Continuous visual cues trigger automatic spatial target updating in dynamic scenes

Dynamic tasks often require fast adaptations to new viewpoints. It has been shown that automatic spatial updating is triggered by proprioceptive motion cues. Here, we demonstrate that purely visual cues are sufficient to trigger automatic updating. In five experiments, we examined spatial updating in a dynamic attention task in which participants had to track three objects across scene rotations that occurred while the objects were temporarily invisible. The objects moved on a floor plane acting as a reference frame and unpredictably either were relocated when reference frame rotations occurred or remained in place. Although participants were aware of this dissociation they were unable to ignore continuous visual cues about scene rotations (Experiments 1a and 1b). This even held when common rotations of floor plane and objects were less likely than a dissociated rotation (Experiments 2a and 2b). However, identifying only the spatial reference direction was not sufficient to trigger updating (Experiment 3). Thus we conclude that automatic spatial target updating occurs with pure visual information.     

Marital conflicts in the home when children are present versus absent

Characteristics of marital conflict when children (8-16 years) were present versus absent were compared on the basis of 47 mothers' and fathers' reports during a 15-day period. Mothers described 669 incidents of marital conflict, and fathers described 551 incidents. About two thirds of the conflicts occurred in children's absence. Contrary to predictions, conflicts in which children were present were more negative (e.g., more negative emotions, more destructive conflict tactics) and more often about children than were child-absent conflicts. Although parents may attempt to protect children from conflict exposure, children tend to be exposed to a relatively hostile and emotionally negative subset of the marital conflicts that occur in the home.     

Reference frames during the acquisition and development of spatial memories

Four experiments investigated the role of reference frames during the acquisition and development of spatial knowledge, when learning occurs incrementally across views. In two experiments, participants learned overlapping spatial layouts. Layout 1 was first studied in isolation, and Layout 2 was later studied in the presence of Layout 1. The Layout 1 learning view was manipulated, whereas the Layout 2 view was held constant. Manipulation of the Layout 1 view influenced the reference frame used to organize Layout 2, indicating that reference frames established during early environmental exposure provided a framework for organizing locations learned later. Further experiments demonstrated that reference frames established after learning served to reorganize an existing spatial memory. These results indicate that existing reference frames can structure the acquisition of new spatial memories and that new reference frames can reorganize existing spatial memories.     

Reference frames in mental rotation

Four experiments are reported that investigate whether images or reference frames are transformed during a mental rotation task. In all experiments a display of four identical letters (P1) was presented at either +90 degrees or -90 degrees from upright, and subjects had to decide whether the letters were normal or mirror-image reflections. A single letter (P2) was then presented 100 ms later in a variable orientation with the same task instructions. Reaction times to P2 were assessed to determine whether an image of P2 was rotated to upright or whether an internal reference frame was rotated into congruence with P2 from the orientation of P1. The results as a whole suggest that transformations of P2 can be initiated either relative to upright or relative to the orientation of P1. They further indicate that the probability of using each reference orientation can be changed by procedural variations. The findings are most parsimoniously interpreted as suggesting that mental rotation involves the transformation of reference frames rather than the transformation of template-like representations.     

Haptic experiences influence visually acquired memories: Reference frames during multimodal spatial learning

In two experiments, we investigated whether reference frames acquired through touch could influence memories for locations learned through vision. Participants learned two objects through touch, and haptic egocentric (Experiment 1) and environmental (Experiment 2) cues encouraged selection of a specific reference frame. Participants later learned eight new objects through vision. Haptic cues were manipulated, whereas visual learning was held constant in order to observe any potential influence of the haptically experienced reference frame on memories for visually learned locations. When the haptically experienced reference frame was defined primarily by egocentric cues, cue manipulation had no effect on memories for objects learned through vision. Instead, visually learned locations were remembered using a reference frame selected from the visual study perspective. When the haptically experienced reference frame was defined by both egocentric and environmental cues, visually learned objects were remembered in the context of the haptically experienced reference frame. These findings support the common reference frame hypothesis, which proposes that locations learned through different sensory modalities are represented within a common reference frame.     

Simultaneous spatial updating in nested environments

When one moves, the spatial relationship between oneself and the entire world changes. Spatial updating refers to the cognitive process that computes these relationships as one moves. In two experiments, we tested whether spatial updating occurs automatically for multiple environments simultaneously. Participants turned relative to either a room or the surrounding campus buildings and then pointed to targets in both the environment in which they turned (updated environment) and the other environment (nonupdated environment). The participants automatically updated the room targets when they moved relative to the campus, but they did not update the campus targets when they moved relative to the room. Thus, automatic spatial updating depends on the nature of the environment. Implications for theories of spatial learning and the structure of human spatial representations are discussed.     

Environmentally defined frames of reference: their time course and sensitivity to spatial cues and attention

In a Simon task the effects of spatial cues and attention on spatial stimulus coding were explored. Participants made speeded responses corresponding to the direction of target arrows that were preceded by peripherally presented cues. Cue validity varied across experiments as did the percentage of trials on which the target appeared peripherally or centrally. The data indicate (a) that targets are coded relative to multiple reference frames, (b) that spatial coding of a target is not affected when attention is shifted to the target, and (c) that an object serves as a referent for spatial coding of other objects even after its spatial code no longer activates responses.     

Geometric cues,reference frames,and the equivalence of experienced-aligned and novel-aligned views in human spatial memory

Spatial memories are often organized around reference frames, and environmental shape provides a salient cue to reference frame selection. To date, however, the environmental cues responsible for influencing reference frame selection remain relatively unknown. To connect research on reference frame selection with that on orientation via environmental shape, we explored the extent to which geometric cues were incidentally encoded and represented in memory by evaluating their influence on reference frame selection. Using a virtual environment equipped with a head-mounted-display, we presented participants with to-be-remembered object arrays. We manipulated whether the experienced viewpoint was aligned or misaligned with global (i.e., the principal axis of space) or local (i.e., wall orientations) geometric cues. During subsequent judgments of relative direction (i.e., participants imagined standing at one object, facing a second object, and pointed toward a third object), we show that performance was best when imagining perspectives aligned with these geometric cues; moreover, global geometric cues were sufficient for reference frame selection, global and local geometric cues were capable of exerting differential influence on reference frame selection, and performance from experienced-imagined perspectives was equivalent to novel-imagined perspectives aligned with geometric cues. These results explicitly connect theory regarding spatial reference frame selection and spatial orientation via environmental shape and indicate that spatial memories are organized around fundamental geometric properties of space.     

The role of body-based sensory information in the acquisition of enduring spatial representations

Although many previous studies have shown that body-based sensory modalities such as vestibular, kinesthetic, and efferent information are useful for acquiring spatial information about one's immediate environment, relatively little work has examined how these modalities affect the acquisition of long-term spatial memory. Three groups of participants learned locations along a 146 m indoor route, and subsequently pointed to these locations, estimated distances between them, and constructed maps of the environment. One group had access to visual, proprioceptive, and inertial information, another had access to matched visual and matched inertial information, and another had access only to matched visual information. In contrast to previous findings examining transient, online spatial representations, our results showed very few differences among groups in the accuracy of the spatial memories acquired. The only difference was the improved pointing accuracy of participants who had access to proprioceptive information relative to that of participants in the other conditions. Results are discussed in terms of differential sensory contributions to transient and enduring spatial representations.     

The Earth is flat when personally significant experiences with the sphericity of the Earth are absent

Participants with personal and without personal experiences with the Earth as a sphere estimated large-scale distances between six cities located on different continents. Cognitive distances were submitted to a specific multidimensional scaling algorithm in the 3D Euclidean space with the constraint that all cities had to lie on the same sphere. A simulation was run that calculated respective 3D configurations of the city positions for a wide range of radii of the proposed sphere. People who had personally experienced the Earth as a sphere, at least once in their lifetime, showed a clear optimal solution of the multidimensional scaling (MDS) routine with a mean radius deviating only 8% from the actual radius of the Earth. In contrast, the calculated configurations for people without any personal experience with the Earth as a sphere were compatible with a cognitive concept of a flat Earth.     

Lack of set size effects in spatial updating: Evidence for offline updating

Four experiments required participants to keep track of the locations of (i.e., update) 1, 2, 3, 4, 6, 8, 10, or 15 target objects after rotating. Across all conditions, updating was unaffected by set size. Although some traditional set size effects (i.e., a linear increase of latency with memory load) were observed under some conditions, these effects were independent of the updating process. Patterns of data and participant strategies were inconsistent with the common view of spatial updating as an online process. Instead, the authors concluded that participants formed enduring, long-term memory representations of the layouts at learning that were used to reconstruct spatial information about the layouts as needed (i.e., offline updating). These results support M. Amorim, S. Glasauer, K. Corpinot, and A. Berthoz's (1997) 2-system model of spatial updating that includes both online and offline updating.     

Intrinsic frames of reference in spatial memory

Three experiments investigated the frames of reference used in memory to represent the spatial structure of the environment. Participants learned the locations of objects in a room according to an intrinsic axis of the configuration; the axis was different from or the same as their viewing perspective. Judgments of relative direction using memory were most accurate for imagined headings parallel to the intrinsic axis, even when it differed from the viewing perspective, and there was no cost to learning the layout according to a nonegocentric axis. When the shape of the layout was bilaterally symmetric relative to the intrinsic axis of learning, novel headings orthogonal to that axis were retrieved more accurately than were other novel headings. These results indicate that spatial memories are defined with respect to intrinsic frames of reference, which are selected on the basis of egocentric experience and environmental cues.     

Selection of macroreference frames in spatial memory

Spatial memories are often hierarchically organized with different regions of space represented in unique clusters within the hierarchy. Each cluster is thought to be organized around its own microreference frame selected during learning, whereas relationships between clusters are organized by a macroreference frame. Two experiments were conducted in order to better understand important characteristics of macroreference frames. Participants learned overlapping spatial layouts of objects within a room-sized environment before performing a perspective-taking task from memory. Of critical importance were between-layout judgments thought to reflect the macroreference frame. The results indicate that (1) macroreference frames characterize overlapping spatial layouts, (2) macroreference frames are used even when microreference frames are aligned with one another, and (3) macroreference frame selection depends on an interaction between the global macroaxis (defined by characteristics of the layout of all learned objects), the relational macroaxis (defined by characteristics of the two layouts being related on a perspective-taking trial), and the learning view. These results refine the current understanding of macroreference frames and document their broad role in spatial memory.     

Intrinsic frames of reference in haptic spatial learning

It has been proposed that spatial reference frames with which object locations are specified in memory are intrinsic to a to-be-remembered spatial layout (intrinsic reference theory). Although this theory has been supported by accumulating evidence, it has only been collected from paradigms in which the entire spatial layout was simultaneously visible to observers. The present study was designed to examine the generality of the theory by investigating whether the geometric structure of a spatial layout (bilateral symmetry) influences selection of spatial reference frames when object locations are sequentially learned through haptic exploration. In two experiments, participants learned the spatial layout solely by touch and performed judgments of relative direction among objects using their spatial memories. Results indicated that the geometric structure can provide a spatial cue for establishing reference frames as long as it is accentuated by explicit instructions (Experiment 1) or alignment with an egocentric orientation (Experiment 2). These results are entirely consistent with those from previous studies in which spatial information was encoded through simultaneous viewing of all object locations, suggesting that the intrinsic reference theory is not specific to a type of spatial memory acquired by the particular learning method but instead generalizes to spatial memories learned through a variety of encoding conditions. In particular, the present findings suggest that spatial memories that follow the intrinsic reference theory function equivalently regardless of the modality in which spatial information is encoded.     

Cross-sensory transfer of reference frames in spatial memory

Two experiments investigated whether visual cues influence spatial reference frame selection for locations learned through touch. Participants experienced visual cues emphasizing specific environmental axes and later learned objects through touch. Visual cues were manipulated and haptic learning conditions were held constant. Imagined perspective taking when recalling touched objects was best from perspectives aligned with visually-defined axes, providing evidence for cross-sensory reference frame transfer. These findings advance spatial memory theory by demonstrating that multimodal spatial information can be integrated within a common spatial representation.     

Manipulating cues in involuntary autobiographical memory: Verbal cues are more effective than pictorial cues

In two experiments, pictorial cues were compared with their verbal labels to assess their effectiveness in eliciting involuntary autobiographical memories. Cues were relatively complex in Experiment 1 (e.g., relaxing on a beach) and simple objects in Experiment 2 (e.g., a ball). In both experiments, participants went through a vigilance task in which they were presented with frequent nontarget and rare target visual stimuli. Pictures or their corresponding verbal labels were also displayed on both target and nontarget stimuli, but participants were told that these were irrelevant to the task. They were asked to interrupt the vigilance task whenever they became aware of task-unrelated mental contents and to report them. In both experiments, more involuntary memories were elicited in the verbal cue condition, rather than in the pictorial cue condition. This result is discussed in relation to previous work that highlighted the greater effectiveness of verbal cues in memory tasks.     

Revisiting the role of probe distractors in negative priming: Location negative priming is observed when probe distractors are consistently absent

Negative priming (NP) refers to the delayed response to a probe target that was previously a prime distractor. One peculiar problem in NP literature is the observation that the manifestation of identity NP is contingent on the presence and type of probe distractors. When the probe distractors were completely removed, positive priming, rather than NP, was usually observed. This study investigated whether location NP was affected by the same manipulations. The proportion of ignored repetition trials, attended repetition trials, and control trials was manipulated across Experiments 1–3. These three experiments showed reliable location NP effect when the probe distractor was consistently absent. Experiment 4 showed that the presence of probe distractors did not increase the magnitude of the location NP effect. Experiment 5 showed that the location NP effect observed was not contingent on perceptual mismatching. These findings suggest that the presence of probe distractors is not a necessary component for the manifestation of location NP. Theoretical implications were discussed.