Abstract
Knowing the correct location of a specific object learned from a (topographic) map is fundamental for orientation and navigation tasks. Spatial reference systems, such as coordinates or cardinal directions, are helpful tools for any geometric localization of positions that aims to be as exact as possible. Considering modern visualization techniques of multimedia cartography, map elements transferred through the auditory channel can be added easily. Audiovisual approaches have been discussed in the cartographic community for many years. However, the effectiveness of audiovisual map elements for map use has hardly been explored so far. Within an interdisciplinary (cartography-cognitive psychology) research project, it is examined whether map users remember object-locations better if they do not just read the corresponding place names, but also listen to them as voice recordings. This approach is based on the idea that learning object-identities influences learning object-locations, which is crucial for map-reading tasks. The results of an empirical study show that the additional auditory communication of object names not only improves memory for the names (object-identities), but also for the spatial accuracy of their corresponding object-locations. The audiovisual communication of semantic attribute information of a spatial object seems to improve the binding of object-identity and object-location, which enhances the spatial accuracy of object-location memory.
Highlights
Cognitive representations of geographic space are processed and coded in spatial memory
Object names presented as linked audiovisual information during encoding are remembered better than unimodal written place names
The results point towards an effect of audiovisual integration during a spatial memory task
Summary
Cognitive representations of geographic space (cognitive maps) are processed and coded in spatial memory. Given that cognitive maps are internal representations of geographic space, they are influenced through interactions with the external world [1]. Spatial details contained in a cognitive map are predominantly learned in the ‘real’ environment (direct experience or primary learning). Direct experience is a multisensory way of learning spatial information, including visual and auditory, haptic or olfactory inputs [2,3,4]. Spatial information can be taken up through verbal descriptions [5,6,7] or cartographic media.
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