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The Effect of Instructions on Landmark, Route, and Directional Memory for Active vs. Passive Learners of a Virtual Reality Environment

  • Author / Creator
    Parnes, Michael
  • In two experiments, subjects either freely walked around a virtual building or watched a recording made made by a matched (free walk) subject. Subjects then performed several tasks: judgment of relative direction, scene recognition and navigation back to the start. The aim was to evaluate the the relative sensitivity of these measures, and to compare learning in active and passive learners under implicit (Experiment 1) and explicit (Experiment 2) learning instructions. Results demonstrated an advantage for active learners in the navigation back to start task and no difference in the judgment of relative direction task under both implicit and explicit conditions. In the recognition task, performance was above chance levels for all factorial cells. A gender moderated trend for an advantage for active learners was found only in implicit learning.

  • Subjects / Keywords
  • Graduation date
    2012-11
  • Type of Item
    Thesis
  • Degree
    Master of Science
  • DOI
    https://doi.org/10.7939/R32C9P
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
  • Language
    English
  • Institution
    University of Alberta
  • Degree level
    Master's
  • Department
    • Department of Psychology
  • Supervisor / co-supervisor and their department(s)
    • Friedman, Alinda (Psychology)
  • Examining committee members and their departments
    • Spalding, Tom (Psychology)
    • Friedman, Alinda (Psychology)
    • Bulitko, Vadim (Computing Science)
    • Mou, Weimin (Psychology)
    • Spetch, Marcia (Psychology)