The effects of spatial stability and cue type on spatial learning: Implications for theories of parallel memory systems

Equidistant Landmarks Fail to Produce the Blocking Effect in Spatial Learning Using a Virtual Water Maze Task with Healthy Adults: A Role for Cognitive Mapping?

BACKGROUND/OBJECTIVES

Cue competition is a feature of associative learning, whereby during learning, cues compete with each other, based on their relative salience, to influence subsequent performance. Blocking is a feature of cue competition where prior knowledge of a cue (X) will interfere with the subsequent learning of a second cue (XY). When tested with the second cue (Y) alone, participants show an impairment in responding. While blocking has been observed across many domains, including spatial learning, previous research has raised questions regarding replication and the conditions necessary for it to occur. Furthermore, two prominent spatial learning theories predict contrary results for blocking. Associative learning accounts predict that the addition of a cue will lead to a blocking effect and impaired performance upon testing. Whereas the cognitive map theory suggests that the novel cue will be integrated into a map with no subsequent impairment in performance.

METHODS

Using a virtual water maze task, we investigated the blocking effect in human participants.

RESULTS

Results indicated that the cue learned in phase 1 of the experiment did not interfere with learning of a subsequent cue introduced in phase 2.

CONCLUSIONS

This suggests that blocking did not occur and supports a cognitive mapping approach in human spatial learning. However, the relative location of the cues relative to the goal and how this might determine the learning strategy used by participants was discussed.

Contiguity and overshadowing interactions in the rapid-streaming procedure

When multiple cues are associated with the same outcome, organisms tend to select between the cues, with one revealing greater behavioral control at the expense of the others (i.e., cue competition). However, non-human and human studies have not always observed this competition, creating a puzzling scenario in which the interaction between cues can result in competition, no interaction, or facilitation as a function of several learning parameters. In five experiments, we assessed whether temporal contiguity and overshadowing effects are reliably observed in the streamed-trial procedure, and whether there was an interaction between them. We anticipated that weakening temporal contiguity (ranging from 500 to 1,000 ms) should attenuate competition. Using within-subject designs, participants experienced independent series of rapid streams in which they had to learn the relationship between visual cues (presented either alone or with another cue) and an outcome, with the cue-outcome pairings being presented with either a delay or trace relationship. Across experiments, we observed overshadowing (Experiments 1, 2, 4, and 5) and temporal contiguity effects (Experiments 2, 3, and 4). Despite the frequent occurrence of both effects, we did not find that trace conditioning abolished competition between cues. Overall, these results suggest that the extent to which contiguity determines cue interactions depends on multiple variables, some of which we address in the General discussion.

Landmark Distance Impacts the Overshadowing Effect in Spatial Learning Using a Virtual Water Maze Task with Healthy Adults

Cue competition is a key element of many associative theories of learning. Overshadowing, an important aspect of cue competition, is a phenomenon in which learning about a cue is reduced when it is accompanied by a second cue. Overshadowing has been observed across many domains, but there has been limited investigation of overshadowing in human spatial learning. This experiment explored overshadowing using two landmarks/cues (at different distances to the goal) in a virtual water maze task with young, healthy adult participants. Experiment 1 initially examined whether the cues used were equally salient. Results indicated that both gained equal control over performance. In experiment 2, overshadowing was examined using the two cues from experiment 1. Results indicated that overshadowing occurred during spatial learning and that the near cue controlled searching significantly more than the far cue. Furthermore, the far cue appeared to have been completely ignored, suggesting that learning strategies requiring the least amount of effort were employed by participants. Evidence supporting an associative account of human spatial navigation and the influence of proximal cues was discussed.

Spatial updating in virtual reality for reproducing object locations in vista space-Boundaries, landmarks, and idiothetic cues

Keeping track of locations across self-motion is possible by continuously updating spatial representations or by encoding and later instantaneously retrieving spatial representations. In virtual reality (VR), sensory cues to self-motion used in continuous updating are typically reduced. In passive translation compared to real walking in VR, optic flow is available but body-based (idiothetic) cues are missing. With both kinds of translation, boundaries and landmarks as static visual cues can be used for instantaneous updating. In two experiments, we let participants encode two target locations, one of which had to be reproduced by pointing after forward translation in immersive VR (HMD). We increased sensory cues to self-motion in comparison to passive translation either by strengthening optic flow or by real walking. Furthermore, we varied static visual cues in the form of boundaries and landmarks inside boundaries. Increased optic flow and real walking did not reliably increase performance suggesting that optic flow even in a sparse environment was sufficient for continuous updating or that merely instantaneous updating took place. Boundaries and landmarks, however, did support performance as quantified by decreased bias and increased precision, particularly if they were close to or even enclosed target locations. Thus, enriched spatial context is a viable method to support spatial updating in VR and synthetic environments (teleoperation). Spatial context does not only provide a static visual reference in offline updating and continuous allocentric self-location updating but also, according to recent neuroscientific evidence on egocentric bearing cells, contributes to continuous egocentric location updating as well.

Temporal and spatial contiguity are necessary for competition between events

Over the last 50 years, cue competition phenomena have shaped theoretical developments in animal and human learning. However, recent failures to observe competition effects in standard conditioning procedures, as well as the lengthy and ongoing debate surrounding cue competition in the spatial learning literature, have cast doubts on the generality of these phenomena. In the present study, we manipulated temporal contiguity between simultaneously trained predictors and outcomes (Experiments 1-4), and spatial contiguity between landmarks and goals in spatial learning (Supplemental Experiments 1 and 2; Experiment 5). Across different parametric variations, we observed overshadowing when temporal and spatial contiguity were strong, but no overshadowing when contiguity was weak. Thus, across temporal and spatial domains, we observed that contiguity is necessary for competition to occur, and that competition between cues presented simultaneously during learning is absent when these cues were either spatially or temporally discontiguous from the outcome. Consequently, we advance a model in which the contiguity between events is accounted for and which explains these results and reconciles the previously contradictory findings observed in spatial learning. (PsycInfo Database Record (c) 2022 APA, all rights reserved).