Learning From Maps: General Processes and Map-Structure Influences (original) (raw)
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Individual differences in cognitive map accuracy: Investigating the role of landmark familiarity
Canadian Journal of Experimental Psychology / Revue canadienne de psychologie expérimentale, 2019
Broad individual differences exist in the ability to create a cognitive map of a new environment. The current studies investigated whether familiarizing participants with to-be-learned target landmarks (Experiment 1) or target landmarks plus the order they would be encountered along routes (Experiment 2) before exploring the Silcton virtual environment would increase performance on tasks assaying spatial memory of Silcton. Participants in both experiments were randomly assigned to be pre-exposed either to information about target landmarks in Silcton or control landmarks on the university campus. In both experiments, participants explored Silcton via four prescribed routes and then performed a direction estimation task and a map building task based on memory for the locations of the target landmarks. In addition, participants completed the Spatial Orientation Test of perspective-taking. Pre-exposure to Silcton landmarks versus control landmarks did not affect scores on Silcton-based tasks in either experiment. Some sex differences in direction estimation were observed in Experiment 1 but not Experiment 2. While facilitating familiarity with landmarks did not improve cognitive map accuracy, both sex and perspective taking ability were found to contribute to individual differences in the ability to create a cognitive map. Public Significance Statement Individual differences in the ability to create a mental map of a novel environment have been demonstrated in the laboratory, but their origins are not well understood. It is possible that familiarizing individuals with the buildings and the routes in a new environment before they experience it may help them form a mental map. Such pretraining did not facilitate the accuracy of mental representations, and it seems likely that variation in spatial visualization abilities is a larger contributor to individual differences in mental map accuracy.
The interaction of map resolution and spatial abilities on map learning
International Journal of Human-Computer Studies, 2009
This study investigated how the addition of enhanced perceptual detail in a navigation interface interacts with learner characteristics and ultimately impacts learning; specifically memory for a route on a map. Previous research has shown both facilitative and prohibitive effect of adding perceptual detail to user interfaces. However, it is not clear how adding this kind of resolution might also interact with learner abilities. This study evaluated how well routes were remembered from maps that were either enhanced with actual satellite photography or presented in more traditional (low resolution) form by learners who differed in spatial ability. Results indicated that learners recalled a mapped route significantly better in the low perceptual detail condition than in the high detail condition and spatial visualization ability significantly predicted success on these tasks whereas mental rotation ability did not. Thus, it appears that the addition of perceptual detail not only affects learning, but also interacts with learner ability. r
Where Is It (in the Map)? Recall and Recognition of Spatial Information
Cartographica: The International Journal for Geographic Information and Geovisualization, 2017
Findings of empirical studies of spatial memory using maps are direct responses to the successful transfer and processing of map information. The memory performance of map users is an important indication of the quality of a map design. Studies of spatial memory have mainly relied on recall performances, but maps can be used in various ways depending on the map user's task and applied strategy. Therefore, one memory paradigm does not cover the entire spectrum of options for examining the retrieval of map information. Three different experiments were designed to analyze and compare memory performances using different map information in recall and recognition (combining episodic and semantic memory) paradigms. The results demonstrate that map complexity, as varied by the amount of displayed map detail, contributes significantly to memory performance. Moreover, memory enhancement affected by map-structuring elements (grids) depends on the respective paradigm and also on the visual ...
1997
Three experiments were conducted to investigate two key assumptions of the conjoint retention (CR) hypothesis. The primary intent was to determine whether the structural information conveyed by maps or the mimeticism of map icons was critical in facilitating the recall of text. A secondary goal was to explore the involvement of the visuospatial sketchpad in retrieving map information. To investigate these two assumptions, researchers manipulated display conditions to evaluate the impact of icon mimeticism, map spatiality, and the two combined on the recall of text. Subjects were 35 student volunteers from a state university. A concurrent task paradigm was used to assess the recognition of spatial displays and the recall of map feature information. The results of all three experiments point to the prominence of icons as the key attributes of maps for facilitating recall, rather than the spatial layout of the map. Furthermore, no evidence was found to indicate that maps are processed in a more spatial manner than are lists. (Contains 1 table, 2 figures, and 22 references.) (Author/SLD)
The Benefits of Verbal and Spatial Tasks in Contour Map Learning
Cartographic perspectives, 1995
It has been proposed that the ability to read a map stems from both verbal-analytic and spatial-holistic processes. It has, in tum, been argued that these processes are affected by both spatial ability and gender. This essay presents the results of a study exploring these relationships. Subjects studied a contour map in one of four conditions: a verbal learning group, a spatial learning group, a combined spatial and verbal learning group, and a study-only control group. Contrary to previous reference map learning studies, this study found that the verbal task had no effect upon memory for two-dimensional map information. As predicted, the spatial task did increase memory for three-dimensional map information. In terms of spatial learning instructions, males performed significantly better than females for three-dimensional map information, and females' two-dimensional map memory was better in the non-spatial task groups than in the spatial task groups. There was no effect of spatial ability for map memory. These results suggest limits for the benefit of a verbal learning task in contour map learning. T he cognitive processes involved in map read ing and learning are complex and, to date, poorly understood. Previous resea rch has suggested that spatial ability is associated with map reading /learning skills (Kirby and Schofield 1991; Schofield and Kirby 1994; Sim utis and Barsam 1983). However, measured spatial ability is a function of subjects' strategies, and in turn have been argued to be associated with gender (Cochran and Wheatley 1989; Allen 1974). A number of studies and theories have pointed to the importance of both verbal and spatial processes in unders tand ing and remembering reference maps (e.g., Kulhavy, Lee, and Caterino 1985). Our purpose in this p aper is to examine the effects of verbal and spatial processes, spatial ability, and gender upon performance in con tour map reading. In attem pting to discover the strategies that imp rove map learning, investigators have researched the effects of verbal and spatial processing of map information. It has been shown that the combination of studying a reference map and a related prose passage describing map features leads to enhanced memo ry fo r both the map (
Honors Thesis, National University of Singapore, 2011
Environmental representations have typically been categorized into procedural descriptions and survey knowledge. Based on recent findings about allocentric and egocentric encoding of spatial relations, we hypothesized that survey knowledge could be further classified into surveyallocentric and survey-egocentric representations (depending on which encoding the person uses). Our study examined the distinction in survey representations using map drawing task. The second goal was to examine how this distinction in environmental representations relates to individual differences in allocentric and egocentric spatial abilities, using spatial visualization and spatial orientation computerized tasks. The third goal was to explore how these environmental representations differ in landmark knowledge, using landmark recognition and landmark directional tasks. The map drawings were reliably classified into procedural, survey-allocentric, and survey-egocentric representations, based on the encoding of spatial relations. Individuals who drew survey-egocentric maps tended to perform more accurately and faster on egocentric spatial orientation task than those who drew procedural maps. Significant differences were found in accuracy and reaction times on landmark tasks between different types of landmarks: no-choice versus active, non-cultural versus cultural, permanent versus temporary, and scenes versus individual landmarks. There were no significant differences in landmark recognition and directional tasks between individuals with different environmental representations.
Map use and the development of spatial cognition
2007
As the chapters in this volume indicate, interest and research in spatial cognition and its development have increased substantially in the past decade or two. However, it is fair to say that the vast majority has been conducted in relatively small spaces.
Cognitive styles and mental rotation ability in map learning
Cognitive Processing, 2013
In inspecting, learning and reproducing a map, a wide range of abilities is potentially involved. This study examined the role of mental rotation (MR) and verbal ability, together with that of cognitive styles in map learning. As regards cognitive styles, the traditional distinction between verbalizers and visualizers has been taken into account, together with a more recent distinction between two styles of visualization: spatial and object. One hundred and seven participants filled in two questionnaires on cognitive styles: the Verbalizer-Visualizer Questionnaire (Richardson in J Ment Imag 1: [109][110][111][112][113][114][115][116][117][118][119][120][121][122][123][124][125] 1977) and the Object-Spatial Imagery Questionnaire (Blajenkova et al. in Appl Cogn Psych 20:239-263, 2006), performed MR and verbal tests, learned two maps, and were then tested for their recall. It was found that MR ability and cognitive styles played a role in predicting map learning, with some distinctions within cognitive styles: verbal style favoured learning of one of the two maps (the one rich in verbal labels), which in turn was disadvantaged by the adoption of spatial style. Conversely, spatial style predicted learning of the other map, rich in visual features. The discussion focuses on implications for cognitive psychology and everyday cognition.
Seeing the big picture: Map use and the development of spatial cognition
2001
Abstract This paper considers the relation between the development of spatial cognition and children's use of maps and models. A new theoretical perspective is presented that takes into account the influences of maps on the development of spatial cognition. Maps provide a perspective on spatial information that differs in important ways from the perspective gained from direct experience navigating in the world.
Technology and Map-Learning: Users, Methods, and Symbols
Annals of the Association of American Geographers, 2003
This article investigates the cognitive processes used by learners (adults and young adolescents) for tasks that require the integration of geographical information across spaces, hierarchies, and geographic scales. An experiment simulated basic GIS functions and contained four experimental conditions (Chunk, Layer, Scale, and Whole). Reaction time, accuracy, and confidence were recorded as dependent variables related to the success of the integration process. The data were used as input for a back-propagation neural-network model. The neural network model was successful in learning patterns and could be used to predict the confidence, reaction time, and accuracy for combinations of learners, experimental conditions, and map-feature categories. A multivariate analysis of variance was used to determine significant relationships among the behavioral variables and characteristics of the learners, experimental conditions related to GIS functions, and map features (points, lines, and areas). The results of the analysis generally indicated that young adolescent learners were slower, less accurate, and more confident than adult learners for all experimental conditions. Overall, subjects were more accurate and confident in tasks that required less integration of geographical information. Learners had the most success recalling information related to area symbols and the least success recalling information related to point symbols.