Kelly Jonathan W, McNamara Timothy P
Department of Psychology, Vanderbilt University, Nashville, Tennessee 37203, USA.
Psychon Bull Rev. 2008 Apr;15(2):322-7. doi: 10.3758/pbr.15.2.322.
Previous research has uncovered three primary cues that influence spatial memory organization:egocentric experience, intrinsic structure (object defined), and extrinsic structure (environment defined). In the present experiments, we assessed the relative importance of these cues when all three were available during learning. Participants learned layouts from two perspectives in immersive virtual reality. In Experiment 1, axes defined by intrinsic and extrinsic structures were in conflict, and learning occurred from two perspectives, each aligned with either the intrinsic or the extrinsic structure. Spatial memories were organized around a reference direction selected from the first perspective, regardless of its alignment with intrinsic or extrinsic structures. In Experiment 2, axes defined by intrinsic and extrinsic structures were congruent, and spatial memories were organized around reference axes defined by those congruent structures, rather than by the initially experienced view. The findings are discussed in the context of spatial memory theory as it relates to real and virtual environments.
自我中心体验、内在结构（由物体定义）和外在结构（由环境定义）。在本实验中，我们评估了在学习过程中这三个线索都存在时它们各自的相对重要性。参与者在沉浸式虚拟现实中从两个视角学习布局。在实验1中，由内在和外在结构定义的轴相互冲突，且学习从两个视角进行，每个视角分别与内在或外在结构对齐。空间记忆围绕从第一个视角选择的参考方向进行组织，而不管该方向与内在或外在结构是否对齐。在实验2中，由内在和外在结构定义的轴是一致的，空间记忆围绕由这些一致结构定义的参考轴进行组织，而不是围绕最初体验的视角。我们将在与真实和虚拟环境相关的空间记忆理论背景下讨论这些发现。
