Divide (evenly) and conquer (quickly): Spatial exploration behaviors predict navigational learning and differ by sex.

The ability to learn new environments is a foundational human skill, yet we know little about how exploration behaviors shape spatial learning. Here, we investigated the relationships between exploration behaviors and spatial memory in healthy young adults, and further related performance to other measures of individual differences. In the present study, 100 healthy young adults (ages 18-37) freely explored a maze in a virtual desktop environment to learn the locations of 9 objects. Participants then navigated from one object to another without feedback, and their accuracy and path efficiency were determined. Interestingly, participant accuracy ranged from near 0 % to 100 %. Correlations and principal component regression revealed that evenness of exploration (i.e., visiting all locations with a similar frequency) and how quickly all objects were found during exploration were related to performance. Indeed, differences in performance become apparent by the time participants found the 6th object (within the first 50 moves), emphasizing the importance of exploration quality over exploration quantity. Perspective taking ability and video game experience were also related to performance. Critically, we found no correlations between performance on matched pairs of active-passive exploration paths, suggesting that experiencing a "good" exploration path does not lead to better performance; instead, the path is more likely a reflection of the navigator's ability. Sex differences were observed, however, a serial mediation analysis revealed that even exploration had a greater explanatory effect on those sex differences compared to video game experience. Our results indicate that exploration behaviors predict navigational performance and highlight the importance of moment-to-moment behaviors exhibited during exploration and learning.