Acquisition of Spatial Knowledge Through Visual Exploration of Simulated Environments
Acquisition of Spatial Knowledge Through Visual Exploration of Simulated Environments
复制标题
DOI：
10.1207/s15326969eco0701_1
复制
发表时间：
1995-03
影响因子：
1.9
通讯作者：
P. Péruch;J. Vercher;G. Gauthier
中科院分区：
文献类型：
--
作者：
P. Péruch;J. Vercher;G. Gauthier
观察员的能力，学习空间布局的对象位于一个图形显示的墙壁有限的空间进行了测试，在目标定位任务后，主动或被动的探索模拟环境。空间布局由四个不同颜色的目标立方体组成，并阻碍内壁。在主动探索条件下，观察者自由探索空间，通过操纵杆平滑地改变视点，并试图定位每个目标立方体。在两种被动探索条件下，观察者探索的环境，无论是在一个连续变化的场景，观察沿着一个平滑的旅行路径，或在一系列的静态场景，从连续的观点，观察沿着一条path.immediately探索后，观察者的任务是达到，使用最短的路径，一个指定的目标是不可见的从位于附近的环境中心的起点。我们假设，主动探索后产生的空间采集将比被动探索后更准确，动态视觉信息用于显示环境将比静态视觉信息更有效。正如预期的那样，主动探测的性能优于被动探测，但是动态和静态被动条件产生相同的性能。进一步的空间分析的轨迹产生达到目标和轨迹之间的后续分析和相应的目标达到分数和目标达到时间允许我们分类的参与者的策略，根据不同层次的学习环境布局。一些参与者能够建立一个绝对的环境表示，包括对象的位置和方向，而其他人则通过将空间线索相互关联来学习对象的空间布局。一些参与者无法记住环境布局，并表现出类似随机的搜索路径。这些结果显示了性能水平和空间知识水平之间的联系，并确认了主动运动行为结合主动感知提取环境中的不变量的重要性。
The capacity of observers to learn spatial layouts of objects located in a graphically displayed wall-limited space was tested in a target localization task after active or passive exploration of the simulated environment. The spatial layouts were composed of four target cubes of different colors and obstructing inner walls. In the active exploration condition, the observers freely explored the space, smoothly changing the view point by means of a joystick and attempting to locate each target cube. In two passive exploration conditions, the observers explored the environments by looking either at a continuous changing scene as viewed along a smoothly travelled path or at a series of static scenes as viewed from successive points of view along a path. Immediately after exploration, the observer's task was to reach, using the shortest path, a specified target not visible from the starting point situated near the center of the environment. We hypothesized that spatial acquisition resulting after active exploration would be more accurate than after passive exploration, and that dynamic visual information used to display the environment would be more efficient than static visual information. As expected, the performance was better for active exploration than for passive exploration, but dynamic and static passive conditions yielded equivalent performance. Further spatial analyses of the trajectories produced to reach the target and subsequent analyses between trajectories and corresponding target reaching score and target reaching time allowed us to classify the participants' strategies according to different levels of learning of the environment layouts. Some participants were able to build up an absolute representation of the environment, including the objects' locations and orientations, and others learned the spatial layouts of objects by relating spatial clues to each other. A few participants were unable to memorize the environment layouts and exhibited random-like search paths. These results show the link between the level of performance and the level of spatial knowledge, and confirm the importance of active motor behavior combined with active perception to extract invariants in the environment.