Learning Directions of Objects Specified by Vision, Spatial Audition, or Auditory Spatial Language: Figure 1. | Zendy

Roberta L. Klatzky | Zendy; Yvonne Lippa | Zendy; Jack M. Loomis | Zendy; Reginald G. Golledge | Zendy

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Learning Directions of Objects Specified by Vision, Spatial Audition, or Auditory Spatial Language: Figure 1.

Author(s) -

Roberta L. Klatzky,

Yvonne Lippa,

Jack M. Loomis,

Reginald G. Golledge

Publication year - 2002

Publication title -

learning and memory

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 1.228

H-Index - 136

eISSN - 1549-5485

pISSN - 1072-0502

DOI - 10.1101/lm.51702

Subject(s) - modality (human–computer interaction) , modalities , object (grammar) , psychology , spatial analysis , computer science , spatial ability , communication , artificial intelligence , neuroscience , cognition , social science , remote sensing , sociology , geology

The modality by which object azimuths (directions) are presented affects learning of multiple locations. In Experiment 1, participants learned sets of three and five object azimuths specified by a visual virtual environment, spatial audition (3D sound), or auditory spatial language. Five azimuths were learned faster when specified by spatial modalities (vision, audition) than by language. Experiment 2 equated the modalities for proprioceptive cues and eliminated spatial cues unique to vision (optic flow) and audition (differential binaural signals). There remained a learning disadvantage for spatial language. We attribute this result to the cost of indirect processing from words to spatial representations.

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