The DOI matches its Crossref record; 90 of the 90 references it cites were found in a registry or an index.
How Navigational Aids Impair Spatial Memory: Evidence for Divided Attention
Abstract
Research has demonstrated navigational aids impair spatial memory, but has not considered important spatial cognitive concepts. For example, impairment may stem from spatial perspective switches between route-based aids and survey-based memory assessments. Further, the verbal format of aid instructions may selectively interfere with verbal working memory (VWM). To address these potential explanations, participants navigated desktop virtual environments in a goal-directed manner. In each within-participants condition, participants either navigated with a verbal or tonal aid that presented mixed spatial perspective instructions or without aid. Both aids yielded slight navigational advantages and steep spatial memory costs despite their mixed perspective instructions. The equivalent impairment between information formats suggests navigational aids impair spatial memory by dividing attention rather than selective interference of VWM.
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“Put simply, looking at irrelevant information is associated with poorer spatial knowledge development, whilst engagement with relevant information is better for spatial learning (Chrastil & Warren, 2012; Gardony et al., 2013, 2015; Hejtmánek et al., 2018; Willis et al., 2009).”
From The influence of landmark visualization style on task performance, visual attention, and spatial learning in a real-world navigation task (2024) · cites this paper as Gardony et al., 2013
In the citing paper
“This result aligns with previous studies, showing that guiding attention to the environment and task-relevant landmarks strengthens the encoding of these features and supports spatial memory formations (Gardony et al., 2013, 2015; Hejtmánek et al., 2018; Willis et al., 2009).”
From The influence of landmark visualization style on task performance, visual attention, and spatial learning in a real-world navigation task (2024) · cites this paper as Gardony et al., 2013
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Metadata
- Authors
- Gardony, A. L., Brunyé, T. T., Mahoney, C. R., & Taylor, H. A.
- Affiliations
- Tufts University (US)
- Venue
- Spatial Cognition & Computation
- Publisher
- Informa UK Limited
- Published
- 2013-09-27
- Volume
- 13
- Issue
- 4
- Pages
- 319-350
- ISSN
- 1387-5868 (ISSN-L)
- 1542-7633
- OpenAlex
- W2062462692
- Cited by
- 145
- References
- 90
- Citations by year
- 2026: 10 · 2025: 13 · 2024: 18 · 2023: 19 · 2022: 20 · 2021: 21 · 2020: 13 · 2019: 8 · 2018: 4 · 2017: 5 · 2016: 7 · 2015: 3 · 2014: 3 · 2013: 1
- FWCI
- 7.27
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Spatial Cognition and Computation (publishedVersion)
- Funders
- U.S. Department of Energy
- Oak Ridge Institute for Science and Education
- U.S. Army Natick Soldier Research, Development and Engineering Center
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Spatial Cognition and Navigation
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Functions and Memory
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Keywords
- navigation aids, spatial memory, divided attention, verbal working memory, spatial perspective, virtual worlds, goal-directed navigation
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