• H A Taylor, S J Naylor, and N A Chechile.
• Tufts University, Medford, MA 02155, USA. htaylor@emerald.tufts.edu
• Mem Cognit. 1999 Mar 1;27(2):309-19.

AbstractIn two experiments, subjects learned an unfamiliar campus environment, either by studying a map or by navigating. During acquisition, the subjects had one of two spatial goals: to learn the layout of the building (survey goal) or to learn the fastest routes between locations (route goal). Spatial memory was tested with several tasks, some assessing survey perspective processing and some assessing route perspective processing. Results indicate multiple influences on the representation of spatial perspective. Learning condition influenced performance. Individuals studying maps gave more accurate responses to some survey perspective tasks, whereas individuals navigating gave more accurate responses to some route perspective tasks. Spatial goals also influenced performance. Having a route goal enhanced performance on route perspective tasks; having a survey goal enhanced performance on survey perspective tasks. These findings are discussed in the context of research indicating flexibility when processing spatial perspective. Individuals can use spatial information from different perspectives, often doing so in a goal-directed manner.

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