Abstract
The aim of this study was to investigate the hypothesis that semantic information facilitates auditory and visual spatial learning and memory. An auditory spatial task was administered, whereby healthy participants were placed in the center of a semi-circle that contained an array of speakers where the locations of nameable and non-nameable sounds were learned. In the visual spatial task, locations of pictures of abstract art intermixed with nameable objects were learned by presenting these items in specific locations on a computer screen. Participants took part in both the auditory and visual spatial tasks, which were counterbalanced for order and were learned at the same rate. Results showed that learning and memory for the spatial locations of nameable sounds and pictures was significantly better than for non-nameable stimuli. Interestingly, there was a cross-modal learning effect such that the auditory task facilitated learning of the visual task and vice versa. In conclusion, our results support the hypotheses that the semantic representation of items, as well as the presentation of items in different modalities, facilitate spatial learning and memory.
Highlights
Spatial memory is based on the formation of a cognitive map, i.e., a mental representation of the spatial relationships among various elements in the environment
It is allocentric, meaning that the relationship between environmental elements or landmarks is constructed independently of the position of the observer. It is less well understood whether a cognitive map can be formed of abstract sensory features as readily as a cognitive map based on semantically meaningful elements
Does prior semantic knowledge of elements facilitate the learning of their spatial relationships? Here, we ask whether semantic elaboration has an impact on spatial memory based on a cognitive map
Summary
Jääskeläinen, University of Helsinki, Finland Patricia E. The aim of this study was to investigate the hypothesis that semantic information facilitates auditory and visual spatial learning and memory. An auditory spatial task was administered, whereby healthy participants were placed in the center of a semi-circle that contained an array of speakers where the locations of nameable and non-nameable sounds were learned. Participants took part in both the auditory and visual spatial tasks, which were counterbalanced for order and were learned at the same rate. Results showed that learning and memory for the spatial locations of nameable sounds and pictures was significantly better than for non-nameable stimuli. Our results support the hypotheses that the semantic representation of items, as well as the presentation of items in different modalities, facilitate spatial learning and memory
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