Foreman N, Stirk J, Pohl J, Mandelkow L, Lehnung M, Herzog A, Leplow B
Department of Psychology, University of Middlesex, Enfield Campus, Queensway, Enfield, EN3 4SF, London, UK.
Behav Brain Res. 2000 Jul;112(1-2):53-61. doi: 10.1016/s0166-4328(00)00159-5.
The Kiel locomotor maze requires participants to choose five targets from among 20 locations marked by small red lights on the floor of a dimly lit circular environment having four wall-mounted extramaze cues and two intramaze cues at floor level. In the present study, acquisition of the real task was examined in 11-year-old children following prior accurate training in a virtual version, following misleading virtual training, or following no training. The virtual version was displayed on a desk-top computer monitor. Acquisition testing in the real maze was either locomotor or non-locomotor. Good transfer was achieved from virtual to real versions. Children's exploration of the real maze prior to real maze acquisition training revealed a clear transfer of spatial information previously learned in the virtual version. Children taught the correct target configuration in the simulation made fewer errors and more rapid, confident responses to targets in the real maze than children given no training. However, acquisition was also better following misleading training than no training, suggesting that a non-specific components of performance also transferred. Male superiority was only seen following misleading training, which was interpreted in terms of male superiority in mental rotation. After acquisition, a single probe trial was performed, in which proximal cues and participants' starting position were rotated, but this had equivalent effects on all groups' performance. It is clear that transfer of spatial information occurs from the simulated Kiel maze to the real version. This has implications for its use in diagnosis and training.
基尔运动迷宫要求参与者在一个光线昏暗的圆形环境的地面上，从20个由小红灯标记的位置中选择5个目标。该环境有四个安装在墙上的迷宫外部线索和两个位于地面的迷宫内部线索。在本研究中，对11岁儿童进行了考察，这些儿童在事先接受了虚拟版本的准确训练、误导性虚拟训练或未接受训练之后，再进行实际任务的学习。虚拟版本显示在台式电脑显示器上。在实际迷宫中的学习测试分为运动型或非运动型。从虚拟版本到实际版本实现了良好的迁移。儿童在实际迷宫学习训练之前对实际迷宫的探索揭示了先前在虚拟版本中学到的空间信息的明显迁移。在模拟中学习了正确目标配置的儿童，与未接受训练的儿童相比，在实际迷宫中对目标的错误更少，反应更快、更自信。然而，接受误导性训练后的学习效果也比未接受训练要好，这表明表现的非特定成分也发生了迁移。仅在接受误导性训练后出现了男性优势，这被解释为男性在心理旋转方面的优势。学习之后，进行了一次单一的探测试验，其中近端线索和参与者的起始位置被旋转，但这对所有组的表现产生了相同的影响。很明显，空间信息从模拟的基尔迷宫迁移到了实际版本。这对其在诊断和训练中的应用具有启示意义。
