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Spatial learning of real-world environments is impaired with severely restricted peripheral field of view (FOV). In prior research, the effects of restricted FOV on spatial learning have been studied using passive learning paradigms – learners walk along pre-defined paths and are told the location of targets to be remembered. Our research has shown that mobility demands and environmental complexity may contribute to impaired spatial learning with restricted FOV through attentional mechanisms. Here, we examine the role of active navigation, both in locomotion and in target search. First, we compared effects of active versus passive locomotion (walking with a physical guide versus being pushed in a wheelchair) on a task of pointing to remembered targets in participants with simulated 10° FOV. We found similar performance between active and passive locomotion conditions in both simpler (Experiment 1) and more complex (Experiment 2) spatial learning tasks. Experiment 3 required active search for named targets to remember while navigating, using both a mild and a severe FOV restriction. We observed no difference in pointing accuracy between the two FOV restrictions but an increase in attentional demands with severely restricted FOV. Experiment 4 compared active and passive search with severe FOV restriction, within subjects. We found no difference in pointing accuracy, but observed an increase in cognitive load in active versus passive search. Taken together, in the context of navigating with restricted FOV, neither locomotion method nor level of active search affected spatial learning. However, the greater cognitive demands could have counteracted the potential advantage of the active learning conditions.
相似文献Objectives: In this prospective study, we sought to (a) unravel the unique effect of academic procrastination on university grades, (b) examine the mediating role of task-oriented and disengagement-oriented coping as a self-regulatory pathway toward achievement, (c) control for the potential confounding influence of past achievement and working memory capacity.
Methods: A sample of 258 university students completed self-report measures of academic procrastination and coping, and performed tests of working memory. Their semester grade point average was collected at the end of the semester.
Results: Results of structural equation modeling showed that academic procrastination negatively predicted subsequent academic achievement, even after controlling for high school achievement and working memory capacity. Furthermore, indirect effects revealed that task- and disengagement-oriented coping explained 70% of the total effect.
Conclusion: These findings outline that the effect of academic procrastination cannot be reduced to a history of academic difficulties or limited cognitive ability and that coping plays an important role in the procrastination – achievement relationship. 相似文献