Sensorimotor alignment effects in the learning environment and in novel environments
Sensorimotor alignment effects in the learning environment and in novel environments
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DOI：
10.1037/0278-7393.33.6.1092
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发表时间：
2007-11-01
影响因子：
2.6
通讯作者：
Loomis, Jack M.
中科院分区：
文献类型：
--
作者：
Kelly, Jonathan W.;Avraamides, Marios N.;Loomis, Jack M.
四个实验考察了影响感觉运动对齐效应的条件(即，从与身体对齐的想象视角进行空间判断的优势)。通过虚拟现实技术，参与者了解房间(学习室)周围物体的位置，并从想象的角度做出空间判断，这些视角与他们实际面对的方向对齐或错位。当测试发生在学习室时，感觉运动排列效应被发现，而不是在走进隔壁(新的)房间之后。在返回学习房间或在小说房间向参与者提供以自我为中心的表象指示后，感觉运动对齐效应又回来了。此外，测试和学习环境之间的视觉和空间相似性独立地足以引起感觉运动对齐效应。记忆对齐效应独立于感觉运动对齐效应，在所有测试条件下都会发生。结果在两系统空间记忆理论的背景下被解释，该理论提出了单独的表征来解释感觉运动和记忆对齐效应。
Four experiments investigated the conditions contributing to sensorimotor alignment effects (i.e., the advantage for spatial judgments from imagined perspectives aligned with the body). Through virtual reality technology, participants learned object locations around a room (learning room) and made spatial judgments from imagined perspectives aligned or misaligned with their actual facing direction. Sensorimotor alignment effects were found when testing occurred in the learning room but not after walking 3 In into a neighboring (novel) room. Sensorimotor alignment effects returned after returning to the learning room or after providing participants with egocentric imagery instructions in the novel room. Additionally, visual and spatial similarities between the test and learning environments were independently sufficient to cause sensorimotor alignment effects. Memory alignment effects, independent from sensorimotor alignment effects, occurred in all testing conditions. Results are interpreted in the context of two-system spatial memory theories positing separate representations to account for sensorimotor and memory alignment effects.