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Subjects study sets of real-world routes. For each subject, the set of routes includes (a) pairs that share a common path before diverging to terminate at distinct destinations (‘overlapping routes’) and (b) pairs with no paths in common (‘non-overlapping routes’) Importantly, each route contributes to both conditions. For example, ‘route 1’ and ‘route 2’ are overlapping routes, but ‘route 1’ and ‘route 3’ are non-overlapping routes. Each route contains an initial segment that is shared with another route , and a later segment, including the destination, that is route-specific. Although the real-world spatial locations of the overlapping segments are identical, the pictures for each route are taken at different times and therefore differ subtly in terms of pedestrians, vehicles, etc. Routes are studied twice per round for 14 rounds. Subjects are instructed to learn each route (i.e., the specific path to each destination) but are not told the destination at the start of the route. After each study round, subjects are shown individual pictures drawn from the routes and are asked to select the destination associated with each picture. Of central interest is accuracy for pictures drawn from Segment 1 of each route because selecting the correct destination for these pictures requires discriminating between overlapping routes.

For more details, see: http://www.biorxiv.org/content/early/2017/01/10/099226
Definition contributed by JWexler about eight months ago

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route learning has been asserted to measure the following CONCEPTS

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DISORDERS associated with route learning
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CONDITIONS
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Experimental conditions are the subsets of an experiment that define the relevant experimental manipulation.

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In the Cognitive Atlas, we define a contrast as any function over experimental conditions. The simplest contrast is the indicator value for a specific condition; more complex contrasts include linear or nonlinear functions of the indicator across different experimental conditions.

INDICATORS
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An indicator is a specific quantitative or qualitative variable that is recorded for analysis. These may include behavioral variables (such as response time, accuracy, or other measures of performance) or physiological variables (including genetics, psychophysiology, or brain imaging data).


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REVISION 1

Definition contributed by JWexler about eight months ago:Subjects study sets of real-world routes. For each subject, the set of routes includes (a) pairs that share a common path before diverging to terminate at distinct destinations (‘overlapping routes’) and (b) pairs with no paths in common (‘non-overlapping routes’) Importantly, each route contributes to both conditions. For example, ‘route 1’ and ‘route 2’ are overlapping routes, but ‘route 1’ and ‘route 3’ are non-overlapping routes. Each route contains an initial segment that is shared with another route , and a later segment, including the destination, that is route-specific. Although the real-world spatial locations of the overlapping segments are identical, the pictures for each route are taken at different times and therefore differ subtly in terms of pedestrians, vehicles, etc. Routes are studied twice per round for 14 rounds. Subjects are instructed to learn each route (i.e., the specific path to each destination) but are not told the destination at the start of the route. After each study round, subjects are shown individual pictures drawn from the routes and are asked to select the destination associated with each picture. Of central interest is accuracy for pictures drawn from Segment 1 of each route because selecting the correct destination for these pictures requires discriminating between overlapping routes.

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