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Research on spatial navigation is essential to understanding how mobile species adapt to their environments. Such research increasingly uses virtual environments (VEs) because, although VE has drawbacks, it allows for standardization of procedures, precision in measuring behaviors, ease in introducing variation, and cross-investigator comparability. Developmental researchers have used a wide range of VE testing methods, including desktop computers, gaming consoles, virtual reality, and phone applications. We survey the paradigms to guide researchers' choices, organizing them by their characteristics using a framework proposed by Girard (2022) in which navigation is reactive or deliberative, and may be tied to sensory input or not. This organization highlights what representations each paradigm indicates. VE tools have enriched our picture of the development of navigation, but much research remains to be done, e.g., determining retest reliability, comparing performance on different paradigms, validating performance against real-world behavior and open sharing. Reliable and valid assessments available on open-science repositories are essential for work on the development of navigation, its neural bases, and its implications for other cognitive domains. [ABSTRACT FROM AUTHOR]

Episodic memory binds together diverse elements of an event into a cohesive unit. This property enables the reconstruction of multidimensional experiences when triggered by a cue related to a past event via pattern completion processes. Such holistic retrieval is evident in young adults, as shown by dependency in the retrieval success for different associations from the same event [Horner, A. J., & Burgess, N. The associative structure of memory for multi-element events. Journal of Experimental Psychology: General, 142(4), 1370–1383. https://doi.org/10.1037/a0033626, 2013; Horner, A. J., & Burgess, N. (2014). Pattern completion in multielement event engrams. Current Biology, 24(9), 988–992. https://doi.org/10.1016/j.cub.2014.03.012, 2014]. Aspects of episodic memory capacity are vulnerable to ageing processes, including reduced abilities to form linkages among aspects of an event through relational binding (Naveh-Benjamin, 2000). Here, we used dependency analyses to examine whether older adults retrieve events holistically, and whether the degree of holistic retrieval declines with old age. We found that both young and older adults retrieved events as an integrated unit, but older adults showed a lower magnitude of holistic retrieval compared to young adults. Holistic retrieval declined with advancing age, even after controlling for pairwise relational binding performance. These results suggest that a decline in holistic retrieval is an aspect of episodic memory decrements in cognitive ageing. [ABSTRACT FROM AUTHOR]

The topography of the land provides a suite of spatial information for navigation. In an outdoor field experiment, we examined terrain slant as a nonvisual cue. Without being told which cue to use, blindfolded, sighted participants completed a place-learning task in a flat and a slanted site. Errors were significantly smaller in the slanted site. Furthermore, performance in the slanted – but not flat – site was significantly better than expected if guessing the target's direction. This suggests that proprioceptive/kinesthetic and vestibular cues from the slant were spontaneously used for place-learning, albeit with lower accuracy compared to visual cues. Terrain slope might be an environmental cue that is salient and realistically used by blind and sighted persons. [ABSTRACT FROM AUTHOR]

How does gesturing during route learning relate to subsequent spatial performance? We examined the relationship between gestures produced spontaneously while studying route directions and spatial representations of the navigated environment. Participants studied route directions, then navigated those routes from memory in a virtual environment, and finally had their memory of the environment assessed. We found that, for navigators with low spatial perspective-taking performance on the Spatial Orientation Test, more gesturing from a survey perspective predicted more accurate memory following navigation. Thus, co-thought gestures accompanying route learning relate to performance selectively, depending on the gesturers’ spatial ability and the perspective of their gestures. Survey gestures may help some individuals visualize an overall route that they can retain in memory. [ABSTRACT FROM AUTHOR]

Spatial working memory (WM) seems to include two types of spatial information: locations and relations. However, this distinction has been based on small-scale tasks. Here, we used a virtual navigation paradigm to examine whether WM for locations and relations applies to the largescale spatial world. We found that navigators who successfully learned two routes and also integrated them were superior at maintaining multiple locations and multiple relations in WM. However, over the entire spectrum of navigators, WM for spatial relations, but not locations, was specifically predictive of route integration performance. These results lend further support to the distinction between these two forms of spatial WM and point to their critical role in individual differences in navigation proficiency. [ABSTRACT FROM AUTHOR]

Proportional reasoning involves thinking about parts and wholes (i.e., about fractional quantities). Yet, research on proportional reasoning and fraction learning has proceeded separately. This study assessed proportional reasoning and formal fraction knowledge in 8- to 10-year-olds. Participants (N= 52) saw combinations of cherry juice and water in displays that highlighted either part–whole or part–part relations. Their task was to indicate on a continuous rating scale how much each mixture would taste of cherries. Ratings suggested the use of a proportional integration rule for both kinds of displays, although more robustly and accurately for part–whole displays. The findings indicate that children may be more likely to scale proportional components when being presented with part–whole as compared with part–part displays. Crucially, ratings for part–whole problems correlated with fraction knowledge, even after controlling for age, suggesting that a sense of spatial proportions is associated with an understanding of fractional quantities. [ABSTRACT FROM PUBLISHER]

How do toddlers learn the names of geometric forms? Previous work suggests that preschoolers have fragmentary knowledge and that defining properties are not understood until well into elementary school. The current study investigated when children first begin to understand shape names and how they apply those labels to unusual instances. We tested 25- and 30-month-old children’s (N= 30 each) understanding of names forcanonicalshapes (commonly encountered instances, e.g., equilateral triangles),noncanonicalshapes (more irregular instances, e.g., scalene triangles), andembeddedshapes (shapes within a larger picture, e.g., triangular slices of pizza). At 25 months, children knew very few names, including those for canonical shapes. By 30 months, however, children had acquired more shape names and were beginning to apply them to some of the less typical instances of the shapes. Possible mechanisms driving this initial development of shape knowledge and implications of that development for school readiness are explored. [ABSTRACT FROM PUBLISHER]

Diagrams and pictorial representations are common in children's lives and require abstraction away from visual perception. In three experiments, we investigated 4- to 8-year-olds’ comprehension of such representations. In Experiment 1 (N = 80), children were shown photographs of geometric objects and asked to choose the corresponding line drawing from among sets of four, or vice versa. Results showed considerable developmental progression, especially around age 6. Experiment 2 (N = 16) ruled out that 4-year-olds’ difficulties were due to problems with the visual matching task itself. Experiment 3 (N = 32) showed comparable performance for matching diagrams to 3D objects rather than to photographs. Findings suggest increasing understanding of diagrammatic representations around the time of school entry. [ABSTRACT FROM AUTHOR]

There is growing evidence that targeted instruction can improve diagram comprehension, yet one of the skills identified in the diagram comprehension literature—coordinating multiple representations—has rarely been directly taught to students and tested as a classroom intervention. We created a Coordinating Multiple Representation (CMR) intervention that was an addition to an intervention focused on Conventions of Diagrams (COD) and tested their joint effects on diagram comprehension for near transfer (uninstructed biology diagrams), far transfer (uninstructed geology diagrams), and content learning (biology knowledge). The comparison group received instruction using a previously validated intervention that focused exclusively on COD. Participants were 9th–10th grade biology students (N = 158 from two schools), whose classes were randomly assigned to COD alone or COD + CMR conditions and studied with a pretest–posttest experimental design. Both groups showed significant growth in biology knowledge (d = .30–.53, for COD and COD + CMR, respectively) and biology diagram comprehension (d = .28–.57). Neither group showed far transfer. Analyses of student work products during the interventions suggest that gains were not simply due to the passage of time, because student effort was correlated with gains in both treatment groups. Directions for improving future CMR interventions are discussed. [ABSTRACT FROM PUBLISHER]

Recent findings show that human adults can use slope to guide spatial search, although men significantly outperform women. To examine the sex difference more closely, we tested school-age children in a similar paradigm. Over four trials, children (n = 110) were disoriented and asked to locate a hidden target when the floor of a square enclosure was flat (control condition), sloped (slope condition), or sloped with a “ball drop demonstration,” intended to make the slope more salient (ball drop condition). In the presence of the slope cue, children performed above chance, although boys significantly outperformed girls. Boys were also more likely to notice the slope, and spontaneous slope perception was key to using the slope cue. [ABSTRACT FROM AUTHOR]