Application of Environmental Learning Theories to Spatial Knowledge Acquisition from Maps

环境学习理论在地图空间知识获取中的应用

• 批准号: 8722310
• 负责人: Alan MacEachren
• 金额: $ 3.59万
• 依托单位: Pennsylvania State Univ University Park
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1988
• 资助国家: 美国
• 起止时间: 1988-04-01 至 1989-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=8722310&HistoricalAwards=false
• 关键词: Application; Environmental; Learning; Theories; Spatial

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.

这项研究调查了从地图中学习环境信息的过程和策略。 尽管人们对符号化和设计决策在地图有效性中的作用给予了相当多的关注，但直到最近才讨论用于从地图中学习的过程和策略。 迄今为止，主要由心理学家进行的研究缺乏结合地图设计原则的地理视角和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，允许比较信息呈现和获取策略，以便于知识获取、长期记忆保留以及派生的认知表示的组织。 该研究将调查源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的过程中的适用性。 将进行两个实验来解决以下问题：从地图派生的认知表示是否存在差异 1) 当地图学习任务针对学习点特征与路线规划时，以及 2) 当地图呈现给用户时一种渐进的方式，专注于地标、路线或区域，而不是学习整个地图。