition framework, a better understanding of how specific environment-related self-evaluations develop with age and related factors, such as education. This underscores the importance of enhancing them, particularly in women and older adults.

Investigating the different domains of environmental knowledge acquired from virtual navigation and their relationship to cognitive factors and wayfinding inclinations

When learning an environment from virtual navigation people gain knowledge about landmarks, their locations, and the paths that connect them. The present study newly aimed to investigate all these domains of knowledge and how cognitive factors such as visuospatial abilities and wayfinding inclinations might support virtual passive navigation. A total of 270 participants (145 women) were tested online. They: (i) completed visuospatial tasks and answered questionnaires on their wayfinding inclinations; and (ii) learnt a virtual path. The environmental knowledge they gained was assessed on their free recall of landmarks, their egocentric and allocentric pointing accuracy (location knowledge), and their performance in route direction and landmark location tasks (path knowledge). Visuospatial abilities and wayfinding inclinations emerged as two separate factors, and environmental knowledge as a single factor. The SEM model showed that both visuospatial abilities and wayfinding inclinations support the environmental knowledge factor, with similar pattern of relationships in men and women. Overall, factors related to the individual are relevant to the environmental knowledge gained from an online virtual passive navigation.

Cultural determinants of the gap between self-estimated navigation ability and wayfinding performance: evidence from 46 countries

Cognitive abilities can vary widely. Some people excel in certain skills, others struggle. However, not all those who describe themselves as gifted are. One possible influence on self-estimates is the surrounding culture. Some cultures may amplify self-assurance and others cultivate humility. Past research has shown that people in different countries can be grouped into a set of consistent cultural clusters with similar values and tendencies, such as attitudes to masculinity or individualism. Here we explored whether such cultural dimensions might relate to the extent to which populations in 46 countries overestimate or underestimate their cognitive abilities in the domain of spatial navigation. Using the Sea Hero Quest navigation test and a large sample (N = 383,187) we found cultural clusters of countries tend to be similar in how they self-rate ability relative to their actual performance. Across the world population sampled, higher self-ratings were associated with better performance. However, at the national level, higher self-ratings as a nation were not associated with better performance as a nation. Germanic and Near East countries were found to be most overconfident in their abilities and Nordic countries to be most under-confident in their abilities. Gender stereotypes may play a role in mediating this pattern, with larger national positive attitudes to male stereotyped roles (Hofstede's masculinity dimension) associated with a greater overconfidence in performance at the national level. We also replicate, with higher precision than prior studies, evidence that older men tend to overestimate their navigation skill more than other groups. These findings give insight into how culture and demographics may impact self-estimates of our abilities.

Adults' Visual Cue Preferences and Wayfinding Abilities in Healthcare Centers

OBJECTIVES

Physical and visual elements that help people find their way around an environment are called visual cues (VCs). The current study aims to evaluate adults' wayfinding abilities (navigation, orientation, spatial anxiety, and distance estimation) and VC (navigational color coding) preferences in terms of color and position; additionally, investigates their differences in adults' life span phases (young adults, early middle-aged adults, and late middle-aged adults).

BACKGROUND

Wayfinding in complex environments such as healthcare centers has been challenging for most people. Although VCs are being used increasingly to facilitate wayfinding, considering people's preferences regarding VCs, especially navigational color coding, are neglected.

METHODS

Obtained data from a survey of 375 healthcare center visitors with textual and photo questionnaires were analyzed by descriptive statics and one-way analysis of variance.

RESULTS

Young adults preferred VCs with "mixed colors and positioned in the middle of the floor," early middle-aged adults preferred "warm color VCs in the middle of the wall," and late middle-aged adults preferred "warm color VCs at the bottom of the wall." Additionally, the results demonstrated that with aging, navigation and distance estimation abilities deteriorate, and spatial anxiety increases.

CONCLUSIONS

The outcomes of the present study increase our knowledge regarding the impact of adults' life span phases on their wayfinding abilities and VC preferences and offer suggestions for architects and healthcare center stakeholders to provide environments that improve adults' wayfinding.

Dopamine differentially modulates medial temporal lobe activity and behavior during spatial navigation in young and older adults

Aging is associated with changes in spatial navigation behavior. In addition to an overall performance decline, older adults tend to rely more on proximal location cue information than on environmental boundary information during spatial navigation compared to young adults. The fact that older adults are more susceptible to errors during spatial navigation might be partly attributed to deficient dopaminergic modulation of hippocampal and striatal functioning. Hence, elevating dopamine levels might differentially modulate spatial navigation and memory performance in young and older adults. In this work, we administered levodopa (L-DOPA) in a double-blind within-subject, placebo-controlled design and recorded functional neuroimaging while young and older adults performed a 3D spatial navigation task in which boundary geometry or the position of a location cue were systematically manipulated. An age by intervention interaction on the neural level revealed an upregulation of brain responses in older adults and a downregulation of responses in young adults within the medial temporal lobe (including hippocampus and parahippocampus) and brainstem, during memory retrieval. Behaviorally, L-DOPA had no effect on older adults' overall memory performance; however, older adults whose spatial memory improved under L-DOPA also showed a shift towards more boundary processing under L-DOPA. In young adults, L-DOPA induced a decline in spatial memory performance in task-naïve participants. These results are consistent with the inverted-U-shaped hypothesis of dopamine signaling and cognitive function and suggest that increasing dopamine availability improves hippocampus-dependent place learning in some older adults.

Persistent gender differences in spatial ability, even in STEM experts

Background

Spatial ability (SA) shows wide variability. One proposed explanation for the observed individual difference in SA is variability in interest and engagement in activities that promote spatial ability. Research also robustly shown that males on average outperform females in most aspects of SA. Previous studies have identified a number of activities that can potentially contribute to both individual and gender differences in SA, including tinkering with electronics, particular sports activities, and designing. However, the findings regarding these links are inconsistent. One way to investigate these links is to compare the groups that are intensively engaged with these activities.

Aim

The present study aims to evaluate the robustness of these links by comparing SA in adolescents with expertise in STEM, arts, and sports, with their unselected peers. We also aimed to assess whether gender differences in SA are still present in expert groups.

Methods

The data on ten small-scale SA tests was collected in an unselected sample of adolescents (N = 864, Mean age = 15.4, SD = 1.1); as well as in 3 samples of adolescents with expertise in STEM (N = 667, Mean age = 15, SD = 1.2); in Arts (N = 280, Mean age = 15, SD = 1.2) and in Sports (N = 444, Mean age = 14.3, SD = 0.7).

Results

Out of the three expert groups, only STEM experts on average outperformed the unselected group on all SA tasks. The STEM experts also outperformed Arts and Sports experts. Gender differences persisted in all expert groups, with moderate effect sizes.

Discussion

Findings support previously established links between spatial ability and STEM-related expertise. In contrast, such links were not found for expertise in arts and sports. Consistent with previous research, we found gender differences in SA for all samples, which persisted in STEM experts.

Informal STEM learning: Examples from everyday spatial behaviors

Introduction

Extensive research has shown a close relationship between spatial abilities and success in STEM disciplines because many STEM problems often require students to reason about spatial information. Everyday spatial behaviors may predate and facilitate the development of spatial skills. Therefore, the current study examined children’s everyday spatial behaviors and their associations with broader child development outcomes and individual differences.

Methods

Based on previous research, we developed an everyday spatial behaviors questionnaire for children (ESBQC). A total of 174 parents and their children aged 4–9 years old participated. In ESBQC, parents rated how much difficulty their children experience with different spatial behaviors, such as putting together a puzzle, retracing a route, or hitting a moving ball.

Results

Factor analysis revealed 8 components in ESBQC. The internal reliabilities were relatively high. ESBQC was positively correlated with age but not with sex. Furthermore, ESBQC predicted sense of direction, even after considering age and bias associated with parent reports.

Discussion

Our questionnaire may provide a useful tool for parents and other stakeholders to better understand everyday spatial behaviors and encourage interest and competence in spatial skills, ultimately promoting STEM learning in informal, everyday settings.

Evaluating Augmented Reality Landmark Cues and Frame of Reference Displays with Virtual Reality

Daily travel usually demands navigation on foot across a variety of different application domains, including tasks like search and rescue or commuting. Head-mounted augmented reality (AR) displays provide a preview of future navigation systems on foot, but designing them is still an open problem. In this paper, we look at two choices that such AR systems can make for navigation: 1) whether to denote landmarks with AR cues and 2) how to convey navigation instructions. Specifically, instructions can be given via a head-referenced display (screen-fixed frame of reference) or by giving directions fixed to global positions in the world (world-fixed frame of reference). Given limitations with the tracking stability, field of view, and brightness of most currently available head-mounted AR displays for lengthy routes outdoors, we decided to simulate these conditions in virtual reality. In the current study, participants navigated an urban virtual environment and their spatial knowledge acquisition was assessed. We experimented with whether or not landmarks in the environment were cued, as well as how navigation instructions were displayed (i.e., via screen-fixed or world-fixed directions). We found that the world-fixed frame of reference resulted in better spatial learning when there were no landmarks cued; adding AR landmark cues marginally improved spatial learning in the screen-fixed condition. These benefits in learning were also correlated with participants' reported sense of direction. Our findings have implications for the design of future cognition-driven navigation systems.

The Impacts of Anxiety and Motivation on Spatial Performance: Implications for Gender Differences in Mental Rotation and Navigation

Despite extensive research on gender differences in spatial cognition, the potential roles of affective and situational factors in accounting for these differences remain relatively understudied. Here, we discuss the impacts of spatial anxiety and motivation in mental rotation and navigation tasks, particularly their roles in explaining the gender performance gaps. We highlight the distinction between approach and avoidance motivation, as well as interactions between anxiety and motivation. Attention, working memory, and response strategy are discussed as mechanisms by which anxiety and motivation may affect performance on spatial tasks. Implications for a broader approach that also considers other psychological variables, such as confidence, are discussed.

Path integration selectively predicts midlife risk of Alzheimer's disease

The entorhinal cortex (EC) is the first cortical region to exhibit neurodegeneration in Alzheimer's disease (AD), associated with EC grid cell dysfunction. Given the role of grid cells in path integration, we predicted that path integration impairment would represent the first behavioural change in adults at-risk of AD. Using immersive virtual reality, we found that midlife path integration impairments predicted both hereditary and physiological AD risk, with no corresponding impairment on tests of episodic memory or other spatial behaviours. Impairments related to poorer angular estimation and were associated with hexadirectional grid-like fMRI signal in the posterior-medial EC. These results indicate that altered path integration may represent the transition point from at-risk state to disease onset in AD, prior to impairment in other cognitive domains.

Different approaches to test orientation of self in space: comparison of a 2D pen-and-paper test and a 3D real-world pointing task

Spatial orientation is based on a complex cortical network with input from multiple sensory systems. It is affected by training, sex and age as well as cultural and psychological factors, resulting in different individual skill levels in healthy subjects. Various neurological disorders can lead to different patterns or specific deficits of spatial orientation and navigation. Accordingly, numerous tests have been proposed to assess these abilities. Here, we compare the results of (1) a validated questionnaire-based self-estimate of orientation/navigation ability (Santa Barbara Sense of Direction Scale, SBSODS) and (2) a validated pen-and-paper two-dimensional perspective test (Perspective Taking Spatial Orientation Test, SOT) with (3) a newly developed test of finger-arm pointing performance in a 3D real-world (3D-RWPT) paradigm using a recently established pointing device. A heterogeneous group of 121 participants (mean age 56.5 ± 17.7 years, 52 females), including 16 healthy volunteers and 105 patients with different vestibular, ocular motor and degenerative brain disorders, was included in this study. A high correlation was found between 2D perspective task and 3D pointing along the horizontal (azimuth) but not along the vertical (polar) plane. Self-estimated navigation ability (SBSODS) could not reliably predict actual performance in either 2D- or 3D-tests. Clinical assessment of spatial orientation and memory should therefore include measurements of actual performance, based on a 2D pen-and-paper test or a 3D pointing task, rather than memory-based questionnaires, since solely relying on the patient's history of self-estimated navigation ability results in misjudgments. The 3D finger-arm pointing test (3D-RWPT) reveals additional information on vertical (polar) spatial performance which goes undetected in conventional 2D pen-and-paper tests. Diseases or age-specific changes of spatial orientation in the vertical plane should not be clinically neglected. The major aim of this pilot study was to compare the practicability and capability of the three tests but not yet to prove their use for differential diagnosis. The next step will be to establish a suitable clinical bedside test for spatial memory and orientation.

Explaining World-Wide Variation in Navigation Ability from Millions of People: Citizen Science Project Sea Hero Quest

Navigation ability varies widely across humans. Prior studies have reported that being younger and a male has an advantage for navigation ability. However, these studies have generally involved small numbers of participants from a handful of western countries. Here, we review findings from our project Sea Hero Quest, which used a video game for mobile and tablet devices to test 3.9 million people on their navigation ability, sampling across every nation-state and from 18 to 99 years of age. Results revealed that the task has good ecological validity and across all countries sufficiently sampled (N = 63), age is linked to a near-linear decline in navigation ability from the early 20s. All countries showed a male advantage, but this varied considerably and could be partly predicted by gender inequality. We found that those who reported growing up in a city were on average worse at navigating than those who grew up outside cities and that navigation performance helped identify those at greater genetic risk of Alzheimer's disease. We discuss the advantages and challenges of using a mobile app to study cognition and the future avenues for understanding individual differences in navigation ability arising from this research.

Men's and women's egocentric and allocentric knowledge: The involvement of mental rotation ability and spatial beliefs

Individual factors can play a relevant role in explaining gender differences in environmental learning in terms of visuospatial abilities and beliefs about spatial abilities, such as stereotypes and growth mindset about navigation ability. In this study, we aim to investigate how mental rotation ability and spatial beliefs interact in the acquisition of egocentric and allocentric spatial knowledge. A sample of 244 participants (140 women) completed individual difference measures, including a mental rotation test (MRT) and questionnaires on gender stereotypes and growth mindsets about navigation ability. Participants then learned a specific route in a virtual environment and performed an egocentric pointing task and an allocentric pointing task. Men performed better in mental rotation and egocentric pointing tasks. Moreover, mental rotation ability predicted both egocentric and allocentric pointing performance; growth mindset predicted allocentric pointing. In general, these results suggest that, despite gender differences in some spatial measures, cognitive abilities and beliefs contribute to supporting environmental knowledge in both men and women.

Understanding Differences in Wayfinding Strategies

Navigating to goal locations in a known environment (wayfinding) can be accomplished by different strategies, notably by taking habitual, well-learned routes (response strategy) or by inferring novel paths, such as shortcuts, from spatial knowledge of the environment's layout (place strategy). Human and animal neuroscience studies reveal that these strategies reflect different brain systems, with response strategies relying more on activation of the striatum and place strategies associated with activation of the hippocampus. In addition to individual differences in strategy, recent behavioral studies show sex differences such that men use place strategies more than women, and age differences such that older adults use more response strategies than younger adults. This paper takes a comprehensive multilevel approach to understanding these differences, characterizing wayfinding as a complex information processing task. This analysis reveals factors that affect navigation strategy, including availability of the relevant type of environmental knowledge, momentary access to this knowledge, trade-offs between physical and mental effort in different navigation contexts, and risk taking. We consider how strategies are influenced by the computational demands of a navigation task and by factors that affect the neural circuits underlying navigation. We also discuss limitations of laboratory studies to date and outline priorities for future research, including relating wayfinding strategies to independent measures of spatial knowledge, and studying wayfinding strategies in naturalistic environments.

Navigational Experience and the Preservation of Spatial Abilities into Old Age Among a Tropical Forager-Farmer Population

Navigational performance responds to navigational challenges, and both decline with age in Western populations as older people become less mobile. But mobility does not decline everywhere; Tsimané forager-farmers in Bolivia remain highly mobile throughout adulthood, traveling frequently by foot and dugout canoe for subsistence and social visitation. We, therefore, measured both natural mobility and navigational performance in 305 Tsimané adults, to assess differences with age and to test whether greater mobility was related to better navigational performance across the lifespan. Daily mobility was measured by GPS tracking, regional mobility through interview, navigational performance through pointing accuracy and perspective taking in environmental space, and mental rotation by a computerized task. Although mental rotation and spatial perspective taking declined with age, mobility and pointing accuracy remained high from mid-life through old age. Greater regional mobility was associated with greater accuracy at pointing and perspective taking, suggesting that spatial experience at environmental scales may help maintain navigational performance in later adulthood.

Wayfinding and spatial perception among adolescents with mild intellectual disability

BACKGROUND

The study's aim was to examine whether spatial orientation can be improved in students with cognitive disabilities.

METHOD

Participants were 55 boys and girls with attention deficit and mild cognitive impairment from a special education school. The procedure included an intervention for two experimental groups that studied wayfinding and orientation in the environment: group #1 learned to use a map while navigating, and group #2 learned to use a Google navigation app with voice instructions. Two pre-post tests were applied: (1) Mental folding test for children (MFTC) and (2) field test with map.

RESULTS

Both groups improved their ability in navigation and wayfinding. No advantage for one learning method over the other was demonstrated, except for shortened navigation time in the group navigating with a map, and a slight though not significant tendency of improvement in the MFTC task in the group learning navigation using a voice app.

CONCLUSION

It is worth noting that the study did not examine the students' own preferences for the way of learning, which may have implications for the degree of possible improvement. Also, a longer period of the learning process might yield a clearer understanding concerning the differences between the two teaching methods that were examined.

Task‐related functional neuroimaging contribution to sex/gender differences in cognition and emotion during development

Recent research has shown that sex/gender (s/g) influences on cognitive functions and related brain anatomy, functional responses, and connectivity are less clear than previously assumed, and most studies investigated adult population. In this mini-review, we summarize research progress in the study of s/g differences in the human brain function as investigated by neuroimaging methods adopting a developmental perspective. In particular, we review original studies published from 2000 to 2021 investigating s/g differences in task-related brain functional activation and connectivity in healthy children and adolescents. We summarize results about studies in the domains of language, visuospatial ability, social cognition, and executive functions. Overall, a clear relation between cognition and brain activation or connectivity pattern is far from being established and the few coherent results should be considered exploratory, despite in some cases, brain function seems to present specific patterns in comparison with what reported in adults. Moreover, future studies should address methodological limitations, such as fragmentation of tasks, lack of control for confounding variables, and lack of longitudinal designs to study developmental trajectories.

The Impasse on Gender Differences in Intelligence: a Meta-Analysis on WISC Batteries

This meta-analysis reviews 79 studies (N = 46,605) that examined the existence of gender difference on intelligence in school-aged children. To do so, we limited the literature search to works that assessed the construct of intelligence through the Wechsler Intelligence Scales for Children (WISC) batteries, evaluating eventual gender differences in indices and subtests. The theoretical framework we adopted is the cross-battery approach which locates cognitive abilities into different levels, also considering the possible mediating effect of the version of the WISC being used. As for broad abilities, a notable discrepancy emerged in favour of males for visual and crystallized intelligence, while female/male differences on fluid intelligence were negligible. Conversely, females’ performance on the processing speed factor was superior. Interesting results emerged at the subtest levels, albeit with less pronounced differences in performance. Results generally showed that older versions of WISC batteries displayed larger gender differences compared to the most recent ones.

Theta oscillations support active exploration in human spatial navigation

Active navigation seems to yield better spatial knowledge than passive navigation, but it is unclear how active decision-making influences learning and memory. Here, we examined the contributions of theta oscillations to memory-related exploration while testing theories about how they contribute to active learning. Using electroencephalography (EEG), we tested individuals on a maze-learning task in which they made discrete decisions about where to explore at each choice point in the maze. Half the participants were free to make active decisions at each choice point, and the other half passively explored by selecting a marked choice (matched to active exploration) at each intersection. Critically, all decisions were made when stationary, decoupling the active decision-making process from movement and speed factors, which is another prominent potential role for theta oscillations. Participants were then tested on their knowledge of the maze by traveling from object A to object B within the maze. Results show an advantage for active decision-making during learning and indicate that the active group had greater theta power during choice points in exploration, particularly in midfrontal channels. These findings demonstrate that active exploration is associated with theta oscillations during human spatial navigation, and that these oscillations are not exclusively related to movement or speed. Results demonstrating increased theta oscillations in prefrontal regions suggest communication with the hippocampus and integration of new information into memory. We also found evidence for alpha oscillations during active navigation, suggesting a role for attention as well. This study finds support for a general mnemonic role for theta oscillations during navigational learning.

The Development of Human Navigation in Middle Childhood: A Narrative Review through Methods, Terminology, and Fundamental Stages

Spatial orientation and navigation are fundamental abilities in daily life that develop gradually during childhood, although their development is still not clear. The main aim of the present narrative review was to trace the development of navigational skills in middle childhood (6 to 12 years old) by means of studies present in the literature. To this aim, this review took into account the terminology, methodologies, different paradigms, and apparatuses used to investigate egocentric self-centered and allocentric world-centered representations, besides the different types of spaces (reaching/small/large; physical/virtual). Furthermore, this review provided a brief description of the development of navigational strategies and competences in toddlers and preschool children (0–5 years). The main result of this review showed how middle childhood is a crucial period for the improvement and development of allocentric strategies, including metric information. In fact, during this developmental window, children learn to handle proximal and distal cues, to transpose paper and virtual information into real environments, up to performing similarly to adults. This narrative review could represent a starting point to better clarify the development of navigation and spatial orientation, finalized to trace a development curve useful to map normal development and to have a term of comparison to assess performance in atypical development.

A comparison of reinforcement learning models of human spatial navigation

Reinforcement learning (RL) models have been influential in characterizing human learning and decision making, but few studies apply them to characterizing human spatial navigation and even fewer systematically compare RL models under different navigation requirements. Because RL can characterize one's learning strategies quantitatively and in a continuous manner, and one's consistency of using such strategies, it can provide a novel and important perspective for understanding the marked individual differences in human navigation and disentangle navigation strategies from navigation performance. One-hundred and fourteen participants completed wayfinding tasks in a virtual environment where different phases manipulated navigation requirements. We compared performance of five RL models (3 model-free, 1 model-based and 1 "hybrid") at fitting navigation behaviors in different phases. Supporting implications from prior literature, the hybrid model provided the best fit regardless of navigation requirements, suggesting the majority of participants rely on a blend of model-free (route-following) and model-based (cognitive mapping) learning in such navigation scenarios. Furthermore, consistent with a key prediction, there was a correlation in the hybrid model between the weight on model-based learning (i.e., navigation strategy) and the navigator's exploration vs. exploitation tendency (i.e., consistency of using such navigation strategy), which was modulated by navigation task requirements. Together, we not only show how computational findings from RL align with the spatial navigation literature, but also reveal how the relationship between navigation strategy and a person's consistency using such strategies changes as navigation requirements change.

“Where am I?” A snapshot of the developmental topographical disorientation among young Italian adults

In the last decade, several cases affected by Developmental Topographical Disorientation (DTD) have been described. DTD consists of a neurodevelopmental disorder affecting the ability to orient in the environment despite well-preserved cognitive functions, and in the absence of a brain lesion or other neurological or psychiatric conditions. Described cases showed different impairments in navigational skills ranging from topographic memory deficits to landmark agnosia. All cases lacked a mental representation of the environment that would allow them to use high-order spatial orientation strategies. In addition to the single case studies, a group study performed in Canada showed that the disorder is more widespread than imagined. The present work intends to investigate the occurrence of the disorder in 1,698 young Italian participants. The sample is deliberately composed of individuals aged between 18 and 35 years to exclude people who could manifest the loss of the ability to navigate as a result of an onset of cognitive decline. The sample was collected between 2016 and 2019 using the Qualtrics platform, by which the Familiarity and Spatial Cognitive Style Scale and anamnestic interview were administered. The data showed that the disorder is present in 3% of the sample and that the sense of direction is closely related to town knowledge, navigational strategies adopted, and gender. In general, males use more complex navigational strategies than females, although DTD is more prevalent in males than in females, in line with the already described cases. Finally, the paper discusses which protective factors can reduce DTD onset and which intervention measures should be implemented to prevent the spread of navigational disorders, which severely impact individuals’ autonomy and social relationships.

Development of Landmark Use for Navigation in Children: Effects of Age, Sex, Working Memory and Landmark Type

The use of landmarks for navigation develops throughout childhood. Here, we examined the developmental trajectory of egocentric and allocentric navigation based on landmark information in an on-screen virtual environment in 39 5–6-year-olds, 43 7–8-year-olds, and 41 9–10-year-olds. We assessed both categorical performance, indicating the notion of location changes based on the landmarks, as well as metrical performance relating to the precision of the representation of the environment. We investigated whether age, sex, spatial working memory, verbal working memory, and verbal production of left and right contributed to the development of navigation skills. In egocentric navigation, Categorical performance was already above chance at 5 years of age and was positively related to visuo-spatial working memory and the production of left/right, whereas metrical performance was only related to age. Allocentric navigation started to develop between 5 and 8 years of age and was related to sex, with boys outperforming girls. Both boys and girls seemed to rely more on directional landmark information as compared to positional landmark information. To our knowledge, this study is the first to give insight into the relative contribution of different cognitive abilities to navigation skills in school-aged children.

Entropy of city street networks linked to future spatial navigation ability

The cultural and geographical properties of the environment have been shown to deeply influence cognition and mental health^1-6. Living near green spaces has been found to be strongly beneficial^7-11, and urban residence has been associated with a higher risk of some psychiatric disorders^12-14-although some studies suggest that dense socioeconomic networks found in larger cities provide a buffer against depression¹⁵. However, how the environment in which one grew up affects later cognitive abilities remains poorly understood. Here we used a cognitive task embedded in a video game¹⁶ to measure non-verbal spatial navigation ability in 397,162 people from 38 countries across the world. Overall, we found that people who grew up outside cities were better at navigation. More specifically, people were better at navigating in environments that were topologically similar to where they grew up. Growing up in cities with a low street network entropy (for example, Chicago) led to better results at video game levels with a regular layout, whereas growing up outside cities or in cities with a higher street network entropy (for example, Prague) led to better results at more entropic video game levels. This provides evidence of the effect of the environment on human cognition on a global scale, and highlights the importance of urban design in human cognition and brain function.