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

Abstract

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.