Conference Proceeding
Authors: Yi-Fang Tsai (George Mason University, Fairfax, VA) , Matthew Peterson (George Mason University, Fairfax, VA)
Participants engaged in five driving routes while performing a secondary PDT task. For each route, participants drove to four distinct destinations. Route guidance was given to all subjects to help guide them to their destinations. Most of the participants were able to complete each driving route within the allotted time of 10 minutes. The drivers had repeated exposures to the locations and routes between the destinations and were told they would be asked the whereabouts of the destinations at the end of the driving routes. Overall, the participants had difficulty explicitly marking the locations of the destinations on a map, and indicating directional relationship between buildings. PDT performance and lane deviation stayed consistent across driving route tasks. The participants performed best at naming the street locations where the buildings were located. The use of route guidance on the ability to process navigation information may suppress cognitive map formation.
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How to Cite: Tsai, Y. & Peterson, M. (2011) “The Effects of Route Guidance on Spatial Learning”, Driving Assessment Conference. 6(2011). doi: https://doi.org/10.17077/drivingassessment.1434