Route Knowledge Research Articles

GF #510, eAlerts, Elsevier, 1 page, B/W

It has been widely suggested, but rarely demonstrated, that virtual environments (VEs) are effective training media. The purpose of this investigation was to evaluate how well a VE model of a complex office building trained individuals to navigate in the actual building. Sixty participants studied route directions and landmark photographs, then rehearsed the route using either the VE model, the actual building, or verbal directions and photographs. The VE model was presented in real time via a head-tracked display. Half of the participants in each rehearsal group also studied route maps. Everyone's route knowledge was then measured in the actual building. Building configuration knowledge was also measured. VE rehearsal produced more route knowledge than verbal rehearsal, but less than with rehearsal in the actual building. Type of rehearsal had no effect on configuration knowledge. Map study influenced neither route nor configuration knowledge. These results suggest that VEs that adequately represent real world complexity can be effective training media for learning complex routes in buildings, and should be considered whenever the real world site is unavailable for training.

This Place Looks Familiar-How Navigators Distinguish Places with Ambiguous Landmark Objects When Learning Novel Routes.

We present two experiments investigating how navigators deal with ambiguous landmark information when learning unfamiliar routes. In the experiments we presented landmark objects repeatedly along a route, which allowed us to manipulate how informative single landmarks were (1) about the navigators' location along the route and (2) about the action navigators had to take at that location. Experiment 1 demonstrated that reducing location informativeness alone did not affect route learning performance. While reducing both location and action informativeness led to decreased route learning performance, participants still performed well above chance level. This demonstrates that they used other information than just the identity of landmark objects at their current position to disambiguate their location along the route. To investigate how navigators distinguish between visually identical intersections, we systematically manipulated the identity of landmark objects and the actions required at preceding intersections in Experiment 2. Results suggest that the direction of turn at the preceding intersections was sufficient to tell two otherwise identical intersections apart. Together, results from Experiments 1 and 2 suggest that route knowledge is more complex than simple stimulus-response associations and that neighboring places are tightly linked. These links not only encompass sequence information but also directional information which is used to identify the correct direction of travel at subsequent locations, but can also be used for self-localization.

Route knowledge and configural knowledge in typical and atypical development: a comparison of sparse and rich environments.

BackgroundIndividuals with Down syndrome (DS) and individuals with Williams syndrome (WS) have poor navigation skills, which impact their potential to become independent. Two aspects of navigation were investigated in these groups, using virtual environments (VE): route knowledge (the ability to learn the way from A to B by following a fixed sequence of turns) and configural knowledge (knowledge of the spatial relationships between places within an environment).MethodsTypically developing (TD) children aged 5 to 11 years (N = 93), individuals with DS (N = 29) and individuals with WS (N = 20) were presented with a sparse and a rich VE grid maze. Within each maze, participants were asked to learn a route from A to B and a route from A to C before being asked to find a novel shortcut from B to C.ResultsPerformance was broadly similar across sparse and rich mazes. The majority of participants were able to learn novel routes, with poorest performance in the DS group, but the ability to find a shortcut, our measure of configural knowledge, was limited for all three groups. That is, 59 % TD participants successfully found a shortcut, compared to 10 % participants with DS and 35 % participants with WS. Differences in the underlying mechanisms associated with route knowledge and configural knowledge and in the developmental trajectories of performance across groups were observed. Only the TD participants walked a shorter distance in the last shortcut trial compared to the first, indicative of increased configural knowledge across trials. The DS group often used an alternative strategy to get from B to C, summing the two taught routes together.ConclusionsOur findings demonstrate impaired configural knowledge in DS and in WS, with the strongest deficit in DS. This suggests that these groups rely on a rigid route knowledge based method for navigating and as a result are likely to get lost easily. Route knowledge was also impaired in both DS and WS groups and was related to different underlying processes across all three groups. These are discussed with reference to limitations in attention and/or visuo-spatial processing in the atypical groups.

Effect of hypertext highlighting on browsing, reading, and navigational performance

Reading hypertext documents is more difficult than reading traditional linear text. Text highlighting plays the role of encoding for reading comprehension and may play the roles of contextual cues and landmarks for hypertext navigation. The purpose of this study was to examine the effect of text highlight and organizing highlighted text into a hierarchical structure on browsing, reading, and navigation performance in a network hypertext system. A randomized experiment was conducted. Ninety participants were randomly assigned to three conditions: a reading system with text highlighting, with text highlighting and organizing highlighted text, and without any aids. Dependent variables included browsing performance: time spent and the length of navigational path for reading; reading performance: recall and inference scores, navigational performance: scores of landmark and route knowledge and time spent and the length of navigational path for completing nine navigational tasks. The results showed that text highlight did not improve reading and navigational performance. By contrast, organizing highlighted text yielded significantly worst performance in reading and navigation. According to the results, we propose several suggestions for the design of reading instruction and digital highlighters.

Active and passive spatial learning in human navigation: acquisition of graph knowledge.

It is known that active exploration of a new environment leads to better spatial learning than does passive visual exposure. We ask whether specific components of active learning differentially contribute to particular forms of spatial knowledge-the exploration-specific learning hypothesis. Previously, we found that idiothetic information during walking is the primary active contributor to metric survey knowledge (Chrastil & Warren, 2013). In this study, we test the contributions of 3 components to topological graph and route knowledge: visual information, idiothetic information, and cognitive decision making. Four groups of participants learned the locations of 8 objects in a virtual hedge maze by (a) walking or (b) watching a video, crossed with (1) either making decisions about their path or (2) being guided through the maze. Route and graph knowledge were assessed by walking in the maze corridors from a starting object to the remembered location of a test object, with frequent detours. Decision making during exploration significantly contributed to subsequent route finding in the walking condition, whereas idiothetic information did not. Participants took novel routes and the metrically shortest routes on the majority of both direct and barrier trials, indicating that labeled graph knowledge-not merely route knowledge-was acquired. We conclude that, consistent with the exploration-specific learning hypothesis, decision making is the primary component of active learning for the acquisition of topological graph knowledge, whereas idiothetic information is the primary component for metric survey knowledge.

Learning virtual routes: what does verbal coding do in working memory?

Two experiments were run to complete our understanding of the role of verbal and visuospatial encoding in the construction of a spatial model from visual input. In experiment 1 a dual task paradigm was applied to young adults who learned a route in a virtual environment and then performed a series of nonverbal tasks to assess spatial knowledge. Results indicated that landmark knowledge as asserted by the visual recognition of landmarks was not impaired by any of the concurrent task. Route knowledge, assessed by recognition of directions, was impaired both by a tapping task and a concurrent articulation task. Interestingly, the pattern was modulated when no landmarks were available to perform the direction task. A second experiment was designed to explore the role of verbal coding on the construction of landmark and route knowledge. A lexical-decision task was used as a verbal-semantic dual task, and a tone decision task as a nonsemantic auditory task. Results show that these new concurrent tasks impaired differently landmark knowledge and route knowledge. Results can be interpreted as showing that the coding of route knowledge could be grounded on both a coding of the sequence of events and on a semantic coding of information. These findings also point on some limits of Baddeley's working memory model.

Landmark and route knowledge in children's spatial representation of a virtual environment.

This study investigates the development of landmark and route knowledge in complex wayfinding situations. It focuses on how children (aged 6, 8, and 10 years) and young adults (n = 79) indicate, recognize, and bind landmarks and directions in both verbal and visuo-spatial tasks after learning a virtual route. Performance in these tasks is also related to general verbal and visuo-spatial abilities as assessed by independent standardized tests (attention, working memory, perception of direction, production and comprehension of spatial terms, sentences and stories). The results first show that the quantity and quality of landmarks and directions produced and recognized by participants in both verbal and visuo-spatial tasks increased with age. In addition, an increase with age was observed in participants’ selection of decisional landmarks (i.e., landmarks associated with a change of direction), as well as in their capacity to bind landmarks and directions. Our results support the view that children first acquire landmark knowledge, then route knowledge, as shown by their late developing ability to bind knowledge of directions and landmarks. Overall, the quality of verbal and visuo-spatial information in participants’ spatial representations was found to vary mostly with their visuo-spatial abilities (attention and perception of directions) and not with their verbal abilities. Interestingly, however, when asked to recognize landmarks encountered during the route, participants show an increasing bias with age toward choosing a related landmark of the same category, regardless of its visual characteristics, i.e., they incorrectly choose the picture of another fountain. The discussion highlights the need for further studies to determine more precisely the role of verbal and visuo-spatial knowledge and the nature of how children learn to represent and memorize routes.

Retrieval enhances route knowledge acquisition, but only when movement errors are prevented.

Studies of the testing effect have shown that retrieval significantly improves learning. However, most of these studies have been restricted to simple types of declarative verbal knowledge. Five experiments were designed to explore whether testing improves acquisition of route knowledge, which has a procedural component consisting of actions to be performed at decision points (Golledge, 1991). Participants learned a route through a series of connected rooms in a virtual building. Each room contained multiple doors, only one of which led to the next room. During encoding, participants were shown the correct sequence of doors in a manner similar to global positioning system (GPS) navigation guidance. During subsequent exposures to the route, participants were either shown the correct sequence again or had to recall the sequence from memory. Participants later completed a final test in which they traversed the route without guidance or feedback. Testing improved route memory compared to studying, but only when participants were given feedback about the correct door prior to moving through the room. When feedback occurred after moving to an incorrect door, testing resulted in worse performance compared to studying. These findings parallel work on errorless learning, in which procedural skills are acquired more quickly when errors are minimized during learning.

“It's a Frightful Scenario”: A Study of Tram Collisions on a Mixed-traffic Environment in an Australian Metropolitan Setting

Tram driving is a complex task, requiring high levels of workload, route knowledge, and divided attention. Although similar to train driving, tram driving has its own unique skills requirements as well as higher demands on divided attention and decision-making in relation to operating in an environment with multiple road users. Due to the significant differences between the two tasks, research findings relating to train driving may not necessarily be applicable to tram driving. Despite this, very little research has been conducted on the tram-driving task in general and even less so relating to accidents and near misses. Australia has experienced a high incidence of tram collisions over the past decade and with new networks being planned for several cities and expansion of existing networks there is a potential for an increase in accidents. It is therefore timely to examine the tram-driving task and consider the human factors implications of tram collisions. This study incorporated reviews of accident reports, on-site observations, focus group exercises, and individual driver discussions. Results of the analysis revealed three major themes relating to causes of accidents: situation awareness, time pressure, and organizational behaviour. Interaction between these three themes was noted. This preliminary identified cultural issues and hinted at problems associated with normalization of deviance. Further analysis and research is needed to explore and unpack the themes with a view to determining effective strategies for tram organisations to implement to improve safety and minimize the risk of collisions.

Supplemental Material for Retrieval Enhances Route Knowledge Acquisition, but Only When Movement Errors are Prevented

Supplemental Material for Retrieval Enhances Route Knowledge Acquisition, but Only When Movement Errors are Prevented

From cognitive maps to cognitive graphs.

We investigate the structure of spatial knowledge that spontaneously develops during free exploration of a novel environment. We present evidence that this structure is similar to a labeled graph: a network of topological connections between places, labeled with local metric information. In contrast to route knowledge, we find that the most frequent routes and detours to target locations had not been traveled during learning. Contrary to purely topological knowledge, participants typically traveled the shortest metric distance to a target, rather than topologically equivalent but longer paths. The results are consistent with the proposal that people learn a labeled graph of their environment.

Looking for the compass in a case of developmental topographical disorientation: A behavioral and neuroimaging study

Developmental topographical disorientation (DTD) is the presence of navigational deficits in the context of normal intellectual ability and in the absence of any perinatal, neurological, or psychiatric disorder. As only three cases of DTD have been fully described thus far, we are still unable to draw definitive conclusions about its nature and relationship with other visuospatial competencies, such as mental rotation. The case of Mr. L.A., a 38-year-old man with no history of neurological or psychiatric disorders, sheds some light on these open questions. A neuropsychological assessment including IQ, memory, visuospatial, visuoconstructive, and navigational tests showed that Mr. L.A. has pure navigational deficits affecting both route knowledge and cognitive map processing. Unlike previously described cases of DTD, Mr. L.A. was not affected by any other visuospatial or visuoconstructive deficits. In a functional magnetic resonance imaging (fMRI) task involving the recall of route knowledge, Mr. L.A. showed activation in the occipital areas, involved in low-level perceptual analysis of the stimuli, and showed no activation in the areas activated in controls with regard to route knowledge. The present case suggests that different types of DTD exist, which are characterized by different navigational difficulties and anomalous/lacking functional brain activities in specific navigational networks.

Negative labeling and social exclusion of people living with human immunodeficiency virus/acquired immune deficiency syndrome in the antiretroviral therapy era: insight from attitudes and behavioral intentions of female heads of households in Zambézia Province, Mozambique

In the age of antiretroviral therapy (ART), unraveling specific aspects of stigma that impede uptake and adherence to human immunodeficiency virus (HIV) services and the complex intersections among them might enhance the efficacy of stigma-reduction interventions targeted at the general public. Few studies have described community stigma in high HIV prevalence regions of Mozambique where program scale-up has been concentrated, but fear of stigma persists as a barrier to HIV service uptake. Principal components analysis of attitudinal data from 3749 female heads of households surveyed in Zambézia Province was used to examine patterns of agreement with stigmatizing attitudes and behavior toward people living with HIV. Inferences were based on comparison of factor loadings and commonality estimates. Construct validity was established through correlations with levels of knowledge about HIV transmission and consistency with the labeling theory of stigma. Two unique domains of community stigma were observed: negative labeling and devaluation (NLD, α = 0.74) and social exclusion (SoE, α = 0.73). NLD is primarily an attitudinal construct, while SoE captures behavioral intent. About one-third of the respondents scored in the upper tertile of the NLD stigma scale (scale: 0–100 stigma points) and the equivalent was 41.3% in the SoE stigma scale. Consistent with literature, NLD and SoE stigma scores were inversely correlated with HIV transmission route knowledge. In item level analysis, fear of being labeled a prostitute/immoral and of negative family affect defined the nature of stigma in this sample. Thus, despite ART scale-up and community education about HIV/acquired immune deficiency syndrome (AIDS), NLD and SoE characterized the community stigma of HIV in this setting. Follow-up studies could compare the impact of these stigma domains on HIV services uptake, in order to inform domain-focused stigma-reduction interventions.

Unhindered Spatial Processing During Route Memorization is Required to Maximize Both Spatial and Verbal Route Knowledge

SummaryTo successfully remember a route in a physical environment, individuals are believed to process and store both verbal and spatial information of that route. The present study tested whether both spatial and verbal contents are necessary to form an effective route memory. For that purpose, route learning was performed in three concurrent task conditions (spatial, verbal and control) and appraised at two moments in time, via three route memory tests (spatial, verbal and spatial–verbal). Results showed that route memory generally improved across time and that spatial information was remembered better than verbal information. The concurrent spatial condition resulted in lower retention scores of both spatial and verbal route knowledge. These results suggest that effective spatial processing forms a scaffold without which long‐term retention lacks detail of both spatial and verbal route knowledge. It is discussed how these findings add to understanding spatial memory of routes. Copyright © 2013 John Wiley & Sons, Ltd.

Age-Related Wayfinding Differences in Real Large-Scale Environments: Detrimental Motor Control Effects during Spatial Learning Are Mediated by Executive Decline?

The aim of this study was to evaluate motor control activity (active vs. passive condition) with regards to wayfinding and spatial learning difficulties in large-scale spaces for older adults. We compared virtual reality (VR)-based wayfinding and spatial memory (survey and route knowledge) performances between 30 younger and 30 older adults. A significant effect of age was obtained on the wayfinding performances but not on the spatial memory performances. Specifically, the active condition deteriorated the survey measure in all of the participants and increased the age-related differences in the wayfinding performances. Importantly, the age-related differences in the wayfinding performances, after an active condition, were further mediated by the executive measures. All of the results relative to a detrimental effect of motor activity are discussed in terms of a dual task effect as well as executive decline associated with aging.

Learning to navigate: Experience versus maps

People use “route knowledge” to navigate to targets along familiar routes and “survey knowledge” to determine (by pointing, for example) a target’s metric location. We show that both root in separate memories of the same environment: participants navigating through their home city relied on representations and reference frames different from those they used when doing a matched survey task. Tübingen residents recalled their way along a familiar route to a distant target while located in a photorealistic virtual 3D model of Tübingen, indicating their route decisions on a keyboard. Participants had previously done a survey task (pointing) using the same start points and targets. Errors and response latencies observed in route recall were completely unrelated to errors and latencies in pointing. This suggests participants employed different and independent representations for each task. Further, participants made fewer routing errors when asked to respond from a horizontal walking perspective rather than a constant aerial perspective. This suggests that instead of the single reference, north-up frame (similar to a conventional map) they used in the survey task, participants employed different, and most probably multiple, reference frames learned from “on the ground” navigating experience. The implication is that, within their everyday environment, people use map or navigation-based knowledge according to which best suits the task.

Retention of memory for large-scale spaces

This study empirically examined the retention of large-scale spatial memory, taking different types of spatial knowledge and levels of sense of direction into consideration. A total of 38 participants learned a route from a video and conducted spatial tasks immediately after learning the route and after 2 weeks or 3 months had passed. Results showed that spatial memory decayed over time, at a faster rate for the first 2-week period than for the subsequent period of up to 3 months, although it was not completely forgotten even after 3 months. The rate of forgetting differed depending on the type of knowledge, with landmark and route knowledge deteriorating at a much faster rate than survey knowledge. Sense of direction affected both the acquisition and the retention of survey knowledge. Survey knowledge by people with a good sense of direction was more accurate and decayed much less than that by people with a poor sense of direction.

The sustainable routing problem

Nowadays environmental, social, and political pressures to limit the impacts linked to CO2 emissions are rapidly increasing. This paper aim at the solution of a new class of A routing problem: the sustainable routing problem, where the objective, unlike the classical approaches, is the CO2 emission minimisation. The amount of CO2 emitted by a vehicle depends on different factors. If the problem is analysed from the driver’s point of view, these factors can be divided into ‘internal’, i.e., directly related to him/her (i.e., driving style, acceleration, average speed, route knowledge, etc.), and into ‘external’, i.e., depending on the environment in which the trip is made (i.e., traffic congestion, speed limits, vehicle type, etc.). Firstly the paper, starting from Fonseca et al. (2011) study, proposes a CO2 emission estimation as function of the different internal/external factors. Secondly, the authors formalise a sustainable routing model, validating it through a case study as well as a parametric analysis. The results suggest that, contrary to the classical vehicle routing problem, the proposed model allows a larger reduction of CO2 emission versus the increasing time and distance, suggesting interesting potentials in the environmental preservation.

Active route learning in virtual environments: disentangling movement control from intention, instruction specificity, and navigation control

Active navigation research examines how physiological and psychological involvement in navigation benefits spatial learning. However, existing conceptualizations of active navigation comprise separable, distinct factors. This research disentangles the contributions of movement control (i.e., self-contained vs. observed movement) as a central factor from learning intention (Experiment 1), instruction specificity and instruction control (Experiment 2), as well as navigation control (Experiment 3) to spatial learning in virtual environments. We tested the effects of these factors on landmark recognition (landmark knowledge), tour-integration and route navigation (route knowledge). Our findings suggest that movement control leads to robust advantages in landmark knowledge as compared to observed movement. Advantages in route knowledge do not depend on learning intention, but on the need to elaborate spatial information. Whenever the necessary level of elaboration is assured for observed movement, too, the development of route knowledge is not inferior to that for self-contained movement.

Tailoring Map Design Based on Map-Reading and Way-Finding Behaviour in Subway Stations

In task 1, all subjects were asked to reach an exit without reading a map and no one found the shortest way to the nearest exit. In task 2, subjects were asked to read a map, to plan a route for the designated exit, and then to reach it. 2D map subjects’ way-finding performance was superior to that of 3D map subjects. 2D map subjects had problems with stairway connections, but 3D map subjects were confused by the incompleteness of symbols. 2D map subjects used wall and action-based information to construct their route knowledge, but 3D map subjects tended to rely on landmarks.