Failure to demonstrate short-cutting in a replication and extension of Tolman et al.'s spatial learning experiment with humans.

Successful demonstrations of novel short-cut taking by animals, including humans, are open to interpretation in terms of learning that is not necessarily spatial. A classic example is that of Tolman, Ritchie, and Kalish (1946) who allowed rats to repeat a sequence of turns through the corridors of a maze to locate a food reward. When the entrance to the corridors was subsequently blocked and alternative corridors were made available, rats successfully selected the corridor leading most directly to the food location.

The first-perspective alignment effect: the role of environmental complexity and familiarity with surroundings.

People often remember relatively novel environments from the first perspective encountered or the first direction of travel. This initial perspective can determine a preferred orientation that facilitates the efficiency of spatial judgements at multiple recalled locations. The present study examined this "first-perspective alignment effect" (FPA effect).

Enclosure shape influences cue competition effects and goal location learning.

In virtual-environment spatial-learning procedures, Experiment 1 investigated blocking of learning about distal landmarks beyond the walls of an enclosure following preliminary training to find a goal using local landmarks within the enclosure. Separate sets of blocking and control groups searched within enclosures that, in plan view, formed either a square or a circle. Blocking was apparent when training and testing occurred in the circular but not the square enclosure.

Blocking of goal-location learning based on shape.

Using desktop, computer-simulated virtual environments (VEs), the authors conducted 5 experiments to investigate blocking of learning about a goal location based on Shape B as a consequence of preliminary training to locate that goal using Shape A. The shapes were large 2-dimensional horizontal figures on the ground. Blocking of spatial learning was found when the initially trained Shape A was presented in the context of auxiliary shapes that were anticipated to be irrelevant to goal localization.

Blocking of spatial learning between enclosure geometry and a local landmark.

In a virtual environment, blocking of spatial learning to locate an invisible target was found reciprocally between a distinctively shaped enclosure and a local landmark within its walls. The blocking effect was significantly stronger when the shape of the enclosure rather than the landmark served as the blocking cue. However, the extent to which the landmark blocked enclosure-shape learning was not influenced by increasing the physical salience of the landmark.

First-perspective spatial alignment effects from real-world exploration.

When spatial knowledge is acquired from secondary-learning media, such as text, people sometimes remember a route in alignment with the first perspective or first direction of travel. However, this first-perspective alignment (FPA) effect has been found only under special circumstances from primary real-world exploration. In Experiment 1, recall of an enclosed small-scale, U-shaped route was compared following learning from a verbal description, a video recording, or real-world exploration; an FPA effect was found in all cases.

Influences on the first-perspective alignment effect from text route descriptions.

Four experiments investigated the more efficient recall of routes learned from text descriptions when the imagined orientation at test was in alignment with the first experienced perspective. Experiments 1 and 2 replicated the effect, but found little evidence for the influence of an external frame of reference provided either by describing a salient landmark external to the route, or by employing cardinal directions in the descriptions. In Experiment 3, the first-perspective alignment (FPA) effect was relatively unaffected by elaboration of spatial information or more experience of reading the text.

Memory for targets in a multi-level simulated-environment: a comparison between able-bodied and physically disabled children.

Two groups of children, one able-bodied and the other with physical disabilities, explored a symmetrical three-tiered virtual building that contained six distinctive target objects, two on each story. In a subsequent test, the target objects were removed and participants were asked to make judgments of the directions to the former target locations from each floor in turn. At each test site, judgments were required for targets that were formerly on the same floor and for those on higher and lower floors.

Memory for targets in a multilevel simulated environment: evidence for vertical asymmetry in spatial memory.

In two experiments, adult participants explored a symmetrical three-tiered computer-simulated building that contained six distinctive objects, two on each floor. Following exploration, the objects were removed, and the participants were asked to make direction judgments from each floor, indicating the former positions of the objects on that floor and on higher and lower floors. Relative tilt error scores indicated a bias, in that targets that were higher than the test location were judged as consistently lower than their actual positions and targets that were lower than the test location were judged as consistently higher than their actual positions.

First-perspective alignment effects in a computer-simulated environment.

In Experiment 1, participants explored two desktop, virtual environments (VEs), each comprising three city streets connected at right angles; for each participant one VE was open and one was enclosed. Following the first VE exploration, orientation estimates to remembered test locations were most accurate when participants imagined themselves aligned, rather than 90 degrees misaligned or 180 degrees or contra-aligned, with the first part of the route. In the second VE, the effect was attenuated and the data pattern conformed to that anticipated from an orientation-free memory.

Effects of early mobility on shortcut performance in a simulated maze.

This experiment compared the shortcut choices of able-bodied teenagers with those of physically disabled teenagers who had varying histories of mobility impairment. In a computer-simulated kite-shaped maze, participants were allowed to explore three arms that connected four rooms. Subsequently they were offered a choice between paths connecting two rooms, one of which was a novel shortcut.