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Individual differences in navigation and wayfinding
Evidence shows there is a link between small scale spatial abilities and large scale spatial abilities. More specifically, there is a relation between visuospatial abilities (small scale abilities) with wayfinding attitudes (spatial self evaluation on large scale) on one’s ability to create a mental representation of the environment, or environment representation (large scale abilities).

Different methodological approaches are useful for studying this relationship such as case studies, experimental research, and correlational research. Evidence presented in this section will focus on the research findings of correlational studies. Correlational studies between variables at a continuous level aim to test the degree to which small-scale visuospatial cognitive abilities and large-scale abilities are related.

Correlational approach
Moreover, correlational studies are also based on comparing groups on individual differences of navigation and are wayfinding related. This may involve comparing the extreme scores of individual differences of participants (high vs low self reports in wayfinding attitude, high vs low small-scale abilities) and examining the difference in spatial and environment learning. Or comparing the extreme high and low performance (after an environment learning task, high or low) and examining the difference in small-scale spatial abilities and wayfinding attitudes.

Concerning the correlational studies at continuous level a pioneering study was made by Allen et al. (1996). They asked participants to take a stroll in a small city. The authors measured recall performance and assessed visuospatial (small scale) abilities. Visuospatial abilities were measured by assessing spatial visualization, mental rotation and spatial memory tasks. The structural equation model showed that spatial sequential memory serves as a mediator in the relationship between the visuospatial ability factor and environmental knowledge,

Further, Hegarthy et al., (2006) asked participants to learn a path in a real, virtual, and videotaped environment. After the learning phase, they were asked to estimate the distance and direction of certain landmarks in the environment. Participants performed a battery of verbal and spatial tasks.

Using a structural equation model, results indicate that sense of direction and spatial ability factors are related; and that both factors are linked to verbal ability. However, verbal ability does not predict environment (navigation) learning. Instead, both spatial ability and sense of direction predict environmental learning, sense of direction predicts direct experience, and visuospatial ability shares a strong link to visual learning (both virtual and videotaped). Both correlational studies showed the relation between small scale spatial abilities with large scale spatial abilities (examined with navigation learning). Allen et al., (1996) suggests that the relation between these variables is mediated. A confirmation that the relation between small scale spatial abilities with large scale spatial abilities can be mediated is shown by other evidence. For instance Meneghetti et al., (2016) showed that mental rotation abilities (small scale ability) are related to environment learning (path virtually acquired – a reproduction of large scale ability-) by the mediation of visuospatial working memory (i.e. the ability to process and maintain temporary visuospatial information).

Group comparison
An example of group comparison based on individual preferences is offered by Pazzaglia & Taylor (2007). They selected individuals with high and low preferences survey preference (i.e. preference to form a mental map) to examine the difference in performance in environment learning (by several task). The results showed that high survey group made better performance, especially less navigation errors, than low survey group.

An example of group comparison based on spatial environment performance is offered by Weisberg et al. (2014). They asked participants to learn paths in a virtual environment. They were tested for their visuospatial abilities (small scale) and wayfinding preferences. Then, they performed pointing performance (within and between routes) and model building. The results showed that participants making good pointing performance (between and within the paths) showed high visuospatial abilities (mental rotation) and wayfinding preferences (sense of direction).