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The last decade has seen an increase in compulsive behaviours among young adults worldwide, particularly in 2020, during restrictions due to the COVID-19 pandemic. Importantly, even if shopping is an ordinary activity in everyday life, it can become a compulsive behaviour for certain individuals. The aim of this study was to investigate the role of working memory and decision-making style in compulsive behaviour. A total of 105 participants (65 F, 40 M) were recruited online from May 2020 to December 2020. They completed a series of questionnaires to measure shopping compulsive behaviour, decision-making styles, deficits in working memory and online shopping habits. The results show that during the COVID-19 pandemic, people spent much more time shopping online, made more purchases and spent more money than prior to the pandemic. Moreover, both higher working memory deficits and spontaneous decision-making style predicted a greater tendency to engage in compulsive buying. These results suggest the need to develop specific training programs to improve cognitive aspects related to compulsive shopping behaviour.

Planning ability is fundamental for goal-directed spatial navigation. Preliminary findings from patients and healthy individuals suggest that travel planning (TP)—namely, navigational planning—can be considered a distinct process from visuospatial planning (VP) ability. To shed light on this distinction, two right brain-damaged patients without hemineglect were compared with a control group on two tasks aimed at testing VP (i.e., Tower of London-16, ToL-16) and TP (i.e., Minefield Task, MFT). The former requires planning the moves to reach the right configuration of three colored beads on three pegs, whereas the latter was opportunely developed to assess TP in the navigational environment when obstacles are present. Specifically, the MFT requires participants to plan a route on a large carpet avoiding some hidden obstacles previously observed. Patient 1 showed lesions encompassing the temporoparietal region and the insula; she performed poorer than the control group on the ToL-16 but showed no deficit on the MFT. Conversely, Patient 2 showed lesions mainly located in the occipitoparietal network of spatial navigation; she performed worse than the control group on the MFT but not on the ToL-16. In both cases performances satisfied the criteria for a classical dissociation, meeting criteria for a double dissociation. These results support the idea that TP is a distinct ability and that it is dissociated from VP skills.

Spatial memory has been studied through different instruments and tools with different modalities of administration. The cognitive load varies depending on the measure used and it should be taken into account to correctly interpret results. The aim of this research was to analyze how men and women perform three different spatial memory tasks with the same spatial context but with different cognitive demands. A total of 287 undergraduate students from the University of Almeria (Spain) and the University of L’Aquila (Italy) participated in the study. They were divided into three groups balanced by sex according to the spatial memory test they performed: the Walking Space Boxes Room Task (WSBRT), the Almeria Spatial Memory Recognition Test (ASMRT) and the Non-Walking Space Boxes Room Task (NWSBRT). Time spent and number of errors/correct answers were registered for analysis. In relation to the WSBRT and the ASMRT, men were faster and reached the optimal level of performance before women. In the three tests, familiarity with the spatial context helped to reduce the number of errors, regardless of the level of difficulty. In conclusion, sex differences were determined by the familiarity with the spatial context, the difficulty level of the task, the active or passive role of the participant and the amount of visual information provided in each screen shot.

Background: Military pilots show advanced visuospatial skills. Previous studies demonstrate that they are better at mentally rotating a target, taking different perspectives, estimating distances and planning travel and have a topographic memory. Here, we compared navigational cognitive styles between military pilots and people without flight experience. Pilots were expected to be more survey-style users than nonpilots, showing more advanced navigational strategies. Method: A total of 106 military jet pilots from the Italian Air Force and 92 nonpilots from the general population matched for education with the pilots were enrolled to investigate group differences in navigational styles. The participants were asked to perform a reduced version of the Spatial Cognitive Style Test (SCST), consisting of six tasks that allow us to distinguish individuals in terms of landmark (people orient themselves by using a figurative memory for environmental objects), route (people use an egocentric representation of the space) and survey (people have a map-like representation of the space) user styles. Results: In line with our hypothesis, military pilots mainly adopt the survey style, whereas nonpilots mainly adopt the route style. In addition, pilots outperformed nonpilots in both the 3D Rotation Task and Map Description Task. Conclusions: Military flight expertise influences some aspects of spatial ability, leading to enhanced human navigation. However, it must be considered that they are a population whose navigational skills were already high at the time of selection at the academy before formal training began.

Individual factors like gender and familiarity can affect the kind of environmental representation that a person acquires during spatial navigation. Men seem to prefer relying on map-like survey representations, while women prefer using sequential route representations. Moreover, a good familiarity with the environment allows more complete environmental representations. This study was aimed at investigating gender differences in two different object-position learning tasks (i.e., Almeria Boxes Tasks) assuming a route or a survey perspective also considering the role of environmental familiarity. Two groups of participants had to learn the position of boxes placed in a virtual room. Participants had several trials, so that familiarity with the environment could increase. In both tasks, the effects of gender and familiarity were found, and only in the route perspective did an interaction effect emerge. This suggests that gender differences can be found regardless of the perspective taken, with men outperforming women in navigational tasks. However, in the route task, gender differences appeared only at the initial phase of learning, when the environment was unexplored, and disappeared when familiarity with the environment increased. This is consistent with studies showing that familiarity can mitigate gender differences in spatial tasks, especially in more complex ones.

In the present study, we employed the dual task technique to explore the role of language in topographical working memory when landmarks are present along the path. We performed three experiments to mainly test the effects of language but also motor, spatial motor and spatial environment interferences on topographical working memory. We aimed to clarify both the role of language in navigational working memory per se and the extent to which spatial language interferes with the main task more than the other types of interference. Specifically, in the three experiments we investigated the differences due to different verbal interference sources (i.e., articulatory suppression of nonsense syllables; right and left, up and bottom; and north, south, east and west). The main hypothesis was that the use of spatial language affected more landmark-based topographical working memory than both the verbalization of nonsense syllables and other types of interference. Results show no effect of spatial language, only spatial environmental interference affected the navigational working memory performance. In general, this might depend on the scarce role of spatial language in online navigational working memory tasks. Specifically, language is more important for learning and retrieval of the cognitive map. Implications and future research directions are discussed.

Exposure to environmental contextual changes, such as those occurring after an earthquake, requires individuals to learn novel routes around their environment, landmarks and spatial layout. In this study, we aimed to uncover whether contextual changes that occurred after the 2009 L’Aquila earthquake affected topographic memory in exposed survivors. We hypothesized that individuals exposed to environmental changes—individuals living in L’Aquila before, during and after the earthquake (hereafter called exposed participants, EPs)—improved their topographic memory skills compared with non-exposed participants (NEPs) who moved to L’Aquila after the earthquake, as only EPs had to modify their previous cognitive map of L’Aquila. We also hypothesized that memory improvement was selective for the navigational space and did not generalize across other spatial and verbal domains. To test these hypotheses, we compared the topographic and spatial memory skills of 56 EPs without post-traumatic stress disorder (PTSD) symptoms to the skills of 47 NEPs using the Walking Corsi Test (WalCT; memory test in the navigational space) and the Corsi Block-Tapping Test (CBT; visuospatial memory test in the reaching space); EPs and NEPs were matched for gender, education and general navigational skills. A sub-group of participants also underwent the Rey-Auditory Verbal Learning Test (RAVLT; verbal memory test). The results showed that only EPs had better performances on topographic learning (TL) assessed using the WalCT rather than spatial learning assessed by the CBT. This outcome suggests the possibility that EPs specifically improved topographic memory. This effect may be due to continuous exposure to environmental changes that have required individuals to learn novel paths within the city and integrate novel information, such as “new towns,” into their pre-existing mental representation of the city. Implications and limitations of the study are discussed.

In the present study we investigated the role of spatial locative comprehension in learning and retrieving pathways when landmarks were available and when they were absent in a sample of typically developing 6- to 11-year-old children. Our results show that the more proficient children are in understanding spatial locatives the more they are able to learn pathways, retrieve them after a delay and represent them on a map when landmarks are present in the environment. These findings suggest that spatial language is crucial when individuals rely on sequences of landmarks to drive their navigation towards a given goal but that it is not involved when navigational representations based on the geometrical shape of the environment or the coding of body movements are sufficient for memorizing and recalling short pathways.