Hauptseminar: Raumkognition - Lernen und Erinnern räumlicher Informationen bei Navigation und Orientierung

Dozent:  Dr. Rul von Stülpnagel

Zeit: Freitag, 8-10h

Ort: IIG, Seminarraum im 2. OG

Raum-Nr.: 02009

Abstract

In Kürze finden Sie hier eine Übersicht über Thema und Inhalt des Seminars.

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Zeitplan (Änderungen vorbehalten!)

Hinweis: Evtl. müssen sie sich abmelden (unten rechts auf der Seite) um auf die Materialien zugreifen zu können.

Literatur, sortiert nach Themen (gute Einführungstexte sind fett markiert)

Aktive Navigation, die Anfänge:

• Appleyard, D. (1970). Styles and methods of structuring a city. Environment and Behavior, 2, 100–116.
• Peruch, P., Vercher, J.-L., & Gauthier, G. M. (1995). Acquisition of spatial knowledge through visual exploration of simulated environments. Ecological Psychology, 7(1), 1–20. 
• Peruch, P., & Wilson, P. N. (2004). Active versus passive learning and testing in a complex outside built environment. Cognitive Processing, 5, 218–227.
• Wilson, P. N. (1999). Active exploration of a virtual environment does not promote orientation or memory for objects. Environment and Behavior, 31, 752–763.
• Wilson, P. N., Foreman, N., Gillett, R., & Stanton, D. (1997). Active versus passive processing of spatial information in a computer imulated environment. Ecological Psychology, 9(3), 207–222.

Entscheidungskontrolle:

• Bakdash, J. Z., Linkenauger, S. A., & Proffitt, D. (2008). Comparing decision-making and control for learning a virtual environment: Backseat drivers learn where they are going. Paper presented at the Human Factors and Ergonomics Society Annual Meeting.
• Carassa, A., Geminiani, G., Morganti, F., & Varotto, S. (2002). Active and passive spatial learning in a complex environment: The effect of efficient exploration. Cognitive Processing, 4, 65–81.

• Farrell, M. J., Arnold, P., Pettifer, S., Adams, J., Graham, T., & MacManamon, M. (2003). Transfer of route learning from virtual to real environments. Journal of Experimental Psychology: Applied, 9(4), 219–227.

Zielspezifität:

• Fields, A. W., & Shelton, A. L. (2006). Individual skill differences and large-scale environmental learning. Journal of Experimental Psychology. Learning, Memory, and Cognition, 32(3), 506–515.
• Rossano, M. J., & Reardon, W. P. (1999). Goal specificity and the acquisition of survey knowledge. Environment and Behavior, 31, 395–412.

• Shelton, A. L., & McNamara, T. P. (2004). Orientation and perspective dependence in route and survey learning. Journal of Experimental Psychology. Learning, Memory, and Cognition, 30(1), 158–170.
• Taylor, H. A., Naylor, S. J., & Chechile, N. A. (1999). Goal-specific influences on the representation of spatial perspective. Memory & Cognition, 27(2), 309–319.

Intention: 

• Dayan, A., & Thomas, J. R. (1994). Intention to remember spatial location in movement: developmental considerations. Human Performance, 7(1), 37–53.
• Magliano, J. P., Cohen, R., Allen, G. L., & Rodrigue, J. R. (1995). The impact of wayfinder’s goals on learning a new environment: Different types of spatial knowledge as goals. Journal of Environmental Psychology, 15, 65–75.
• van Asselen, M., Fritschy, E., & Postma, A. (2006). The influence of intentional and incidental learning on acquiring spatial knowledge during navigation. Psychological Research, 70, 151–156.

• Münzer, S., Zimmer, H. D., Schwalm, M., Baus, J., & Aslan, I. (2006). Computer-assisted navigation and the acquisition of route and survey knowledge. Journal of Environmental Psychology, 26, 300–308.
• Willis, K. S., Hölscher, C., Wilbertz, G., & Li, C. (2009). A comparison of spatial knowledge acquisition with maps and mobile maps. Computers, Environment and Urban Systems, 33, 100–110.

Geschlechterunterschiede: