Sun Hong-Jin, Chan George S W, Campos Jennifer L
Department of Psychology, McMaster University, 1280 Main Street West, Hamilton, Ontario L8S 4K1, Canada.
Mem Cognit. 2004 Jan;32(1):51-71. doi: 10.3758/bf03195820.
In this study, we examined the orientation dependency of spatial representations following various learning conditions. We assessed the spatial representations of human participants after they had learned a complex spatial layout via map learning, via navigating within a real environment, or via navigating through a virtual simulation of that environment. Performances were compared between conditions involving (1) multiple- versus single-body orientation, (2) active versus passive learning, and (3) high versus low levels of proprioceptive information. Following learning, the participants were required to produce directional judgments to target landmarks. Results showed that the participants developed orientation-specific spatial representations following map learning and passive learning, as indicated by better performance when tested from the initial learning orientation. These results suggest that neither the number of vantage points nor the level of proprioceptive information experienced are determining factors; rather, it is the active aspect of direct navigation that leads to the development of orientation-free representations.
在本研究中，我们考察了在各种学习条件下空间表征的方向依赖性。我们评估了人类参与者在通过地图学习、在真实环境中导航或通过该环境的虚拟模拟学习复杂空间布局后的空间表征。比较了以下几种条件下的表现：(1) 多身体方向与单身体方向；(2) 主动学习与被动学习；(3) 高本体感觉信息水平与低本体感觉信息水平。学习后，要求参与者对目标地标进行方向判断。结果表明，参与者在地图学习和被动学习后形成了特定方向的空间表征，从初始学习方向进行测试时表现更好即表明了这一点。这些结果表明，有利位置的数量和所体验的本体感觉信息水平都不是决定因素；相反，直接导航的主动方面导致了无方向表征的形成。
