Application of Environmental Learning Theories to Spatial Knowledge Acquisition from Maps

本研究调查了以下过程和策略： 从地图上学习环境信息。 虽然 人们对以下方面的作用给予了相当大的关注： 符号化和地图有效性的设计决策， 从地图中学习的过程和策略并没有 直到最近才解决。 目前，研究主要由 心理学家缺乏地理视角， 结合地图设计的原则，并注意如何 地图实际上是用。 一个互动的电脑地图展示环境， 设计，允许信息呈现和获取 为了便于获取知识而比较的策略， 在长期记忆中的保留，以及组织 认知表征衍生。 这项研究将 研究成人理论的适用性 环境学习，源于发展理论， 空间认知，到获取信息的过程 地图 将进行两个实验来解决以下问题 问题：在认知表征上是否存在差异 1）当地图学习任务针对于 学习点要素与路线规划，以及2）当地图 以增量方式呈现给用户，重点关注 地标、路线或地区，而不是将地图作为 整体

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.