title: Alignment effect: primary-secondary learning and cognitive styles.
abstract: The degree to which the way of learning spatial information (primary/secondary learning) and spatial cognitive style (landmark/route/survey) affect orientation specificity (alignment effect) is studied. We think that the most important factor explaining the absence of the alignment effect is the spatial cognitive style. We hypothesise that while landmark participants show an alignment effect after both primary and secondary learning, route participants show this effect only after secondary learning, and survey participants do not show it at all. Participants performed three tasks in order to distinguish their cognitive style; they were then randomly assigned to primary or secondary learning and submitted to directional judgment tasks to verify whether the alignment effect was present. The results confirm our hypothesis.
authors.affiliation: Dipartimento di Psicologia, Università di Bologna, viale Berti Pichat 5, I 40127 Bologna, Italy.
authors.forename: Raffaella
authors.initials: R
authors.lastname: Nori
authors.forename: Sonia
authors.initials: S
authors.lastname: Grandicelli
authors.forename: Fiorella
authors.initials: F
authors.lastname: Giusberti
mesh_terms: D000328:Adult; D000704:Analysis of Variance; D003071:Cognition; D005260:Female; D006801:Humans; D007600:Judgment; D007858:Learning; D008124:Locomotion; D008297:Male; D009949:Orientation; D010364:Pattern Recognition, Visual / Q000502:physiology*; D011597:Psychomotor Performance; D011601:Psychophysics; D011930:Reaction Time; D013028:Space Perception / Q000502:physiology