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The research program described in this dissertation updates the knowledge base concerning human navigation and presents new methods for investigating selection and use of cognitive navigational strategies. Four experiments were designed to answer questions about the effects of environmental and experiential factors on cognitive mapping and selection of navigation strategies. Humans are thought to navigate using two different reference frames often referred to as “world based” and “person based”. These reference frames correspond to two probable cognitive/memory systems respectively labelled “allocentric” for the formation and use of cognitive maps of the environment, and “egocentric” for navigation by stimulus response or guidance. Different navigational strategies are associated with the two systems. Allocentric strategies rely on the presence of a stable environmental structure containing a number of more distal, relational stimuli whereas egocentric strategies rely only on the presence of simple, local cues (cue-based egocentric) or on body movements (response-based egocentric). The experiments tested navigation behaviour and strategy selection using virtual environment analogues of an animal model, the Morris water maze. Adaptations included, 1) the Place maze biasing participants toward the use of an allocentric strategy, 2) the Cue maze (and Floor Cue maze) biasing participants toward the use of an egocentric strategy, and 3) the Dual-strategy maze that has no bias because participants can choose to utilize either an allocentric or egocentric strategy. Experiment 1 was a behavioural study testing 101 university students in the Place maze and Floor Cue maze, with and without the opportunity to explore the environment before testing. The experiment showed for the first time that exploration is necessary for allocentric but not for egocentric navigation, suggesting that prior exploration is important for cognitive mapping. Experiment 2 outlined a novel and reliable eye tracking method for differentiating strategy use in the Place and Cue mazes. Eye movements were measured during the first orientation second of behavioural trials to differentiate allocentric from egocentric strategy use. Experiment 3 employed the established eye tracking method to test the effects of experience on strategy selection. Participants were trained in either the Place maze or the Cue maze and then tested in the Dual-strategy maze. A strategy probe trial was introduced at the end of testing to indicate whether participants had selected an allocentric or an egocentric strategy. Training experience had a strong behavioural effect on later strategy selection at the end of testing. Furthermore the effect of experience occurred independently of the gender of participants. However, the experience effect was only briefly shown using eye tracking measures. Experiment 4 was a successful feasibility study showing that eye tracking measures can be utilized to measure navigational strategy use in survivors of traumatic brain injury. Together these experiments may indicate that strategies are not innate or within the person but rather are interactions of the person with the environment. / Graduate

Central place foragers, such as territorial hummingbirds, feed from resources that tend to be constant in space and to replenish with time (e.g. nectar in flowers). The ability to remember both where and when resources are available would allow these animals to forage efficiently. Animals that feed at multiple locations would also benefit from forming routes between these multiple locations. Hummingbirds are thought to forage by repeating the order in which they visit several locations following a route called a “trapline”, although there are no quantitative data describing this behaviour. As a first step to determining how and if wild free living hummingbirds forage by traplining, I decomposed this behaviour into some of its key components. Through five field experiments, where I trained free-living hummingbirds to feed from artificial flowers, I confirmed that territorial hummingbirds will, in fact, trapline. Birds will use the shortest routes to visit several locations and will prioritize those locations that are closest to a usual feeding site. Additionally, even though hummingbirds can learn to use temporal information when visiting several patches of flowers, the spatial location of those patches has a larger influence in how these birds forage in the wild. Since male and female hummingbirds were thought to forage differently I also tested whether there were sex differences in the types of cues they use when foraging. Contrary to expectation, female hummingbirds will also use spatial cues to relocate a rewarded site. Using the foraging ecology of rufous hummingbirds to formulate predictions as to what information these birds should use has lead me to discover that these birds forage in a completely different way than previously thought.

兒茶酚胺類神經傳遞系統被認為與包括記憶學習等行為功能有很重要的關連，在記憶多元化理論的假設下，該神經系統與其它者對於特定記憶學習行為應有再確認之必要。過去對於空間性記憶的研究，其相關支持證據所依據之實驗操弄泰半集中在海馬迴系統上。但仍有部份研究指出大腦中的其他區域可能同樣與一般記憶的運作有密切的關連。特別是兒茶酚胺系統所在之紋狀總體組織部位（包括尾狀核與阿控博核），vP A僅與感覺接受、運動反應及增強作用等機制有關外，同時可能也扮演影響記憶表現的重要因子。本研究使用慾求性的八角迷津為工具，藉其地點學習與反應學習這兩種不同的迷津作業，及利用兒茶酚胺類的藥物或神經毒素，探討相關的記憶習得與記憶保持歷程所造成的影響。實驗的操弄包括：(1) 迷津作業之地點學習與反應學習以探討這兩種記憶之行為機制。(2) 記憶習得與記憶保持階段以瞭解這兩種迷津作業所引發記憶之全部歷程。(3) 中樞（阿控博核或尾狀核）神經毒素之破壞以及周邊藥物注射以確認兒茶酚胺類藥物對於記憶之神經藥理機制。本研究分為兩大實驗進行，實驗一以地點學習為主，實驗二以反應學習為主。實驗結果可以簡單歸納如下：(1) 兩 種學習作業的記憶策略有不同的習得歷程及需要不同的處理訊息。(2) 在迷津學習前用神經毒素 6-OHDA 破壞尾狀核或阿控博核，皆會影響地點記憶的習得，但對於反應記憶的習得，則需要同時破壞尾狀核及阿控博核才有類似的干擾效果。(3) 相對於神經毒素 6-OHDA的干擾效果，DSP-4皆不影響地點學習與反應學習的習得歷程。(4) 在記憶保持階段中，周邊注射兒茶酚胺類藥物 d-amphetamine、haloperidol 與 propranolol均會干擾地點記憶的提取，但卻不影響反應記憶的提取表現。(5) 於地點記憶與反應記憶習得後，給予尾狀核加阿控博核的雙側 6-OHDA 注射均不影響這兩種記憶的提取表現。實驗結果顯示兒茶酚胺類神經傳導系統對於記憶功能具有明顯的影響，其中紋狀體扮演了相當重要的角色。相對於不影響記憶提取之歷程，紋狀體的破壞對記憶習得歷程有阻滯之效果，其內部之尾狀核與阿控博核分別依不同之迷津作業具有相異之效果，且多巴胺系統較正腎上腺素系統明顯的參與了影響效果，這些結果顯示兒茶酚胺類神經傳導系統與記憶表現有密切的關連。 / Catecholamine (CA) neurotransmission systems are critically involved in the control of many behavioral functions including learning and memory. The role of CA in mediating learning and memory is recently focused on the basis of multiple memory hypothesis. In addition to the previous finding of spatial memory relevant to the hippocampal areas, the striatum containing the caudate nucleus and the nucleus of accumbens is thought to be important for executing the learning and memory function. By the use of radial arm maze (RAM), the present study examined the effects of CA related neurotoxins and drugs on the acquisition and retention stages of both place and response tasks. Two major parts of experiments were designed to reveal the neurobehavioral mechanisms for the place and response tasks of RAM. Food-deprivated rats were trained to enter the arms baited with chocolate in the eight-arm maze. Specific four arms were baited for each rat in the place task, while randomly selected four arms each cued with a piece of sand paper on the arm entrance were baited for the rat in the response task.The results can be summarized as followings. (1) Differen behavioral processes were shown in performing the place and response tasks. (2) The acquisition deficits were significantly produced by 6-hydroxydopamine (6-OHDA) lesion on either caudate or accumbens for the place task, whereas the acquisition of response task was only impaired by 6-OHDA lesions of both caudate and accumbens together. (3) In contrast to 6-OHDA, adrenergic neurotoxin DSP-4 did not significantly affect subjects to acquire either task. (4) During the retention stage, the performance of place task was significantly disrupted by d-amphetamine, haloperidol, or propranolol. However, this was not the case for the retrieval of response task. (5) Once acquired, neither place nor response task performamce could be influenced by 6-OHDA simultaneously administered on the caudate and accumbens areas.Taken together, these data collected from RAM support the idea that the striatal CA is essential for the leraning and memory. Shift of the CA neurotransmission function induced by either 6-OHDA lesions or relevant drugs can disrupt the RAM behavior, which impairment to be detectable is depended on the learning task itself as well as the time of a specific task being leraned.