Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Working Memory01:24

Working Memory

Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this information.
Information Processing Approach01:30

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...
Role of Cerebellum and Prefrontal Cortex in Memory01:14

Role of Cerebellum and Prefrontal Cortex in Memory

The cerebellum, while traditionally associated with motor control, also plays a crucial role in memory, particularly in procedural memory, which involves learning motor tasks that become automatic through repetition. For example, studies have shown that when the cerebellum is damaged, individuals or animals lose the ability to learn conditioned motor responses, such as the conditioned eye-blink response in classical conditioning experiments with rabbits. This study demonstrates the cerebellum's...
Cognitive Learning01:21

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
Higher Mental Functions of Brain: Learning and Memory01:26

Higher Mental Functions of Brain: Learning and Memory

Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or playing an...
Routes of Persuasion02:20

Routes of Persuasion

Persuasion is the process of changing our attitude toward something based on some kind of communication. Much of the persuasion we experience comes from outside forces. How do people convince others to change their attitudes, beliefs, and behaviors? What communications do you receive that attempt to persuade you to change your attitudes, beliefs, and behaviors?

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Decision support for partial automation: Driver behavior and trust with different versions of automated lane change.

Journal of safety research·2026
Same author

The Origins of Passive, Active, and Sleep-Related Fatigue.

Frontiers in neuroergonomics·2024
Same author

Preferred Sources of Information, Knowledge, and Acceptance of Automated Vehicle Systems: Effects of Gender and Age.

Frontiers in psychology·2022
Same author

Editorial: Cognitive and Brain Aging: Interventions to Promote Well-Being in Old Age.

Frontiers in aging neuroscience·2020
Same author

Editorial: Cognitive and Brain Aging: Interventions to Promote Well-Being in Old Age.

Frontiers in aging neuroscience·2019
Same author

Comparing the Relative Strengths of EEG and Low-Cost Physiological Devices in Modeling Attention Allocation in Semiautonomous Vehicles.

Frontiers in human neuroscience·2019
Same journal

Compatibility Effects With Simple Lever Tools: A Replication and Extension Beyond Simple Button Responses.

Human factors·2026
Same journal

Effects of Egocentric and Exocentric Supervisor Viewpoint Perspectives on Motion Plan Legibility and Decision Support in Automated Spacecraft Docking Maneuvers.

Human factors·2026
Same journal

System-Wide Trust (SWT) Versus Component-Specific Trust (CST) in Multi-Agent Human-Agent Teams: Individual Variability in Trust Bias.

Human factors·2026
Same journal

Driver Adaptation to Partially Automated Driving in Urban Environments: Effects of Repeated Exposure and System Capabilities on Drivers' Trust, Monitoring, and Response.

Human factors·2026
Same journal

Modeling Human Expertise in a Sanding Task.

Human factors·2026
Same journal

Towards Safe and Comfortable Vehicle Control Transitions: A Systematic Review of Takeover Time, Time Budget, and Takeover Outcomes.

Human factors·2026
See all related articles

Related Experiment Video

Updated: Jun 20, 2026

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
09:05

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)

Published on: June 12, 2017

Individual differences in route-learning strategy and associated working memory resources.

Carryl L Baldwin1, Ian Reagan

  • 1George Mason University, Psychology, 4400 University Drive, MS 3F5, Fairfax, VA 22030, USA. cbaldwi4@gmu.edu

Human Factors
|September 16, 2009
PubMed
Summary
This summary is machine-generated.

People use different strategies to learn routes in virtual environments, relying on either verbal or visuospatial working memory (WM). Understanding these differences in route learning can improve navigation training and system design.

More Related Videos

An Appetitive Spatial Working Memory Task for Mice in a Semi-Automated 8-Arm Radial Maze, Reducing Fearful Memory Association in the Maze
14:24

An Appetitive Spatial Working Memory Task for Mice in a Semi-Automated 8-Arm Radial Maze, Reducing Fearful Memory Association in the Maze

Published on: July 29, 2025

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
07:01

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

Published on: September 20, 2020

Related Experiment Videos

Last Updated: Jun 20, 2026

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
09:05

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)

Published on: June 12, 2017

An Appetitive Spatial Working Memory Task for Mice in a Semi-Automated 8-Arm Radial Maze, Reducing Fearful Memory Association in the Maze
14:24

An Appetitive Spatial Working Memory Task for Mice in a Semi-Automated 8-Arm Radial Maze, Reducing Fearful Memory Association in the Maze

Published on: July 29, 2025

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
07:01

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

Published on: September 20, 2020

Area of Science:

  • Cognitive Psychology
  • Human-Computer Interaction
  • Virtual Environment Research

Background:

  • Route learning is cognitively demanding and often performed alongside other tasks.
  • Virtual environments (VEs) are increasingly used for training and research, necessitating an understanding of navigation strategies within them.

Purpose of the Study:

  • To investigate individual differences in route-learning strategies.
  • To determine the differential demands on visuospatial versus verbal working memory (WM) during route learning in VEs.

Main Methods:

  • Participants with good or poor sense of direction (SOD) learned novel routes in VEs.
  • A verbal WM task (articulatory suppression) and a visuospatial WM task (tapping) were used as concurrent interference tasks.

Main Results:

  • Poor SOD individuals showed greater route-learning disruption with verbal interference, indicating reliance on verbal WM.
  • Good SOD individuals experienced more disruption with visuospatial interference, suggesting a reliance on visuospatial WM.

Conclusions:

  • Individual differences in route-learning strategies involve distinct reliance on verbal or visuospatial working memory.
  • Self-report measures can identify these navigational strategy differences.
  • Assessing SOD and working memory resources has implications for designing effective VE navigation training and in-vehicle systems.