Context Effects in Memory for Routes
Identifieur interne : 001450 ( Istex/Corpus ); précédent : 001449; suivant : 001451Context Effects in Memory for Routes
Auteurs : Karl F. Wender ; Daniel Haun ; Björn Rasch ; Matthias BlümkeSource :
- Lecture Notes in Computer Science [ 0302-9743 ] ; 2003.
Abstract
Abstract: When people experience a new environment they first develop landmark knowledge and second route knowledge. Route knowledge is thought to be different from survey knowledge which may develop with additional experience. The present paper describes three experiments in which participants learned a route through (1) a real maze, (2) a virtual maze, or (3) our university library. Participants were tested for their spatial knowledge using a cued recall procedure. Testing was done either in context, i.e. along the route, or out of context, i.e. in a separate, neutral room. Results showed a clear context effect. In addition, the context effect generalized along the route in the real environments. However, no generalization was observed in the virtual version. Application of multinomial models revealed that the structure of the knowledge acquired was more complex than assumed by popular models of route knowledge.
Url:
DOI: 10.1007/3-540-45004-1_13
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ISTEX:3930F6F6B7DC8C6A1F1FE197F32C8DB6DEECEFDDLe document en format XML
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Route knowledge is thought to be different from survey knowledge which may develop with additional experience. The present paper describes three experiments in which participants learned a route through (1) a real maze, (2) a virtual maze, or (3) our university library. Participants were tested for their spatial knowledge using a cued recall procedure. Testing was done either in context, i.e. along the route, or out of context, i.e. in a separate, neutral room. Results showed a clear context effect. In addition, the context effect generalized along the route in the real environments. However, no generalization was observed in the virtual version. Application of multinomial models revealed that the structure of the knowledge acquired was more complex than assumed by popular models of route knowledge.</div></front></TEI><istex><corpusName>springer</corpusName><author><json:item><name>Karl F. 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Route knowledge is thought to be different from survey knowledge which may develop with additional experience. The present paper describes three experiments in which participants learned a route through (1) a real maze, (2) a virtual maze, or (3) our university library. Participants were tested for their spatial knowledge using a cued recall procedure. Testing was done either in context, i.e. along the route, or out of context, i.e. in a separate, neutral room. Results showed a clear context effect. In addition, the context effect generalized along the route in the real environments. However, no generalization was observed in the virtual version. 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Mathematik und Informatik, Universität Bremen, Bibliothekstr. 1, 28359, Bremen, Germany</affiliation></editor><editor><persName><forename type="first">Wilfried</forename><surname>Brauer</surname></persName><email>brauer@informatik.tu-muenchen.de</email><affiliation>Fakultät für Informatik, Technishe Universität München, Boltzmannstr. 3, 85748, Garching bei München, Germany</affiliation></editor><editor><persName><forename type="first">Christopher</forename><surname>Habel</surname></persName><email>habel@informatik.uni-hamburg.de</email><affiliation>Fachbereich Informatik, Universität Hamburg, Vogt-Kölln-Str. 30, 22527, Hamburg, Germany</affiliation></editor><editor><persName><forename type="first">Karl</forename><forename type="first">F.</forename><surname>Wender</surname></persName><email>wender@cogpsy.uni-trier.de</email><affiliation>FB 1 - Psychologie, Universität Trier, 54286, Trier, Germany</affiliation></editor><imprint><publisher>Springer Berlin Heidelberg</publisher><pubPlace>Berlin, Heidelberg</pubPlace><date type="published" when="2003-06-24"></date><biblScope unit="volume">2685</biblScope><biblScope unit="page" from="209">209</biblScope><biblScope unit="page" to="231">231</biblScope></imprint></monogr><series><title level="s">Lecture Notes in Computer Science</title><title level="s" type="sub">Lecture Notes in Artificial Intelligence</title><editor><persName><forename type="first">Jaime</forename><forename type="first">G.</forename><surname>Carbonell</surname></persName><affiliation>Carnegie Mellon University, Pittsburgh, PA, USA</affiliation></editor><editor><persName><forename type="first">Jörg</forename><surname>Siekmann</surname></persName><affiliation>University of Saarland, Saarbrücken, Germany</affiliation></editor><biblScope><date>2003</date></biblScope><idno type="pISSN">0302-9743</idno><idno type="series-Id">558</idno></series><idno type="istex">3930F6F6B7DC8C6A1F1FE197F32C8DB6DEECEFDD</idno><idno type="DOI">10.1007/3-540-45004-1_13</idno><idno type="ChapterID">13</idno><idno type="ChapterID">Chap13</idno></biblStruct></sourceDesc></fileDesc><profileDesc><creation><date>2003</date></creation><langUsage><language ident="en">en</language></langUsage><abstract xml:lang="en"><p>Abstract: When people experience a new environment they first develop landmark knowledge and second route knowledge. Route knowledge is thought to be different from survey knowledge which may develop with additional experience. The present paper describes three experiments in which participants learned a route through (1) a real maze, (2) a virtual maze, or (3) our university library. Participants were tested for their spatial knowledge using a cued recall procedure. Testing was done either in context, i.e. along the route, or out of context, i.e. in a separate, neutral room. Results showed a clear context effect. In addition, the context effect generalized along the route in the real environments. However, no generalization was observed in the virtual version. Application of multinomial models revealed that the structure of the knowledge acquired was more complex than assumed by popular models of route knowledge.</p></abstract><textClass><keywords scheme="Book-Subject-Collection"><list><label>SUCO11645</label><item><term>Computer Science</term></item></list></keywords></textClass><textClass><keywords scheme="Book-Subject-Group"><list><label>I</label><label>I21017</label><label>G13007</label><label>I15017</label><label>I21025</label><label>I21033</label><label>J13000</label><item><term>Computer Science</term></item><item><term>Artificial Intelligence (incl. 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Route knowledge is thought to be different from survey knowledge which may develop with additional experience. The present paper describes three experiments in which participants learned a route through (1) a real maze, (2) a virtual maze, or (3) our university library. Participants were tested for their spatial knowledge using a cued recall procedure. Testing was done either in context, i.e. along the route, or out of context, i.e. in a separate, neutral room.</Para><Para>Results showed a clear context effect. In addition, the context effect generalized along the route in the real environments. However, no generalization was observed in the virtual version. 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Route knowledge is thought to be different from survey knowledge which may develop with additional experience. The present paper describes three experiments in which participants learned a route through (1) a real maze, (2) a virtual maze, or (3) our university library. Participants were tested for their spatial knowledge using a cued recall procedure. Testing was done either in context, i.e. along the route, or out of context, i.e. in a separate, neutral room. Results showed a clear context effect. In addition, the context effect generalized along the route in the real environments. However, no generalization was observed in the virtual version. 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