Asymmetric Learning Transfer between Imagined Viewer- and Object-Rotations: Evidence of a Hierarchical Organization of Spatial Reference Frames

Autor/inn/en	Pellizzer, Giuseppe; Ba, Maryse Badan; Zanello, Adriano; Merlo, Marco C. G.
Titel	Asymmetric Learning Transfer between Imagined Viewer- and Object-Rotations: Evidence of a Hierarchical Organization of Spatial Reference Frames
Quelle	In: Brain and Cognition, 71 (2009) 3, S.272-278 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-2626
DOI	10.1016/j.bandc.2009.08.001
Schlagwörter	Cognitive Development; Transfer of Training; Spatial Ability; Cognitive Processes; Task Analysis; Responses; Learning Processes + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Training; Transfer; Ausbildung; Räumliches Vorstellungsvermögen; Cognitive process; Kognitiver Prozess; Aufgabenanalyse; Learning process; Lernprozess
Abstract	Neural resources subserving spatial processing in either egocentric or allocentric reference frames are, at least partly, dissociated. However, it is unclear whether these two types of representations are independent or whether they interact. We investigated this question using a learning transfer paradigm. The experiment and material were designed so that they could be used in a clinical setting. Here, we tested healthy subjects in an imagined viewer-rotation task and an imagined object-rotation task. The order of the tasks was counterbalanced across subjects. The results showed that subjects who did the viewer-rotation task first had fewer errors and shorter latencies of response in the object-rotation task, whereas subjects who did the object-rotation task first had little if any advantage in the viewer-rotation task. In other words, the results revealed an asymmetric learning transfer between tasks, which suggests that spatial representations are hierarchically organized. Specifically, the results indicate that the viewer-rotation task engaged allocentric representations and egocentric representations, whereas the object-rotation task engaged only egocentric representations. (Contains 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10