Spatial learning while navigating with severely degraded viewing: The role of attention and mobility monitoring
Identifieur interne : 001915 ( Pmc/Curation ); précédent : 001914; suivant : 001916Spatial learning while navigating with severely degraded viewing: The role of attention and mobility monitoring
Auteurs : Kristina M. Rand ; Sarah H. Creem-Regehr ; William B. ThompsonSource :
- Journal of experimental psychology. Human perception and performance [ 0096-1523 ] ; 2015.
Abstract
The ability to navigate without getting lost is an important aspect of quality of life. In five studies, we evaluated how spatial learning is affected by the increased demands of keeping oneself safe while walking with degraded vision (mobility monitoring). We proposed that safe low-vision mobility requires attentional resources, providing competition for those needed to learn a new environment. In Experiments 1 and 2 participants navigated along paths in a real-world indoor environment with simulated degraded vision or normal vision. Memory for object locations seen along the paths was better with normal compared to degraded vision. With degraded vision, memory was better when participants were guided by an experimenter (low monitoring demands) versus unguided (high monitoring demands). In Experiments 3 and 4, participants walked while performing an auditory task. Auditory task performance was superior with normal compared to degraded vision. With degraded vision, auditory task performance was better when guided compared to unguided. In Experiment 5, participants performed both the spatial learning and auditory tasks under degraded vision. Results showed that attention mediates the relationship between mobility-monitoring demands and spatial learning. These studies suggest that more attention is required and spatial learning is impaired when navigating with degraded viewing.
Url:
DOI: 10.1037/xhp0000040
PubMed: 25706766
PubMed Central: 4446205
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<author><name sortKey="Rand, Kristina M" sort="Rand, Kristina M" uniqKey="Rand K" first="Kristina M." last="Rand">Kristina M. Rand</name>
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<author><name sortKey="Creem Regehr, Sarah H" sort="Creem Regehr, Sarah H" uniqKey="Creem Regehr S" first="Sarah H." last="Creem-Regehr">Sarah H. Creem-Regehr</name>
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<front><div type="abstract" xml:lang="en"><p id="P1">The ability to navigate without getting lost is an important aspect of quality of life. In five studies, we evaluated how spatial learning is affected by the increased demands of keeping oneself safe while walking with degraded vision (mobility monitoring). We proposed that safe low-vision mobility requires attentional resources, providing competition for those needed to learn a new environment. In Experiments 1 and 2 participants navigated along paths in a real-world indoor environment with simulated degraded vision or normal vision. Memory for object locations seen along the paths was better with normal compared to degraded vision. With degraded vision, memory was better when participants were guided by an experimenter (low monitoring demands) versus unguided (high monitoring demands). In Experiments 3 and 4, participants walked while performing an auditory task. Auditory task performance was superior with normal compared to degraded vision. With degraded vision, auditory task performance was better when guided compared to unguided. In Experiment 5, participants performed both the spatial learning and auditory tasks under degraded vision. Results showed that attention mediates the relationship between mobility-monitoring demands and spatial learning. These studies suggest that more attention is required and spatial learning is impaired when navigating with degraded viewing.</p>
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<title-group><article-title>Spatial learning while navigating with severely degraded viewing: The role of attention and mobility monitoring</article-title>
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<contrib-group><contrib contrib-type="author"><name><surname>Rand</surname>
<given-names>Kristina M.</given-names>
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<aff id="A1">Department of Psychology, University of Utah</aff>
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<contrib contrib-type="author"><name><surname>Creem-Regehr</surname>
<given-names>Sarah H.</given-names>
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<aff id="A2">Department of Psychology, University of Utah</aff>
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<contrib contrib-type="author"><name><surname>Thompson</surname>
<given-names>William B.</given-names>
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<aff id="A3">School of Computing, University of Utah</aff>
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<author-notes><corresp id="CR1">Correspondence concerning this paper should be addressed to Kristina M. Rand, 380 S. 1530 E., Room 502, Department of Psychology, University of Utah, Salt Lake City, UT 84112. <email>kristina.rand@psych.utah.edu</email>
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<pub-date pub-type="nihms-submitted"><day>13</day>
<month>2</month>
<year>2015</year>
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<pub-date pub-type="epub"><day>23</day>
<month>2</month>
<year>2015</year>
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<year>2015</year>
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<pub-date pub-type="pmc-release"><day>01</day>
<month>6</month>
<year>2016</year>
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<volume>41</volume>
<issue>3</issue>
<fpage>649</fpage>
<lpage>664</lpage>
<pmc-comment>elocation-id from pubmed: 10.1037/xhp0000040</pmc-comment>
<abstract><p id="P1">The ability to navigate without getting lost is an important aspect of quality of life. In five studies, we evaluated how spatial learning is affected by the increased demands of keeping oneself safe while walking with degraded vision (mobility monitoring). We proposed that safe low-vision mobility requires attentional resources, providing competition for those needed to learn a new environment. In Experiments 1 and 2 participants navigated along paths in a real-world indoor environment with simulated degraded vision or normal vision. Memory for object locations seen along the paths was better with normal compared to degraded vision. With degraded vision, memory was better when participants were guided by an experimenter (low monitoring demands) versus unguided (high monitoring demands). In Experiments 3 and 4, participants walked while performing an auditory task. Auditory task performance was superior with normal compared to degraded vision. With degraded vision, auditory task performance was better when guided compared to unguided. In Experiment 5, participants performed both the spatial learning and auditory tasks under degraded vision. Results showed that attention mediates the relationship between mobility-monitoring demands and spatial learning. These studies suggest that more attention is required and spatial learning is impaired when navigating with degraded viewing.</p>
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