The role of working memory capacity in spatial learning depends on spatial information integration difficulty in the environment.
The role of working memory capacity in spatial learning depends on spatial information integration difficulty in the environment.
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DOI：
10.1037/xge0000972
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发表时间：
2021-04
期刊：
影响因子：
--
通讯作者：
Brown TI
中科院分区：
文献类型：
--
作者：
He Q;Han AT;Churaman TA;Brown TI
已经进行了大量的研究，以揭示空间导航中明显的个体差异的潜在因素。空间工作记忆容量（SWM）是一个重要因素。在其他领域，如阅读理解，工作记忆容量在任务绩效差异中的作用取决于其他任务要求的难度。在目前的研究中，我们调查是否，同样的，SWM和空间性能之间的关系是依赖于空间信息整合的难度在环境中。基于我们先前的工作，空间信息整合的难度取决于1）观察环境中感兴趣的位置之间的空间关系的难度，以及2）个人整合这种关系的能力。利用虚拟现实技术，我们通过改变建筑物的可见性来控制学习过程中观察空间关系的难度，并测量了个体的自我报告方向感（SOD），它调节了在不同可见度下整合这种关系的能力。我们一致发现，在“容易”的空间整合条件下（高SOD高能见度），高SWM没有显着提高空间学习。在困难条件下（低SOD和低能见度）观察到相同的模式。另一方面，高SWM改善了中等难度的空间学习（高SOD与低能见度，反之亦然）。总之，我们的研究结果表明，SWM在空间学习差异中的作用取决于空间整合难度。我们的研究结果也有显着的应用意义，使用虚拟现实的目标和促进空间学习。
A substantial amount of research has been conducted to uncover factors underlying the pronounced individual differences in spatial navigation. Spatial working memory capacity (SWM) is shown to be one important factor. In other domains such as reading comprehension, the role of working memory capacity in task performance differences depends on the difficulty of other task demands. In the current study, we investigated whether, similarly, the relationship between SWM and spatial performance was dependent on the difficulty of spatial information integration in the environment. Based on our prior work, spatial information integration difficulty depends on 1) difficulty in observing spatial relationships between locations of interest in the environment, and 2) the individual’s ability to integrate such relationships. Leveraging virtual reality, we manipulated the difficulty in observing the spatial relationships during learning by changing the visibility of the buildings, and measured individual’s self-report sense of direction (SOD) which modulates the ability to integrate such relationships under different degrees of visibility. We consistently found that in the “easy” spatial integration condition (high SOD with high visibility), high SWM did not significantly improve spatial learning. The same pattern was observed in the difficult condition (low SOD with low visibility). On the other hand, high SWM improved spatial learning for medium difficulty (high SOD with low visibility, or vice versa). Together, our results reveal that the role of SWM in spatial learning differences depends on spatial integration difficulty. Our results also have significant applied implications for using virtual reality to target and facilitate spatial learning.
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