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Fig. 2 | Cognitive Research: Principles and Implications

Fig. 2

From: Beyond small-scale spatial skills: Navigation skills and geoscience education

Fig. 2

Aerial view map of Virtual Silcton showing the two main routes (solid lines A and B), the two connecting routes (dashed lines C and D) and the layout of buildings on each route. The letter–number combinations are used to indicate the start and end points along each of the main and connecting routes (i.e., participants walked from point 1 to point 2 and then back to point 1 for each of the main and connecting routes, thus traversing each route twice). Participants had to learn the names and locations of four target buildings on each of the two main routes. The presentation of the main routes were counterbalanced (A first or B first) and the presentation of the connecting routes were counterbalanced (C first or D first)

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