Abstract
In the current study we tested whether multiple orientations in kinesthetic learning affected how flexibly spatial information is stored and later used in making location judgments. Three groups learned simple routes by walking them while blindfolded, with (1) multiple orientations achieved through normal walking, (2) multiple orientations achieved through backward walking, or (3) a single orientation achieved through walking without turning (which required forward, backward, and sideways walking). When subjects had experienced multiple orientations while learning the routes, later directional judgments were equally accurate (and equally rapid) regardless of whether the judgments were aligned or were contra-aligned with the orientation of the routes as originally learned. In contrast, when routes were learned in a single orientation (without turning), subsequent judgments on contra-aligned trials were both less accurate and slower than judgments on aligned trials. Thus, multiple orientations are important to establish orientation-free, flexible use of spatial information in a kinesthetic learning environment. This contrasts with the pattern of results typically found in visual spatial learning and suggests that the factors that affect orientation specificity of spatial use may differ across spatial modality.
Article PDF
Similar content being viewed by others
Refereces
CooK, T. D., &Campbell, D. T. (1979).Quasi-experimentation: Design and analysis issues for field settings. Chicago: Rand McNally.
Evans, G., &Pezdek, K. (1980). Cognitive mapping: Knowledge of real-world distance and location information.Journal of Experimental Psychology: Human Learning & Memory,6, 13–24.
Jolicoeur, P., &Kosslyn, S. (1983). Coordinate systems in the longterm memory representations of three-dimensional shapes.Cognitive Psychology,15, 301–345.
Levine, M., Jankovic, I., &Palij, M. (1982). Principles of spatial problem solving.Journal of Experimental Psychology: General,111, 157–175.
Liben, L. S. (1981). Spatial representation and behavior: Multiple perspectives. In L. S. Liben, A. H. Patterson, & N. Newcombe (Eds.),Spatial representation across the life-span (pp. 3–36). New York: Academic Press.
Mandler, J. (1983). Representation. In J. H. Flavell & E. Markman (Eds.),Handbook of child psychology: Vol. 3. Cognitive development (pp. 420–494). New York: Wiley.
Presson, C. C., &Hazelrigg, M. D. (1984). Building of spatial representations through primary and secondary learning.Journal of Experimental Psychology: Learning, Memory, & Cognition,10, 716–722.
Thorndyke, P. W., &Hayes-Roth, B. (1982). Differences m spatial knowledge acquired from maps and navigation.Cognitive Psychology,14, 560–581.
Author information
Authors and Affiliations
Additional information
This research was supported in part by NIH Research Grant HD 20666 to the first author.
Rights and permissions
About this article
Cite this article
Presson, C.C., DeLange, N. & Hazelrigg, M.D. Orientation-specificity in kinesthetic spatial learning: The role of multiple orientations. Memory & Cognition 15, 225–229 (1987). https://doi.org/10.3758/BF03197720
Received:
Accepted:
Issue Date:
DOI: https://doi.org/10.3758/BF03197720