Spatial integration of boundaries in a 3D virtual environment

Prior research, using two- and three-dimensional environments, has found that when both human and nonhuman animals independently acquire two associations between landmarks with a common landmark (e.g., LM1–LM2 and LM2–LM3), each with its own spatial relationship, they behave as if the two unique LMs...

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Bibliographic Details
Published in:Acta psychologica 2013-10, Vol.144 (2), p.316-323
Main Authors: Bouchekioua, Youcef, Miller, Holly C., Craddock, Paul, Blaisdell, Aaron P., Molet, Mikael
Format: Article
Language:English
Subjects:
3D virtual environment
Associative learning
Biological and medical sciences
Boundaries
Cognitive science
Conditioning, Classical
Female
Fundamental and applied biological sciences. Psychology
Human
Humans
Landmarks
Learning
Male
Maze Learning
Pathways
Pattern Recognition, Visual
Perception
Preconditioning
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Space Perception
Spatial integration
Three dimensional
User-Computer Interface
Virtual environments
Vision
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Summary:Prior research, using two- and three-dimensional environments, has found that when both human and nonhuman animals independently acquire two associations between landmarks with a common landmark (e.g., LM1–LM2 and LM2–LM3), each with its own spatial relationship, they behave as if the two unique LMs have a known spatial relationship despite their never having been paired. Seemingly, they have integrated the two associations to create a third association with its own spatial relationship (LM1–LM3). Using sensory preconditioning (Experiment 1) and second-order conditioning (Experiment 2) procedures, we found that human participants integrated information about the boundaries of pathways to locate a goal within a three-dimensional virtual environment in the absence of any relevant landmarks. Spatial integration depended on the participant experiencing a common boundary feature with which to link the pathways. These results suggest that the principles of associative learning also apply to the boundaries of an environment. •We examine spatial integration of boundaries in a 3D virtual environment.•Participants integrated information about the boundaries of pathways.•Principles of associative learning apply to the boundaries of an environment.
ISSN:0001-6918
1873-6297
DOI:10.1016/j.actpsy.2013.06.015