How individual differences in visuospatial thinking relate to environment learning from navigation is of growing interest and needs to be approached systematically. Here, a sample of 292 undergraduates learnt a virtual path (desktop-based), and their learning accuracy was assessed with recall tasks, i.e. route retracing, shortcut finding and landmark locating tasks. Several individual visuospatial measures, tasks and questionnaires, were administered. Relations between individual measures and recall tasks were estimated with regression models taking quantitative evidence available in the literature into account, and treated as Bayesian informed priors established by a meta-analysis. The results provide robust evidence of visuospatial abilities and wayfinding inclinations (composing two distinct factors) both affecting recall task performance, particularly the former. A different contribution of individual measures as a function of recall task is envisaged. This study offers new insight on the role of individual visuospatial measures in environment learning (navigation-like) and how they are related.

视觉空间思维中的个体差异与如何从导航中学习环境之间的关系日益引起人们的关注，需要系统地加以解决。在这里，有292名大学生样本学习了虚拟路径（基于桌面），并通过召回任务（即路线跟踪，快捷方式查找和地标定位任务）评估了他们的学习准确性。进行了几种单独的视觉空间测量，任务和问卷调查。考虑到文献中可用的定量证据，使用回归模型估计个体测度与召回任务之间的关系，并将其作为通过荟萃分析建立的贝叶斯知情先验。结果提供了视觉空间能力和寻路倾向（由两个不同的因素组成）的有力证据，它们都影响召回任务的绩效，特别是前者。设想了各种措施根据召回任务的不同贡献。这项研究提供了关于单个视觉空间测量在环境学习中的作用（类似于导航）的新见解，以及它们之间的关系。