Memory for the spatial layout of the everyday physical environment: Factors affecting rate of acquisition
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2021, Handbook of Clinical NeurologyInvestigating route learning, metacognition, and beacon-based strategies using virtual environments
2020, Revue Europeenne de Psychologie AppliqueeCitation Excerpt :Researchers have long been interested in our ability to learn and recall a route through an environment; a skill commonly referred to as wayfinding or route learning. Adults are particularly good at learning routes and can learn routes, even after only experiencing them once (Gärling, Böök, Lindberg & Nilsson, 1981; Montello, 1998). This is the case even when the routes include numerous choicepoints1 (Farran, Blades, Boucher, & Tranter, 2010; Karimpur & Hamburger, 2016; Lingwood, Farran, Courbois, Blades, & Matthews, 2018).
Using virtual environments to investigate wayfinding in 8- to 12-year-olds and adults
2018, Journal of Experimental Child PsychologyCitation Excerpt :Route learning refers to the ability to encode spatial and other information along a route well enough to retrace that route on future occasions (Merrill, Yang, Roskos, & Steele, 2016; Rissotto & Giuliani, 2006). Adults can often learn routes quickly and effectively after only one or two experiences of the route (Gärling, Böök, Lindberg, & Nilsson, 1981; Montello, 1998), and this is the case even when the routes are 1 or 2 km long and/or include a large number of choice points at junctions (Farran, Blades, Boucher, & Tranter, 2010; Karimpur & Hamburger, 2016). The ease with which adults learn routes suggests that adults have developed appropriate strategies for encoding routes (Montello, 2017).
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The present study was financially supported by a grant from the Swedish Council for Building Research. The final version of the paper was written while the first author visited the Institute of Personality Assessment and Research, University of California, Berkeley, USA. The authors wish to thank Kenneth H. Craik, James A. Russell, and two anonymous reviewers for their comments.
The full report of the project (Gärling, 1980) may be obtained from Svensk Byggtjänst, Box 7853, S-103 99 Stockholm, Sweden, and reprints of the article from Tommy Gärling, Department of Psychology, University of Umeå, S-901 87 Umeå, Sweden.