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In the real word, we perceive our environment as a series of static and dynamic views, with viewpoint transitions providing a natural link from one static view to the next. The current research examined if experiencing such transitions is fundamental to learning the spatial layout of small-scale displays. In Experiment 1, participants viewed a tabletop array from 4 orientations in 1 of 3 conditions. The control condition presented the array sequentially, as a series of static views. In the remaining conditions, participants experienced the transition between viewpoints by rotating the array or moving around it. Both transitions improved spatial performance. Experiment 2 added a passive rotation condition to examine the effect of watching the transition without actively generating it. Spatial performance was equivalent across active and passive rotation conditions, with both outperforming static views. Together, these findings suggest that continuous visual flow is key to small-scale spatial learning.

Orientation dependence in spatial memory has often been interpreted in terms of accessibility: Object locations are encoded relative to a reference orientation that affords the most accurate access to spatial memory. An open question, however, is whether people naturally use this "preferred" orientation whenever recalling the space. We tested this question by asking participants to locate buildings on a familiar campus from various imagined locations, without specifying the heading to be assumed. We then used these pointing judgments to infer the approximate heading participants assumed at each location. Surprisingly, each location showed a unique assumed heading that was consistent across participants and seemed to reflect episodic or visual properties of the space. This result suggests that although locations are encoded relative to a reference orientation, other factors may influence how people choose to access the stored information and whether they appeal to long-term spatial memory or other more sensory-based stores.

Testing spatial memory within the same environment used for learning produces interference between one's immediate representation of current position and the to-be-retrieved position. In a series of 3 experiments, we show that "current position" and its influence on memory performance can be driven by conceptual factors in an ambiguous testing situation. First, we demonstrate that simple instructions about the testing conditions--"you are in the space" versus "imagine the space"--determined whether a participant showed interference from current position, reflecting the effect of one's conceived position in space on long-term memory retrieval. In addition, we show that when instructions motivate this use of current position under ambiguous conditions, the position assumed is defined by the last known position rather than the learning position. We account for these results by suggesting that current models of spatial memory need to incorporate both the perceptual and conceptual testing environment, malleable versus stable features, and the interaction of current position with long-term memory. (Contains 5 figures and 5 footnotes.)

Testing spatial memory within the same environment used for learning produces interference between one's immediate representation of current position and the to-be-retrieved position. In a series of 3 experiments, we show that 'current position' and its influence on memory pereormance can be driven by conceptual factors in an ambiguous testing situation. First, we demonstrate that simple instructions about the testing conditions--'you are in the space' versus 'imagine the space'--determined whether a participant showed interference from current position, reflecting the effect of one's conceived position in space on long-term memory retrieval. In addition, we show that when instructions motivate this use of current position under ambiguous conditions, the position assumed is defined by the last known position rather than the learning position. We account for these results by suggesting that current models of spatial memory need to incorporate both the perceptual and conceptual testing environment, malleable versus stable features, and the interaction of current position with long-term memory. Keywords: spatial cognition, spatial memory, updating, memory representation DOI: 10.1037/a0018713

The use of landmarks is central to many navigational strategies. Here we use multivoxel pattern analysis of fMRI data to understand how landmarks are coded in the human brain. Subjects were scanned while viewing the interiors and exteriors of campus buildings. Despite their visual dissimilarity, interiors and exteriors corresponding to the same building elicited similar activity patterns in the parahippocampal place area (PPA), retrosplenial complex (RSC), and occipital place area (OPA), three regions known to respond strongly to scenes and buildings. Generalization across stimuli depended on knowing the correspondences among them in the PPA but not in the other two regions, suggesting that the PPA is the key region involved in learning the different perceptual instantiations of a landmark. In contrast, generalization depended on the ability to freely retrieve information from memory in RSC, and it did not depend on familiarity or cognitive task in OPA. Together, these results suggest a tripartite division of labor, whereby PPA codes landmark identity, RSC retrieves spatial or conceptual information associated with landmarks, and OPA processes visual features that are important for landmark recognition. [ABSTRACT FROM AUTHOR]

Learning to navigate plays an integral role in the survival of humans and other animals. Research on human navigation has largely focused on how we deliberately map out our world. However, many of us also have experiences of navigating on \"autopilot\" or out of habit. Animal models have identified this cognitive mapping versus habit learning as two dissociable systems for learning a space-a hippocampal place-learning system and a striatal response-learning system. Here, we use this dichotomy in humans to understand variability in navigational style by demonstrating that brain activation during spatial encoding can predict where a person's behavior falls on a continuum from a more flexible cognitive map-like strategy to a more rigid creature-of-habit approach. These findings bridge the wealth of knowledge gained from animal models and the study of human behavior, opening the door to a more comprehensive understanding of variability in human spatial learning and navigation. [ABSTRACT FROM AUTHOR]

A correction to the article "Anchoring the Neural Compass: Coding of Local Spatial Reference Frames in Human Medial Parietal Lobe" that was published in the October 5, 2014 issue is presented.