Less spatial exploration is associated with poorer spatial memory in midlife adults.

Introduction: Despite its importance for navigation, very little is known about how the normal aging process affects spatial exploration behavior. We aimed to investigate: (1) how spatial exploration behavior may be altered early in the aging process, (2) the relationship between exploration behavior and subsequent spatial memory, and (3) whether exploration behavior can classify participants according to age.

Methods: Fifty healthy young (aged 18-28) and 87 healthy midlife adults (aged 43-61) freely explored a desktop virtual maze, learning the locations of nine target objects.

Wayfinding in pairs: comparing the planning and navigation performance of dyads and individuals in a real-world environment.

Navigation is essential to life, and it is cognitively complex, drawing on abilities such as prospective and situated planning, spatial memory, location recognition, and real-time decision-making. In many cases, day-to-day navigation is embedded in a social context where cognition and behavior are shaped by others, but the great majority of existing research in spatial cognition has focused on individuals. The two studies we report here contribute to our understanding of social wayfinding, assessing the performance of paired and individual navigators on a real-world wayfinding task in which they were instructed to minimize time and distance traveled.

The relationship between object-based spatial ability and virtual navigation performance.

Spatial navigation is a multi-faceted behaviour drawing on many different aspects of cognition. Visuospatial abilities, such as mental rotation and visuospatial working memory, in particular, may be key factors. A range of tests have been developed to assess visuospatial processing and memory, but how such tests relate to navigation ability remains unclear.

How is GPS used? Understanding navigation system use and its relation to spatial ability.

Given how commonly GPS is now used in everyday navigation, it is surprising how little research has been dedicated to investigating variations in its use and how such variations may relate to navigation ability. The present study investigated general GPS dependence, how people report using GPS in various navigational scenarios, and the relationship between these measures and spatial abilities (assessed by self-report measures and the ability to learn the layout of a novel environment). GPS dependence is an individual's perceived need to use GPS in navigation, and GPS usage is the frequency with which they report using different functions of GPS.

Stress affects navigation strategies in immersive virtual reality.

There are known individual differences in both the ability to learn the layout of novel environments and the flexibility of strategies for navigating known environments. However, it is unclear how navigational abilities are impacted by high-stress scenarios. Here we used immersive virtual reality (VR) to develop a novel behavioral paradigm to examine navigation under dynamically changing situations.

How Can We Best Assess Spatial Skills? Practical and Conceptual Challenges.

Spatial thinking skills are associated with performance, persistence, and achievement in science, technology, engineering, and mathematics (STEM) school subjects. Because STEM knowledge and skills are integral to developing a well-trained workforce within and beyond STEM, spatial skills have become a major focus of cognitive, developmental, and educational research. However, these efforts are greatly hampered by the current lack of access to reliable, valid, and well-normed spatial tests.

Measuring configural spatial knowledge: Individual differences in correlations between pointing and shortcutting.

People use environmental knowledge to maintain a sense of direction in daily life. This knowledge is typically measured by having people point to unseen locations (judgments of relative direction) or navigate efficiently in the environment (shortcutting). Some people can estimate directions precisely, while others point randomly.

Building a Cognitive Science of Human Variation: Individual Differences in Spatial Navigation.

The aim of this issue is to take stock of cognitive science of human variation in the field of spatial navigation, an important domain in which debates have often assumed an invariant human mind. Addressing the challenge of individual differences requires cognitive scientists to change their practices in several ways. First, we need to consider how to design measures and paradigms that have adequate psychometric characteristics.

Symmetry and spatial ability enhance change detection in visuospatial structures.

Science, Technology, Engineering, and Mathematics (STEM) domains require people to recognize and transform complex visuospatial displays that appear to vastly exceed the limits of visuospatial working memory. Here, we consider possible domain-general mechanisms that may explain this advantage: capitalizing on symmetry, a structural regularity that can produce more efficient representations. Participants briefly viewed a structure made up of three-dimensional connected cubes of different colors, which was either asymmetrical or symmetrical.

Visual working memory for connected 3D objects: effects of stimulus complexity, dimensionality and connectivity.

Visual working memory (VWM) is typically measured using arrays of two-dimensional isolated stimuli with simple visual identities (e.g., color or shape), and these studies typically find strong capacity limits.

The Changing Landscape of Doctoral Education in Science, Technology, Engineering, and Mathematics: PhD Students, Faculty Advisors, and Preferences for Varied Career Options.

The landscape of graduate science education is changing as efforts to diversify the professoriate have increased because academic faculty jobs at universities have grown scarce and more competitive. With this context as a backdrop, the present research examines the perceptions and career goals of advisors and advisees through surveys of PhD students (Study 1,  = 195) and faculty mentors (Study 2,  = 272) in science, technology, engineering, and math disciplines. Study 1 examined actual preferences and career goals of PhD students among three options: research careers, teaching careers, and non-academic careers in industry, and compared the actual preferences of students with what they perceived as being the normative preferences of faculty.

Understanding Differences in Wayfinding Strategies.

Navigating to goal locations in a known environment (wayfinding) can be accomplished by different strategies, notably by taking habitual, well-learned routes (response strategy) or by inferring novel paths, such as shortcuts, from spatial knowledge of the environment's layout (place strategy). Human and animal neuroscience studies reveal that these strategies reflect different brain systems, with response strategies relying more on activation of the striatum and place strategies associated with activation of the hippocampus. In addition to individual differences in strategy, recent behavioral studies show sex differences such that men use place strategies more than women, and age differences such that older adults use more response strategies than younger adults.

Age-Related Changes in Spatial Navigation Are Evident by Midlife and Differ by Sex.

Accumulating evidence suggests that distinct aspects of successful navigation-path integration, spatial-knowledge acquisition, and navigation strategies-change with advanced age. Yet few studies have established whether navigation deficits emerge early in the aging process (prior to age 65) or whether early age-related deficits vary by sex. Here, we probed healthy young adults (ages 18-28) and midlife adults (ages 43-61) on three essential aspects of navigation.

Directionality eclipses agency: How both directional and social cues improve spatial perspective taking.

Research on spatial perspective taking has suggested that including an agent in the display benefits performance. However, little research has examined the mechanisms underlying this benefit. Here, we examine how an agent benefits performance by examining its effects on three mental steps in a perspective-taking task: (1) imagining oneself at a location (station point) within in the array, (2) adopting a different perspective (heading), and (3) pointing to an object from that perspective.

Visual ZIP files: Viewers beat capacity limits by compressing redundant features across objects.

Given a set of simple objects, visual working memory capacity drops from 3 to 4 units down to only 1 to 2 units when the display rotates. But real-world STEM experts somehow overcome these limits. Here, we study a potential domain-general mechanism that might help experts exceed these limits: compressing information based on redundant visual features.

Spatial reasoning, mathematics, and gender: Do spatial constructs differ in their contribution to performance?

Background: The role of gender in both spatial and mathematics performance has been extensively studied separately, with a male advantage often found in spatial tasks and mathematics from adolescence. Spatial reasoning is consistently linked to mathematics proficiency, yet despite this, little research has investigated the role of spatial orientation and gender in the relationship between spatial reasoning and mathematics.

Aims: In the present study, three spatial reasoning constructs (mental rotation, spatial visualization, and spatial orientation) were examined for their unique contributions to mathematics performance in two samples (Study 1: grade 5; Study 2: grade 8).

Telling right from right: the influence of handedness in the mental rotation of hands.

Background: This study investigated the impact of handedness on a common spatial abilities task, the mental rotation task (MRT). The influence of a right-handed world was contrasted with people's embodied experience with their own hands by testing both left- and right-handed people on an MRT of right- and left-hand stimuli. An additional consideration is the influence of matching the shape of the hand stimuli with the proprioception of one's own hands.

Visual chunking as a strategy for spatial thinking in STEM.

Working memory capacity is known to predict the performance of novices and experts on a variety of tasks found in STEM (Science, Technology, Engineering, and Mathematics). A common feature of STEM tasks is that they require the problem solver to encode and transform complex spatial information depicted in disciplinary representations that seemingly exceed the known capacity limits of visuospatial working memory. Understanding these limits and how visuospatial information is encoded and transformed differently by STEM learners presents new avenues for addressing the challenges students face while navigating STEM classes and degree programs.

A computerized spatial orientation test.

In three experiments, we compared performance on a paper-based perspective-taking task (the Spatial Orientation Test [SOT]; Hegarty & Waller, 2004) with performance on a computer-based version of the task. The computer-based version automates scoring angular errors, allows for different stimulus orders to be given to each participant, and allows for different testing time limits. In Experiment 1, the two media used different objects and mirror-image stimulus arrays in the two versions to mitigate the effects of memory for specific objects or responses.

Correction to: Decision making with visualizations: a cognitive framework across disciplines.

[This corrects the article DOI: 10.1186/s41235-018-0120-9.].

Instructions matter: Individual differences in navigation strategy and ability.

Individual differences in navigation strategy in the dual-solution paradigm (DSP) indicate that some people prefer to take learned routes, while others prefer to take shortcuts (Boone, Gong, & Hegarty, Memory & Cognition, 46, 909-922, 2018; Marchette, Bakker, & Shelton, Journal of Neuroscience, 31, 15264-15268, 2011). Although work using the DSP has highlighted biases toward certain navigation strategies within individuals, a question remains as to why navigators do show a bias. Here, we questioned whether a bias toward navigation by learned routes indicates inability to take shortcuts, or whether other factors are at play, such as task demands and preferences.

Spatial perspective taking: Effects of social, directional, and interactive cues.

Including an avatar in the array in a spatial perspective-taking test improves performance, but it is not clear why. Different aspects of an avatar, including its directional nature, its agency (perceived ability for action), and its interactivity, may all influence perspective-taking performance. Experiment 1 examined how performance was influenced by a social directional cue (an avatar) and an abstract directional cue (an arrow).

The impact of an intervention program on students' spatial reasoning: student engagement through mathematics-enhanced learning activities.

Background: Spatial reasoning skill has consistently been found to be malleable. However, there is little research to date on embedding spatial training within learning frameworks. This study evaluated the effects of a classroom-based spatial reasoning intervention on middle school children's spatial reasoning.