Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/115467
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Type: Journal article
Title: Map learning and working memory: multimodal learning strategies
Author: Knight, M.
Tlauka, M.
Citation: Quarterly Journal of Experimental Psychology, 2017; 71(6):1406-1418
Publisher: SAGE
Issue Date: 2017
ISSN: 1747-0218
1747-0226
Statement of
Responsibility: 
Matthew James Knight and Michael Tlauka
Abstract: The current research investigated whether learning spatial information from a map involves different modalities, which are managed by discrete components in working memory. In four experiments, participants studied a map either while performing a simultaneous interference task (high cognitive load) or without interference (low cognitive load). The modality of interference varied between experiments. Experiment 1 used a tapping task (visuospatial), Experiment 2 a backward counting task (verbal), Experiment 3 an articulatory suppression task (verbal) and Experiment 4 an n-back task (central executive). Spatial recall was assessed in two tests: directional judgements and map drawing. Cognitive load was found to affect spatial recall detrimentally regardless of interference modality. The findings suggest that when learning maps, people use a multimodal learning strategy, utilising resources from all components of working memory.
Keywords: Working memory; spatial cognition; maps; multimodal learning
Rights: © Experimental Psychology Society 2017
RMID: 0030073181
DOI: 10.1080/17470218.2017.1326954
Appears in Collections:Medicine publications

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