Abstract
Two groups of six cats were subjected to a spatial learning task in cross-mazes that differed only in the spatial relationship between the goal and the single available visual cue. When this cue was remote from the goal (“mapping situation”), the cats did not need more testing days to reach the learning criterion than when it was above the goal (“guidance situation”). Additional behavioural data gave evidence of two information-gathering strategies within each group: the first consisted of taking the relevant information from the starting point; the second was to choose the correct path from the central choice-point. These strategies were discussed in the light of O'Keefe and Nadel's theory (1978) concerning two spatial behaviours, mapping and route-following.
The results of a second experiment showed that the cats subjected to the mapping situation were markedly less affected than those subjected to the guidance situation by a delay introduced between the moment when the relevant cue was still available and the moment when the subjects were allowed to run to the goal.
In a third experiment, it was shown that only cats that were seen as choosing their path from the starting point during learning (Experiment 1) succeeded in using short-cuts: subjects that chose from the central choicepoint needed to pass through this place when a shorter path was available.
These results show that the processes involved in spatial behaviours may be characterized by taking into account some of the behavioural components. Furthermore, the properties of these processes can be assessed with additional experiments, such as delayed-reaction tasks and short-cutting tests.