Examined the role of studytime and the influence of visuospatial ability on mental representation derived from spatialdescriptions, in a sentence by sentence text presentation conditions. Human Ss: 24 normal male and female Italian adults (mean age 24.7 yrs) (university students). Ss were given a written description of 1 of 2 fictitiousenvironments, containing 9 landmarks in either a route (mental tour of landmarks given in egocentric terms) or survey form (landmarks presented from "above" and locations given in canonical direction terms using hierarchical structure). Ss were then tested on the location of the landmarks using 24 true-false statements. The descriptions were presented 1 and 3 times. Accuracy and latency were recorded and analyzed. Congruency effects and visuospatial ability were studied.
CITATION STYLE
Bosco, A., Filomena, S., Sardone, L., Scalisi, T. G., & Longoni, A. M. (1996). Spatial models derived from verbal descriptions of fictitious environments: The influence of study time and the individual differences in visuospatial ability. Psychologische Beitrage, 38, 451–464. Retrieved from http://psycnet.apa.org/psycinfo/1997-04311-016
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