Detail The role of attention in learning spatial relationships during navigation Bibliografi Author: Albert, William Samuel ; Gopal, Sucharita (Advisor) Topik: GEOGRAPHY|PSYCHOLOGY; COGNITIVE|PSYCHOLOGY; EXPERIMENTAL Bahasa: (EN )    ISBN: 0-591-37314-9     Penerbit: Boston University     Tahun Terbit: 1998     Jenis: Theses - Dissertation Fulltext: 9728340.pdf (0.0B; 3 download) Abstract This study examines the role of attention in spatial knowledge acquisition during simulated navigation. It is hypothesized that dividing attention limits the amount of information encoded into memory, and selectively limits the ability to encode relational (route and survey) information, but not the ability to store landmark information into memory. Three experiments were conducted by presenting subjects a series of routes through a simulated environment in a full or divided attention condition. Spatial learning was tested by having subjects discriminate between correct and incorrect route segments. In Experiment 1, dividing attention disrupted memory for the sequence of landmarks and for the association between landmarks and turns. In addition, subjects in the divided attention condition were unable to discriminate between landmarks with correct and incorrect turns, suggesting that both landmarks and their associated turns may be independently encoded in memory. In Experiment 2, dividing attention increased the likelihood of miscombining landmarks from separately learned routes, as compared to learning with full attention. However, dividing attention did not have an effect on recognizing new landmarks. Therefore, individual landmarks may be miscombined to other routes dependent on the amount of attention devoted to navigation, but memory for the landmarks themselves is unaffected by attention. Experiment 3 examined the effects of dividing attention on encoding spatial relations among landmarks. Contrary to the hypothesis, results showed that dividing attention did not selectively disrupt encoding spatial relations, but only limited the amount of information which was encoded into memory. Taking the results of the three experiments together, two general conclusions are provided. First, dividing attention during simulated navigation severely disrupts the ability to acquire landmark, route, and survey knowledge of the environment. Second, dividing attention selectively interferes with binding separate items together in memory (Experiments 1 and 2), but does not selectively interfere with the construction of a configural representation in memory (Experiment 3). The results of this research may be used in the design of in-vehicle navigation systems by evaluating the content and frequency of the display of spatial information which minimizes cognitive demands placed upon the driver. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

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