Michael Tlauka

Transfer of Spatial Information from a Virtual to a Real Environment

A group 10 severely physically disabled children explored a to-scale computer simulation of a real multi-storey building. Following exploration, their knowledge of the spatial properties of the real environment was assessed by asking them to point to fire apparatus that was not visible from the test site. Subjects in a control group were asked to complete the same assessment tasks, but without the opportunity to explore either the real building or the computer simulation. The estimates of the disabled children were superior to the control group indicating good transfer of spatial knowledge. Route finding and recognition reports provided support for the pointing data in indicating good transfer of spatial information.

Transfer of spatial information from a virtual to a real environment in physically disabled children

A group of 10 severely physically disabled children explored a to-scale computer simulation of a real multi-storey building. Following exploration, their knowledge of the spatial properties of the real environment was assessed by asking them to point to fire apparatus that was not visible from the test site. Subjects in a control group were asked to complete the same assessment tasks, but without the opportunity to explore either the real building or the computer simulation. The estimates of the disabled children were superior to the control group indicating good transfer of spatial knowledge. Route finding and recognition reports provided support for the pointing data in indicating good transfer of spatial information.

Orientation-Free Representations from Navigation through a Computer-Simulated Environment

Navigating through an environment and viewing a map of that environment can result in different types of cognitive representation. Maps are typically encoded in the same onentation that they are viewed, while navigation results in an orientation-free representation. The present study concerns the orientation specificity of spatial knowledge following navigation in a computer-simulated space. Subjects either explored a simulated 3-D environment by navigating through it, or were presented with a map-like single orientation plan view of the same environment. When asked to indicate the direction of test objects that were not directly visible from within the simulation, response latencies suggested that the navigafton group had an orientation-free representation while the map group had an orientation-specific representation. We conclude that navigation in computer-simulated space and real space lead to similar kinds of spatial knowledge.

The effect of landmarks on route-learning in a computer-simulated environment

Abstract In a route-learning task in a computer-simulated environment, subjects repeatedly negotiated a series of rooms each containing two exit doors, and were required to learn which of the doors lead to the next room. In the landmark condition each room contained distinctive objects, while in the non-landmark condition all rooms were identical. The results of experiment 1 revealed that the route-learning performance of both groups was comparable. It was hypothesized that the landmark group relied primarily on paired associate learning in which the landmark objects were associated with the correct door while the non-landmark group learnt a list of correct left/right decisions. In an attempt to suppress the latter strategy, in experiment 2 two groups of subjects were asked to perform the same tasks as the groups in experiment 1, but were required to do a backcounting task while learning the route. This manipulation resulted in superior performance on the part of the landmark group. It is argued that landmarks are only one of many successful strategies that people have at their disposal for learning routes, and that in order to show that landmarks can facilitate route-learning it is necessary to suppress other strategies.

Mental imagery yields stimulus–response compatibility

The present paper provides evidence for stimulus-response (S-R) compatibility effects in visual mental images. In two experiments subjects either studied a simple map (Experiment 1) or read a verbal description of the same map (Experiment 2), and then responded after generating a mental image of the presented information. Responses were made in a crossed-hand and in an uncrossed-hand manner, and the S-R arrangements were compatible and incompatible. In both experiments response latencies were found to be faster for compatible than for incompatible S-R mappings, and the crossed-hand condition resulted in increased response latencies relative to the uncrossed-hand condition. The findings are discussed with respect to the processing mechanisms involved in imagery and perception.

The processing of numbers in choice-reaction tasks

Two experiments examined how numbers are processed in choice-reaction tasks. Participants were presented with a Simon task in which they responded to sets of numbers (1 and 100; 100 and 900). The purpose of the study was to examine whether the numbers would be coded in terms of their spatial location as well as in terms of their relative magnitude. Analysis of the results demonstrated that left responses were associated with small numbers while right responses were associated with large numbers. Further, standard Simon effects were observed. The findings were interpreted in terms of multiple stimulus coding with stimuli being coded in terms of the relevant dimension (the identity of the stimuli) as well as in terms of two irrelevant features (spatial location and relative magnitude).

Display-control compatibility: the relationship between performance and judgments of performance

This study examined whether people can judge the usability of display-control mappings. Participants identified one of two alternatives which were presented in a questionnaire. Several types of stimuli were tested, ranging from simple shapes to semantic stimuli. Choices were found to be predominately correct when usability was defined by an unambiguous spatial relationship between displays and controls. In contrast, estimates were less accurate for items which did not solely rely on spatial congruence. The findings were interpreted in terms of the factors that need to be considered for judgments to be free of error.

Spatial ability in secondary school students: intra-sex differences based on self-selection for physical education

Past research has demonstrated consistent sex differences with men typically outperforming women on tests of spatial ability. However, less is known about intra-sex effects. In the present study, two groups of female students (physical education and non-physical education secondary students) and two corresponding groups of male students explored a large-scale virtual shopping centre. In a battery of tasks, spatial knowledge of the shopping centre as well as mental rotation ability were tested. Additional variables considered were circulating testosterone levels, the ratio of 2D:4D digit length, and computer experience. The results revealed both sex and intra-sex differences in spatial ability. Variables related to virtual navigation and computer ability and experience were found to be the most powerful predictors of group membership. Our results suggest that in female and male secondary students, participation in physical education and spatial skill are related.

Route-Learning and the Mozart Effect

The ‘Mozart effect’ refers to an increase in spatial reasoning performance following exposure to music composed by Mozart. Empirical tests of the effect have resulted in an inconsistent pattern of findings with some studies producing the effect and others failing to do so. The majority of the investigations have relied on paper-and-pencil tests. It is argued that in order for the effect to be of value in education, music needs to be shown to benefit performance in both laboratory and naturalistic settings. This study was a first attempt to examine performance employing a more naturalistic task. Participants repeatedly negotiated a series of computer-simulated rooms immediately after they listened to a sonata by Mozart or a piece by Philip Glass. Evidence of significant learning was observed in both conditions, but there was no difference between listening conditions. It is concluded that critical variables affecting the relationship between music and spatial reasoning ability are yet to be discovered.

Rotational movements in real and virtual environments

Abstract The study compared spatial learning in real and virtual small-scale environments. Twenty-four participants were placed in the center of laboratory and equivalent virtual environments. The participants’ task was to learn the location of target objects by turning left or right using rotational movements only. Knowledge of the location of the targets was subsequently assessed in pointing and map tasks. The main finding was comparable pointing performance following real and virtual learning. Increasing the amount of practice decreased pointing errors, and augmenting the environments with cardinal reference directions resulted in a reduction in error scores. The results suggest that learning through rotational movements is relatively unaffected by lack of vestibular feedback.