Influence of movement expertise on a virtual point-to-origin task

Abstract

There is increasing evidence of individual differences in spatial cognitive abilities and strategies, especially for simulated locomotion such as virtual realities. For example, Klatzky and colleagues observed two distinct response patterns in a "point-to-origin" task where participants pointed back to the origin of locomotion after a simulated 2-segment excursion. "Turners" responded as if succeeding to update their heading, whereas "non-turners" responded as if failing to update their heading - but why? Here, we investigated if one's real-world movement and movement analysis expertise (i.e., dancers versus Laban Movement Analysts) might affect one's virtual orientation behaviour. Using a virtual point-to-origin task, data showed that participants (N=39) with more extensive movement analysis expertise tended to be turners, and thus incorporate visually presented turns correctly. Conversely, dance students without Laban Movement Analysis expertise tended to be non-turners or used a mixed strategy. This suggests that reflecting about self-motion might be more conducive than movement experience, primarily dance, alone for enabling correct updating of simulated heading changes.