A review of the article "Viewing a Map versus Reading as Description of a Map: Modality-Specific Encoding of Spatial Information" by Michael Tlauka, Hannah Keage and C. Richard Clark.
Written in 2006; 1,575 words; 3 sources; MLA; $ 51.95
Paper Summary:
This paper reviews the article "Viewing a Map versus Reading as Description of a Map: Modality-Specific Encoding of Spatial Information" written by Tlauka, Keage and Clark. According to the paper, the article reports results of a study that was conducted in order to determine if neural activity within the human brain, that had accompanied processing of previously-learned information, about positions and locations of various places on a map, was measurably influenced by the particular modality in which spatial parameters of the maps themselves had been learned originally.
From the Paper:
"In the learning phase, the study participants either looked at a map, or read a written description of a map. Next, study participants' comparative abilities to use the spatial knowledge they had learned earlier, either visuospatially [sic] or verbally, was measured, by having each of the participants then perform a spatial orientation task, during which EEG activity was measured. According to the authors, brain activity relative to processing spatial information was inferred from amplitude, latency, and topography of several spatiotemporal parts of the ERP. The authors found that overall performance was unaffected by previous map-learning modality (visuospatial [sic] or verbal), but that the neural activity underlying processing of stimuli was in fact influenced by previous map-learning modality (e.g., visuospatial [sic] or verbal). Based on this result, the authors concluded that conflicting results derived from the behavioral and Neurophysiological measures suggest that adopting particular orientations in imagined space can involve different patterns of brain activation."
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