Electrocortical Evidence for Long-Term Incidental Spatial Learning Through Modified Navigation Instructions

Wunderlich, A; Gramann, K

Electrocortical Evidence for Long-Term Incidental Spatial Learning Through Modified Navigation Instructions

Wunderlich, A

Gramann, K

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Publication Type:: Journal Article
Citation:: 2018
Issue Date:: 2018-03-13

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Field	Value	Language
dc.contributor.author	Wunderlich, A https://orcid.org/0000-0003-2378-1164	en_US
dc.contributor.author	Gramann, K https://orcid.org/0000-0003-2673-1832	en_US
dc.date.issued	2018-03-13	en_US
dc.identifier.citation	2018	en_US
dc.identifier.uri	http://hdl.handle.net/10453/130161
dc.description.abstract	Abstract The use of Navigation Assistance Systems for spatial orienting has become increasingly popular. Such automated navigation support, however, comes with a reduced processing of the surrounding environment and often with a decline of spatial orienting ability. To prevent such deskilling and to support spatial learning, the present study investigated incidental spatial learning by comparing standard navigation instructions with two modified navigation instruction conditions. The first modified instruction condition highlighted landmarks and provided additional redundant information regarding the landmark (contrast condition), while the second highlighted landmarks and included personal relevant information regarding the landmark (personal-reference condition). Participants’ spatial knowledge of the previously unknown virtual city was tested three weeks later. Behavioral and electroencephalographic (EEG) data demonstrated enhanced memory performance for participants in the modified navigation instruction conditions without further differentiating between modified instructions. Recognition performance of landmarks was better and the late positive complex of the event-related potential (ERP) revealed amplitude differences reflecting an increased amount of recollected information for modified navigation instructions. The results indicate a significant long-term spatial learning effect when landmarks are highlighted during navigation instructions.	en_US
dc.relation.isbasedon	10.1101/280842	en_US
dc.title	Electrocortical Evidence for Long-Term Incidental Spatial Learning Through Modified Navigation Instructions	en_US
dc.type	Journal Article
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Computer Science
utslib.copyright.status	open_access
pubs.publication-status	Published	en_US

Abstract:

Abstract The use of Navigation Assistance Systems for spatial orienting has become increasingly popular. Such automated navigation support, however, comes with a reduced processing of the surrounding environment and often with a decline of spatial orienting ability. To prevent such deskilling and to support spatial learning, the present study investigated incidental spatial learning by comparing standard navigation instructions with two modified navigation instruction conditions. The first modified instruction condition highlighted landmarks and provided additional redundant information regarding the landmark (contrast condition), while the second highlighted landmarks and included personal relevant information regarding the landmark (personal-reference condition). Participants’ spatial knowledge of the previously unknown virtual city was tested three weeks later. Behavioral and electroencephalographic (EEG) data demonstrated enhanced memory performance for participants in the modified navigation instruction conditions without further differentiating between modified instructions. Recognition performance of landmarks was better and the late positive complex of the event-related potential (ERP) revealed amplitude differences reflecting an increased amount of recollected information for modified navigation instructions. The results indicate a significant long-term spatial learning effect when landmarks are highlighted during navigation instructions.

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http://hdl.handle.net/10453/130161