Valiquette Christine M, McNamara Timothy P, Smith Keith
Vanderbilt University, Nashville, Tennessee, USA.
Mem Cognit. 2003 Apr;31(3):479-89. doi: 10.3758/bf03194405.
In three experiments, we examined the effects of locomotion and incidental learning on the formation of spatial memories. Participants learned the locations of objects in a room and then made judgments of relative direction, using their memories (e.g., "Imagine you are standing at the clock, facing the jar. Point to the book"). The experiments manipulated the number of headings experienced, the amount of interaction with the objects, and whether the participants were informed that their memories of the layout would be tested. When participants were required to maintain a constant body orientation during learning (Experiment 1), they represented the layout in terms of a single reference direction parallel to that orientation. When they were allowed to move freely in the room (Experiment 2), they seemed to use two orthogonal reference axes aligned with the walls of the enclosing room. Extensive movement under incidental learning conditions (Experiment 3) yielded a mixture of these two encoding strategies across participants. There was no evidence that locomotion, interaction with objects, or incidental learning led to the formation of spatial memories that differed from those formed from static viewing.
在三项实验中，我们研究了运动和附带学习对空间记忆形成的影响。参与者学习房间内物体的位置，然后利用他们的记忆做出相对方向的判断（例如，“想象你站在时钟处，面向罐子。指向书本”）。实验操纵了经历的方向数量、与物体的互动量，以及参与者是否被告知他们对布局的记忆将受到测试。当参与者在学习过程中被要求保持身体方向不变时（实验1），他们根据与该方向平行的单一参考方向来表征布局。当他们被允许在房间内自由移动时（实验2），他们似乎使用了与封闭房间墙壁对齐的两个正交参考轴。在附带学习条件下的大量运动（实验3）在参与者中产生了这两种编码策略的混合。没有证据表明运动、与物体的互动或附带学习会导致形成与静态观察所形成的空间记忆不同的空间记忆。
