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The process of spatial knowledge acquisition in a square and a circular virtual environment.

Jansen-Osmann P, Heil M - Adv Cogn Psychol (2008)

Bottom Line: In all measurements of spatial knowledge acquisition an overall developmental performance increase from younger children to adults was found.In contrast to that, the exploration and learning behavior did not differ between adults and children.The advantage of spatial knowledge acquisition in a circular environment in three of four tasks is discussed.

View Article: PubMed Central - PubMed

Affiliation: Department of Experimental Psychology, Heinrich-Heine-Universität Düsseldorf, Germany.

ABSTRACT
This study investigated the effect of the environmental structure (circular vs. square environment) on spatial knowledge acquisition in a desktop virtual situation in which self-determined movement was allowed with a total of 120 participants: 7-, 8-year-old children; 11, 12-year-old children, and adults. In all measurements of spatial knowledge acquisition an overall developmental performance increase from younger children to adults was found. In contrast to that, the exploration and learning behavior did not differ between adults and children. Furthermore, the environmental structure influencedthenumber of trials needed to learn the two routes used and the distance walked to the determined landmarks. All these tasks were easier in a circular than in a square environment. This influenceofthe environmental structure was absent in the direction estimations task. The advantage of spatial knowledge acquisition in a circular environment in three of four tasks is discussed.

No MeSH data available.


Mean deviation of distance walked between Bob and Fish dependent upon								age group. Error bars indicate standard errors.
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Figure 7: Mean deviation of distance walked between Bob and Fish dependent upon age group. Error bars indicate standard errors.

Mentions: Concerning the distance walked between the two objects in the maze, a univariate analysis of variance revealed a significant influence of the factors type of maze, F(1, 108) = 11.7, p = .001, η2 = .095, and age group, F(2, 108) = 4.5, p < .05, η2 = .075. No significant interaction between type of maze and age group was found, F(2, 108) = 0.7, η2 = .012. Participants walked longer distances in the square maze (m=2569.13, SE = 280.55) than in the circular maze (m = 1317.23, SE = 246.85), see Figure 3a, and younger children (m=2574.05, SE = 399.55) walked longer distances than older ones (m=2033.30, SE = 350.60) and adults (m=1240.22, SE = 211.42), see Figure 3b.


The process of spatial knowledge acquisition in a square and a circular virtual environment.

Jansen-Osmann P, Heil M - Adv Cogn Psychol (2008)

Mean deviation of distance walked between Bob and Fish dependent upon								age group. Error bars indicate standard errors.
© Copyright Policy - open-access
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC2864992&req=5

Figure 7: Mean deviation of distance walked between Bob and Fish dependent upon age group. Error bars indicate standard errors.
Mentions: Concerning the distance walked between the two objects in the maze, a univariate analysis of variance revealed a significant influence of the factors type of maze, F(1, 108) = 11.7, p = .001, η2 = .095, and age group, F(2, 108) = 4.5, p < .05, η2 = .075. No significant interaction between type of maze and age group was found, F(2, 108) = 0.7, η2 = .012. Participants walked longer distances in the square maze (m=2569.13, SE = 280.55) than in the circular maze (m = 1317.23, SE = 246.85), see Figure 3a, and younger children (m=2574.05, SE = 399.55) walked longer distances than older ones (m=2033.30, SE = 350.60) and adults (m=1240.22, SE = 211.42), see Figure 3b.

Bottom Line: In all measurements of spatial knowledge acquisition an overall developmental performance increase from younger children to adults was found.In contrast to that, the exploration and learning behavior did not differ between adults and children.The advantage of spatial knowledge acquisition in a circular environment in three of four tasks is discussed.

View Article: PubMed Central - PubMed

Affiliation: Department of Experimental Psychology, Heinrich-Heine-Universität Düsseldorf, Germany.

ABSTRACT
This study investigated the effect of the environmental structure (circular vs. square environment) on spatial knowledge acquisition in a desktop virtual situation in which self-determined movement was allowed with a total of 120 participants: 7-, 8-year-old children; 11, 12-year-old children, and adults. In all measurements of spatial knowledge acquisition an overall developmental performance increase from younger children to adults was found. In contrast to that, the exploration and learning behavior did not differ between adults and children. Furthermore, the environmental structure influencedthenumber of trials needed to learn the two routes used and the distance walked to the determined landmarks. All these tasks were easier in a circular than in a square environment. This influenceofthe environmental structure was absent in the direction estimations task. The advantage of spatial knowledge acquisition in a circular environment in three of four tasks is discussed.

No MeSH data available.