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Factors moderating blocking in human place learning: the role of task instructions
Oliver Hardt1, Almut Hupbach, Lynn Nadel
1McGill University, Montreal, Quebec, Canada. oliver.hardt@mac.com
Learning & Behavior
|January 6, 2009
Summary
Cognitive map theory suggests automatic learning of new environments. This study shows that instructing exploration, not just exposure, prevents blocking and supports automatic updates in cognitive maps.
Area of Science:
- Cognitive psychology
- Neuroscience
- Spatial navigation
Background:
- Cognitive map theory posits automatic integration of novel environmental data during exploration.
- Blocking in place learning challenges this by showing novel landmarks can be insufficient for navigation after initial training.
Purpose of the Study:
- To investigate if instructing human subjects to explore moderates blocking in place learning.
- To determine if blocking reflects a learning or performance deficit.
Main Methods:
- Computer simulations of the Morris water maze (MWM) with and without exploration instructions.
- Human experiments replicating MWM variants with varied instructions regarding exploration.
Main Results:
- Blocking was absent in a computer MWM when exploration was instructed.
- Human subjects in a non-exploratory MWM did not form cognitive maps and showed attenuated blocking when exploration was encouraged.
- Instructions to explore moderated blocking in human place learning.
Conclusions:
- Blocking in human place learning may be a performance deficit, not a learning deficit.
- Instructions encouraging exploration can significantly moderate blocking.
- Findings support the automatic update assumption of cognitive map theory.
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