Abstract
We examined the effect of local or global processing bias (in the Navon task) on the acquisition of spatial knowledge from maps and route videos. Before spatial learning, participants completed a 5-min Navon task (biased toward global or local stimuli). After participants studied a map or route video, route knowledge was measured using a route distance estimation task, and survey knowledge was measured using a straight-line distance estimation task and map-sketching task. We found that participants in the global group performed better in the straight-line distance estimation task, and their sketch maps were more accurate in both overall configuration and interlandmark relationships compared with those of participants in the local group, regardless of learning materials. We conclude that Navon-induced biases influenced both the encoding and the visuospatial transformation of spatial knowledge.
Highlights
The Navon task (Navon, 1977) is a well-known letter identification task in which large letters constructed from a number of much smaller letters are presented as stimuli; participants respond to either the large or small letters while ignoring the other type
We examined whether the Navoninduced processing bias could influence the acquisition of two known types of spatial knowledge, route and survey knowledge (Taylor & Tversky, 1992), from different learning materials
The present study examined the influence of Navon-induced processing bias on the acquisition of spatial knowledge from maps or route videos
Summary
The Navon task (Navon, 1977) is a well-known letter identification task in which large letters constructed from a number of much smaller letters are presented as stimuli; participants respond to either the large or small letters while ignoring the other type. Previous studies showed that people use different strategies to acquire spatial knowledge, such as survey/ route strategies (Pazzaglia & De Beni, 2001; Prestopnik & Roskos-Ewoldsen, 2000; Shelton & Gabrieli, 2004) and visually/spatially dominated strategies (Aginsky, Harris, Rensink, & Beusmans, 1997) Such strategies influence both the selection of spatial information and construction of mental representation, and greatly affect the performance of spatial knowledge acquisition and path-finding (Janzen, Schade, Katz, & Herrmann, 2001; Pazzaglia & De Beni, 2001). Previous works on working memory showed that the perceptual processing of information (i.e., verbally or visually/spatially dominated perceptual strategies) is linked to the quality of spatial knowledge acquisition (Gyselinck, Meneghetti, De Beni, & Pazzaglia, 2009; Meilinger, Knauff, & Bülthoff, 2008; Nori, Grandicelli, & Giusberti, 2009; Wen, Ishikawa, & Sato, 2011, 2013) Those studies indicated that the selection of encoding information and encoding strategy may greatly influence the performance of spatial tasks. The answer to the research question of whether and how inducing perceptual processing bias (i.e., global/local bias) affects spatial learning can extend our understanding of the perceptual aspect of spatial knowledge acquisition and help us understand more about the best information to be provided for spatial learning
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