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Environment and Behavior, Vol. 38, No. 6, 791-801 (2006)
DOI: 10.1177/0013916506287004

Sex-Specific Relationships Between Route-Learning Strategies and Abilities in a Large-Scale Environment

Jean Choi

Department of Psychology at the University of Lethbridge, jean.choi{at}uleth.ca

Erin McKillop

University of Saskatchewan

Micheal Ward

University of Alberta

Natasha L’Hirondelle

University of Alberta

Spatial theories identify three aspects of the environment that are used to various degrees in route-learning tasks; namely, landmarks, routes, and configurations. Although research has demonstrated sex differences in the relative predominance of each aspect in route-learning strategies, it is unclear how these sex differences correspond to route-learning abilities in a large-scale environment. The present experiment addresses this void by examining route-learning abilities in an indoor environment. Participants are taken through an unfamiliar route and instructed to find the point of origin using one of three strategies: (a) direct, (b) retrace, and (c) choice. Results reveal sex differences in route-learning abilities in the direct condition. Furthermore, a landmark-biased strategy is used more by females and is associated with better route-learning abilities. The same relationship is not found in males. These findings suggest that sex-specific patterns of relationships exist between strategy use and route-learning abilities.

Key Words: sex difference • route-learning strategies • spatial abilities


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