Gender Differences in Wayfinding Strategies and Anxiety About Wayfinding: A Cross-Cultural Comparison

Two studies examined gender and cultural differences in wayfinding strategies and anxiety about wayfinding. Men in both Hungary and the United States reported greater preference for a strategy of orienting to global reference points, whereas women reported greater preference for a strategy based on route information. A higher level of wayfinding anxiety was reported by Americans, and women in both countries reported greater wayfinding anxiety than did men. Women in the United States, but not in Hungary, reported less childhood wayfinding experience than did men; women in both countries reported feeling less safe than did men. Feeling of personal safety and wayfinding strategy preferences mediated the gender difference in wayfinding anxiety.     

空间焦虑与导航方式对寻路行为的影响

探讨了空间焦虑与导航方式对寻路行为的影响并分析了该效应的性别差异。实验被试96名,实验结果显示：在VR迷宫场景中寻路,对女性而言,空间焦虑与导航方式对寻路绩效影响显著。对空间焦虑较低的女性而言,标志导航最佳,标志与YAH地图并存时次之,YAH地图导航最差;对空间焦虑较高的女性而言,标志与YAH地图并存时效率最高,标志导航次之,YAH地图导航最差。对女性而言,YAH地图导航显著劣于其它两种导航方式。而对男性而言,空间焦虑与导航方式对寻路绩效的影响差异不显著。该研究结果可为导航支持系统的界面设计提供依据。     

Gender and Regional Differences in Spatial Referents Used in Direction Giving

This study examined gender and regional differences in spatial referents used in giving route directions. In response to an Internet survey, participants (primarily white and highly educated) provided samples of route directions to a target destination in their home area. Only directions from those living in the United States were analyzed. Women referred more often than men to buildings as landmarks, whereas men referred more often than women to cardinal directions. Both women and men referred more often to cardinal directions if they reported that they lived in the Midwest/West than in the Northeast/South, or if they lived in areas where the roads were arranged in a gridlike pattern. The findings suggest that women and men differ in the type of spatial referents they use in giving directions, but that direction giving in both genders is affected by the environment in which they live.     

Eye tracking, strategies, and sex differences in virtual navigation

Reports of sex differences in wayfinding have typically used paradigms sensitive to the female advantage (navigation by landmarks) or sensitive to the male advantage (navigation by cardinal directions, Euclidian coordinates, environmental geometry, and absolute distances). The current virtual navigation paradigm allowed both men and women an equal advantage. We studied sex differences by systematically varying the number of landmarks. Eye tracking was used to quantify sex differences in landmark utilisation as participants solved an eight-arm radial maze task within different virtual environments. To solve the task, participants were required to remember the locations of target objects within environments containing 0, 2, 4, 6, or 8 landmarks. We found that, as the number of landmarks available in the environment increases, the proportion of time men and women spend looking at landmarks and the number of landmarks they use to find their way increases. Eye tracking confirmed that women rely more on landmarks to navigate, although landmark fixations were also associated with an increase in task completion time. Sex differences in navigational behaviour occurred only in environments devoid of landmarks and disappeared in environments containing multiple landmarks. Moreover, women showed sustained landmark-oriented gaze, while men's decreased over time. Finally, we found that men and women use spatial and response strategies to the same extent. Together, these results shed new light on the discrepancy in landmark utilisation between men and women and help explain the differences in navigational behaviour previously reported.     

Navigation assistance: a trade-off between wayfinding support and configural learning support

Current GPS-based mobile navigation assistance systems support wayfinding, but they do not support learning about the spatial configuration of an environment. The present study examined effects of visual presentation modes for navigation assistance on wayfinding accuracy, route learning, and configural learning. Participants (high-school students) visited a university campus for the first time and took a predefined assisted tour. In Experiment 1 (n = 84, 42 females), a presentation mode showing wayfinding information from eye-level was contrasted with presentation modes showing wayfinding information included in views that provided comprehensive configural information. In Experiment 2 (n = 48, 24 females), wayfinding information was included in map fragments. A presentation mode which always showed north on top of the device was compared with a mode which rotated according to the orientation of the user. Wayfinding accuracy (deviations from the route), route learning, and configural learning (direction estimates, sketch maps) were assessed. Results indicated a trade-off between wayfinding and configural learning: Presentation modes providing comprehensive configural information supported the acquisition of configural knowledge at the cost of accurate wayfinding. The route presentation mode supported wayfinding at the cost of configural knowledge acquisition. Both presentation modes based on map fragments supported wayfinding. Individual differences in visual-spatial working memory capacity explained a considerable portion of the variance in wayfinding accuracy, route learning, and configural learning. It is concluded that learning about an unknown environment during assisted navigation is based on the integration of spatial information from multiple sources and can be supported by appropriate visualization.     

A lateralization of function approach to sex differences in spatial ability: a reexamination

The current study assessed the lateralization of function hypothesis (Rilea, S. L., Roskos-Ewoldsen, B., & Boles, D. (2004). Sex differences in spatial ability: A lateralization of function approach. Brain and Cognition, 56, 332–343) which suggested that it was the interaction of brain organization and the type of spatial task that led to sex differences in spatial ability. A second purpose was to evaluate explanations for their unexpected findings on the mental rotation task. In Experiment 1, participants completed the Water Level, Paper Folding, and mental rotation tasks (using an object-based or self-based perspective), presented bilaterally. Sex differences were only observed on the Water Level Task; a right hemisphere advantage was observed on Water Level and mental rotation tasks. In Experiment 2, a human stick figure or a polygon was mentally rotated. Men outperformed women when rotating polygons, but not when rotating stick figures. Men demonstrated a right hemisphere advantage when rotating polygons; women showed no hemisphere differences for either stimulus. Thus, hemisphere processing, task complexity, and stimulus type may influence performance for men and women across different spatial measures.     

Cognitive and Personality Characteristics of Masculinity and Femininity Predict Wayfinding Competence and Strategies of Men and Women

Bem (1974) reconceptualized masculinity and femininity as independent and orthogonal constructs that both men and women possess to varying degrees. This perspective was used as a starting point to investigate whether the contributions of gender-typed characteristics can help to account for commonly observed gender differences in wayfinding (the ability to identify one’s current location and successfully navigate to an unseen location in the environment) favoring men. We further divided gender-typed characteristics into cognitive and personality characteristics to assess their separate influence on wayfinding and explored whether gender-typed characteristics predicted self-reported use of masculine wayfinding strategies (i.e., orientation strategies) and self-reported wayfinding competence. Participants were 452 college women and men in a southern U.S. public university. They completed the Gender-Stereotypic Characteristics questionnaire (Diekman and Eagly 2000), a social comparison questionnaire (created by the authors), a wayfinding strategy questionnaire (Lawton 1994), and a wayfinding competence questionnaire (Hegarty et al. 2002). For both men and women, higher masculine cognitive characteristics significantly correlated with greater use of orientation wayfinding strategies typical of men. For men, both higher masculine and feminine cognitive characteristics predicted better overall wayfinding competence whereas for women, only higher masculine cognitive characteristics predicted better overall wayfinding competence. For both men and women, higher feminine personality characteristics predicted poorer wayfinding competence. These results demonstrated the importance of considering cognitive and personality characteristics of masculinity and femininity in explaining individual differences in wayfinding.     

Influence of body-centered information on the transfer of spatial learning from a virtual to a real environment

This study investigated the effects of body-centred information on the transfer of spatial learning using a wayfinding task and tasks that specifically probe the route and survey strategies of navigation. The subject learned a route in either a real or a virtual environment (VE; 3D scale model of a Bordeaux neighbourhood) and then reproduced it in the real environment. The involvement of body-based information was manipulated across the spatial learning conditions in the VE: participants learned with full body-based information (treadmill with rotation), with the translational component only (treadmill without rotation) or without body-based information (joystick). In the wayfinding task, the results showed a significant effect of the learning environment with the best scores obtained in the real and treadmill with rotation conditions. There was no significant difference between these two conditions, but the real condition was significantly different from the treadmill without rotation and joystick conditions. Also, the visual flow was sufficient to successfully perform the two egocentric tasks used as well as a direction estimation task (a survey task), in so far as there is no significant difference between the joystick and the treadmill conditions. By contrast, the distance estimates were improved by the treadmill condition including the translational component (but not the rotational component). Finally, our results show that treadmill with rotation promotes the transfer of spatial learning from a virtual to a real environment (compared to joystick and treadmill without rotation). Moreover, body-centred informations are more involved in allocentric (distance estimates) than egocentric navigational strategies.     

Gender Differences in Spatial Task Performance as a Function of Speed or Accuracy Orientation

Performance differences in spatial abilities as a function of gender may be modified by practice and relevant background experiences, as well as by directions given in laboratory situations. We examined whether a focus on speed or accuracy influenced performance in various spatial domains, using several different scoring techniques. Men and women from a small, predominantly White private college completed tasks of spatial perception, spatial visualization, and mental rotation under one of three conditions: speed-emphasis, accuracy-emphasis, or control. Participants also provided information concerning experiences pertinent to spatial ability. Results revealed relative parity between men and women on tasks of spatial visualization and spatial perception; speed/accuracy orientation did not alter these findings. Men outperformed women on mental rotation, but only when scored in a strict manner and when explicitly told to focus on accuracy, but not when directional emphasis was absent or geared toward speed. Self-reported background in math, sports, and the arts was unrelated to performance. The results are discussed in terms of women's efficacy beliefs about performing tasks explicitly designated as spatial in nature.     

Gender differences in salivary alpha-amylase and attentional bias towards negative facial expressions following acute stress induction

This study investigated gender differences in two key processes involved in anxiety, arousal and attentional bias towards threat. Arousal was assessed using salivary alpha-amylase (sAA), a biomarker of noradrenergic arousal and attention bias using a dot-probe task. Twenty-nine women and 27 men completed the dot-probe task and provided saliva samples before and after a stress induction [cold pressor stress (CPS) test]. Women displayed a significant increase in arousal (sAA) following the stressor compared to men, who displayed a significant reduction in arousal. Reaction time data revealed a significant avoidance of threat in women at baseline, but a significant change to an attention bias towards threat following the stressor. Men did not significantly respond to the stressor in terms of attentional bias. These findings suggest that women are more reactive to a stressor than men, and display an initial avoidance response to threat, but an attentional bias towards threat following stress.     

Gender Differences in Integration of Images in Visuospatial Memory

We examined gender differences in mental integration of images in visuospatial short-term memory. College students were asked to imagine the combined abstract shape that would be formed by integrating two separate shapes briefly shown on a computer screen. The shapes were presented in four conditions: (1) simultaneously at the center of the screen, (2) simultaneously side-by-side, (3) sequentially at the center, and (4) sequentially side-by-side. Men were faster than women in all four conditions, but were significantly more accurate than women only when the two separate shapes were presented simultaneously side-by-side or sequentially at the center of the screen. We suggest that gender differences in basic visuospatial processes such as image integration may help to explain well-established gender differences in more complex spatial tasks.     

The power in your hand: gender differences in bodily feedback from making a fist

Men and women differ in the meaning they attribute to physical coercion and bodily force. Men associate bodily force with gaining power, whereas women associate bodily force with expressing loss of power. It is hypothesized that because of these associations, performing bodily forceful behavior feeds back on appraisals of one's power and that bodily feedback effects will mirror the gender differences in associations. Supporting these hypotheses, it was found that unobtrusively inducing behavior related to bodily force (making a fist) activated the concept of power in a Stroop task for both genders but that it increased hope for power and positive judgments of an assertively acting target for men, whereas it decreased hope for power and led to negative judgments of an assertively acting target for women.     

Virtual/real transfer of spatial knowledge: benefit from visual fidelity provided in a virtual environment and impact of active navigation

The purpose of this study was to evaluate the effect the visual fidelity of a virtual environment (VE) (undetailed vs. detailed) has on the transfer of spatial knowledge based on the navigation mode (passive vs. active) for three different spatial recall tasks (wayfinding, sketch mapping, and picture sorting). Sixty-four subjects (32 men and 32 women) participated in the experiment. Spatial learning was evaluated by these three tasks in the context of the Bordeaux district. In the wayfinding task, the results indicated that the detailed VE helped subjects to transfer their spatial knowledge from the VE to the real world, irrespective of the navigation mode. In the sketch-mapping task, the detailed VE increased performances compared to the undetailed VE condition, and allowed subjects to benefit from the active navigation. In the sorting task, performances were better in the detailed VE; however, in the undetailed version of the VE, active learning either did not help the subjects or it even deteriorated their performances. These results are discussed in terms of appropriate perceptive-motor and/or spatial representations for each spatial recall task.     

Are there gender differences in verbal and visuospatial working-memory resources?

Whereas women generally outperform men in episodic-memory tasks, little is known as to how the genders compare with respect to basic working-memory operations. In reference to Baddeley's (1986) model, the present study searched for possible gender differences in terms of accuracy (but not speed) of working-memory processes. Men and women completed series of working-memory tasks respectively involving verbal and visuospatial information, as well as a double-span task involving both classes of information. Control measures included verbal fluency and mental rotation tasks in which gender differences are frequently obtained. In these tasks, the results showed several of the expected gender contrasts. However, men and women were not found to differ significantly in any type of working memory save in the double-span task where women surpassed men. The patterns of task intercorrelation were largely similar in both genders. Discussion emphasises the manifestation, based on the present exploration, of an almost identical working-memory architecture in men and women.     

性别、寻路策略与导航方式对寻路行为的影响

本研究探讨了两种寻路策略与三种导航方式对寻路行为绩效的影响并分析了该效应的性别差异。实验被试120名, 实验结果显示：在VR迷宫场景中寻路, 对男性而言, 定向策略的使用情况是影响导航方式绩效的重要因素。对不擅长使用定向策略的男性而言, 标志导航最佳, 标志与YAH地图并存时次之, YAH地图导航最差。其中, 标志导航与YAH地图导航绩效差异显著。而对擅长使用定向策略的男性而言, 导航方式的类型对寻路绩效的影响不显著。导航方式的类型对女性寻路影响显著, 其中, 标志导航最佳, 标志与YAH地图并存时次之, YAH地图导航最差。该研究结果可为导航支持系统的界面设计提供依据。     

Working memory in wayfinding-a dual task experiment in a virtual city

This study examines the working memory systems involved in human wayfinding. In the learning phase, 24 participants learned two routes in a novel photorealistic virtual environment displayed on a 220° screen while they were disrupted by a visual, a spatial, a verbal, or—in a control group—no secondary task. In the following wayfinding phase, the participants had to find and to "virtually walk" the two routes again. During this wayfinding phase, a number of dependent measures were recorded. This research shows that encoding wayfinding knowledge interfered with the verbal and with the spatial secondary task. These interferences were even stronger than the interference of wayfinding knowledge with the visual secondary task. These findings are consistent with a dual-coding approach of wayfinding knowledge.