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Within the spatial cognition domain, increasing interest is being paid to identifying the factors\udable to support good-quality environment learning. The present study examined the role of several\udindividual visuo-spatial factors in supporting representations derived from spatial language,\udusing descriptions. A group of undergraduates performed visuo-spatial and verbal cognitive tasks\udand completed visuo-spatial questionnaires, then listened to descriptions of fictitious large-scale\udenvironments presented from survey (map-based) and route (person-based) views, and to nonspatial\uddescriptions for control purposes. Their recall was assessed using a verification test and\uda graphical representation task. The results showed that: (i) verbal abilities support accuracy in\udrecall tasks of spatial and non-spatial descriptions; (ii) visuo-spatial abilities, preferences (such\udas pleasure in exploring), and visuo-spatial strategies specifically support accuracy in recall tasks\udof spatial descriptions. The contribution of individual visuo-spatial factors varies, however, as a\udfunction of the type of description and the type of recall task: preference for the survey strategy\udseems more associated with performance in survey description recall and graphical representation.\udThe results are discussed in the light of spatial learning models and in terms of their implications

What makes the difference when learning spatial information using language? the contribution of visuo-spatial individual factors