Active and Passive Spatial Learning in Human Navigation: Acquisition of Graph Knowledge
Active and Passive Spatial Learning in Human Navigation: Acquisition of Graph Knowledge
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DOI：
10.1037/xlm0000082
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发表时间：
2015-07-01
影响因子：
2.6
通讯作者：
Warren, William H.
中科院分区：
文献类型：
--
作者：
Chrastil, Elizabeth R.;Warren, William H.
众所周知，主动探索新环境比被动视觉暴露能带来更好的空间学习。我们问，主动学习的特定组成部分是否对特定形式的空间知识有不同的贡献--探索性特定学习假说。此前，我们发现行走过程中的独特性信息是度量调查知识的主要积极贡献者(Chrastil&Warren，2013)。在本研究中，我们测试了三个成分对拓扑图和路线知识的贡献：视觉信息、专有信息和认知决策。四组参与者通过(A)步行或(B)观看视频来学习8个物体在虚拟树篱迷宫中的位置，其中包括(1)决定他们的路径或(2)被引导通过迷宫。路线和图形知识是通过在迷宫走廊中从起始对象走到测试对象记忆中的位置来评估的，并经常绕道。在行走状态下，探索过程中的决策对随后的路线发现有显著的贡献，而愚蠢的信息则没有。参与者在大多数直接试验和障碍试验中都选择了新的路线和度量最短的路线，这表明他们获得了标记的图表知识--而不仅仅是路线知识。我们的结论是，与探索性学习假说一致，决策是拓扑图知识获取的主动学习的主要组成部分，而独特性信息是度量测量知识的主要组成部分。
It is known that active exploration of a new environment leads to better spatial learning than does passive visual exposure. We ask whether specific components of active learning differentially contribute to particular forms of spatial knowledge-the exploration-specific learning hypothesis. Previously, we found that idiothetic information during walking is the primary active contributor to metric survey knowledge (Chrastil & Warren, 2013). In this study, we test the contributions of 3 components to topological graph and route knowledge: visual information, idiothetic information, and cognitive decision making. Four groups of participants learned the locations of 8 objects in a virtual hedge maze by (a) walking or (b) watching a video, crossed with (1) either making decisions about their path or (2) being guided through the maze. Route and graph knowledge were assessed by walking in the maze corridors from a starting object to the remembered location of a test object, with frequent detours. Decision making during exploration significantly contributed to subsequent route finding in the walking condition, whereas idiothetic information did not. Participants took novel routes and the metrically shortest routes on the majority of both direct and barrier trials, indicating that labeled graph knowledge-not merely route knowledge-was acquired. We conclude that, consistent with the exploration-specific learning hypothesis, decision making is the primary component of active learning for the acquisition of topological graph knowledge, whereas idiothetic information is the primary component for metric survey knowledge.