Application of Environmental Learning Theories to Spatial Knowledge Acquisition from Maps

本研究探讨了从地图中学习环境信息的过程和策略。尽管符号化和设计决策在地图有效性中的作用得到了相当大的关注，但直到最近，用于从地图中学习的过程和策略才得到解决。迄今为止的研究主要是由心理学家进行的，缺乏结合地图设计原则的地理视角，也缺乏对地图实际使用方式的关注。将设计一个交互式计算机地图呈现环境，允许信息呈现和获取策略进行比较，以方便知识获取，长期记忆保留和认知表示的组织。本研究将探讨来自空间认知发展理论的成人环境学习理论在从地图获取信息过程中的适用性。将进行两个实验来解决以下问题：当地图学习任务指向学习点特征与路线规划时，来自地图的认知表征是否存在差异？以及2)当地图以增量方式呈现给用户时，侧重于地标、路线或区域，而不是学习整个地图。

This research investigates processes and strategies for learning environmental information from maps. Although considerable attention has been given to the role of symbolization and design decisions in map effectiveness, the processes and strategies used for learning from maps were not addressed until recently. Studies thus far, primarily by psychologists, have lacked a geographic perspective that incorporates principles of map design and an attention to how maps are actually used. An interactive computer map presentation environment will be devised that allows information presentation and acquisition strategies to be compared for ease of knowledge acquisition, retention in long-term memory, and organization of the cognitive representation derived. The research will investigate the applicability of theories of adult environmental learning, derived from developmental theories of spatial cognition, to the process of acquiring information from maps. Two experiments will be conducted to address the following questions: is there a difference in the cognitive representation derived from a map 1) when map learning tasks are directed to learning point features versus route planning, and 2) when a map is presented to users in an incremental fashion, focussing on landmarks, routes, or regions, versus learning the map as a whole.