Children's spatial representation of their neighbourhood: A step towards a general spatial competence

The ability of six-year-old children to combine perspectives of spatial layouts in their own neighbourhood was assessed. The children were asked to imagine themselves as being at a particular reference site and to decide which of two landmarks was closer to the site. From a theoretical point of view, one should not expect six-year-olds to have acquired projective and Euclidian concepts. Nevertheless, the judgements were internally consistent and tended to be veridical. This sensitiveness to relative and absolute accuracy was interpreted as a step towards a general cognitive capacity, governing the representation of spatial relations. Distances to the home were underestimated relative distances to other landmarks. Also estimations from the home tended to be more accurate than estimations from other reference sites. These results suggest that the home acts as a central reference point in children's mental representation of the environment.     

Route maps: A study of travellers' perceptions of a section of countryside

Two hundred and sixty-two travellers staying in caravan parks and who had completed a 340 km trip in North Queensland, Australia, were asked to draw a route map of their journey. The subjects' sex and age were recorded and they were asked for their state of origin, recency of the journey, previous travel over the route and their role as either a passenger or driver. The maps were scored for the number of landmarks, districts, paths, social comments, texture and three measures of orientation. Chi-square analyses revealed that drivers were better oriented than passengers, older subjects made more errors in labelling the landmarks but also produced more general comments (texture score) and subjects who had completed the trip more recently drew more paths. Travellers from the distant southern states also made more labelling errors and fewer general comments on the route. Travellers who had been over the route more often gained a significantly higher correct orientation score than first time or second time travellers. Overall, interaction effects among the main independent variables were not significant. No sex differences in orientation were apparent. It was argued that an understanding of the social, experiential side of leisure driving, using techniques such as the present study, is important for understanding this high energy consuming leisure activity.     

Pointing to preschool children's spatial competence: A study in natural settings

This paper describes a series of experiments which explore the extent to which children aged three years five months to four years seven months can build a Euclidean mental representation of the environment. It was found that the children showed a higher level of spatial competence than previous research had indicated, and that their spatial ability was dependent upon the nature of the environment. Euclidean knowledge was found at all ages in a familiar environment, but especially when familiarity was brought about through self-exploration. Euclidean knowledge was least likely in a novel environment. Previous experience with the test in the familiar environments did not lead to an increase in Euclidean knowledge in the novel environment. The results are interpreted in terms of Byrne's ‘network-map’/‘vectormap’ theory of spatial knowledge.     

Experimenter instructions as a mediator in the effects of culture on mapping one's neighborhood

In study 1 children, aged 6 and 12 years from southern India and mid-west USA were asked to construct a map of the neighborhoods around their schools. Performance on map making was measured in three ways: (1) the number of features depicted; (2) cognitive maturity in map representation (using Piaget's stages) and (3) furthest point represented. Significant main effects for performance was found for cultural context. Indian children depicted more features than American children while American children had more coordinated maps and depicted features further away from their school.In the second experiment, a different sample of same aged children in the same region of the USA and India were given differing instructions about the purpose of the mapping task. It was found that children tailored their maps for the purpose for which they had to construct it. The cultural differences in Piagetian stages disappeared; Indian children continued to exhibit a more intimate knowledge of their neighborhoods while American children depicted landmarks further away.     

The transition from home to boarding school: a diary-style analysis of the problems and worries of boarding school pupils

The investigation concerns the impact of the new school environment on a group of 50 male and female children aged 11–16 years, who leave home to reside temporarily at boarding school, in terms of the characteristics of problems and worries reported and the incidence of spontaneous reports of homesickness. More problems relating to the school than to the home environment were reported but proportionally more worry units were reported associated with home problems for both males and females. There was no sex differences in this respect. The reported level of spontaneously reported homesickness was 16% and there were no sex differences. Factors such as age, geographical distance of move and decision to go away to school were not influential in determining the level of reported problems or incidence of spontaneous reports of homesickness. A relationship was found with level of problems reported and recent life history but the result proved difficult to interpret.     

Gender differences in wayfinding in virtual environments with global or local landmarks

This study assesses gender differences in wayfinding in environments with global or local landmarks by analyzing both overall and fine-grained measures of performance. Both female and male participants were required to locate targets in grid-like virtual environments with local or global landmarks. Interestingly, the results of the two overall measures did not converge: although females spent more time than males in locating targets, both genders were generally equivalent in terms of corrected travel path. Fine-grained measures account for different aspects of wayfinding behavior and provide additional information that explains the divergence in overall measures; females spent less time traveling away from the target location, a higher proportion of time not traversing, and made more rotations when stopping than males did. Rather than unequivocally supporting male superiority in wayfinding tasks, both the overall and fine-grained measures partially indicate that males and females are differentially superior when using global and local landmark information, respectively. To summarize, males moved faster than females but did not necessarily navigate the spatial surroundings more efficiently. Each gender showed different strengths related to wayfinding; these differences require the application of both overall and fine-grained measures for accurate assessment.     

FREEDOM OF MOVEMENT AND ENVIRONMENTAL KNOWLEDGE IN ELEMENTARY SCHOOL CHILDREN

The work presented in the present article was carried out for the purpose of evaluating the effects of the limitations imposed on children's autonomy on their acquisition of environmental knowledge. The representation of the home-school intinerary was investigated in 8–11 year old children who travelled along the itinerary in different ways (on their own, accompanied by an adult, on foot or by car). The tasks included a sketch map of the route and drawing the route on a blank map of the neighbourhood. In order to investigate the role of autonomy in the development of a full understanding of the environment in which they live, the children were asked to use landmarks to find their way around a blank map of the quarter and to mark on it the position of significant components of their environment. The children's freedom of movement in the quarter was investigated by indirect observation.The data were analysed and discussed as a function of the children's method of mobility, their age and gender. The results confirm the importance of the type of individual—environment interaction, in particular of freedom of movement, in acquiring, processing and structuring environmental knowledge. Children going to school on their own achieved the best performances in both making a sketch map of the itinerary and in drawing their movements on a blank map of the quarter. Even when the representation of the environment in which they live is taken into account, the key role played by autonomy is confirmed.     

Memory for the spatial layout of the everyday physical environment: Factors affecting rate of acquisition

That a memory representation of the spatial layout of a large-scale environment may be acquired very fast was shown in two experiments in which subjects (48 undergraduates and high-school students) were taken on tours through a residential area with which they were unfamiliar. Memory for the path traversed was almost perfect after the first trial, as indicated by almost perfect recall of the order in which a number of designated landmarks had been passed. Memory for the locations of the same landmarks appeared to reach an asymptotic level after the second of three trials. The memory representation of the locations were however not perfectly accurate, thus the asymptotic level might have been an acquisition plateau. The rate of acquisition was slightly faster for subjects driven in a car slowly through the area than for those who walked the same path. Men tended to improve slightly faster than women if they were driven by car but there were no other sex differences. Finally, the acquired memory representation appeared to be resistant to forgetting. Re-learning after a one-week retention interval was faster and rate of learning was not negatively affected whether the trials were massed or distributed with one week in between. The results are discussed in terms of hypotheses concerning the order in which different types of information about spatial layouts (landmarks, paths, and locations) are acquired. The bearing of the results on the question of why memory representations of the spatial layout are often found to be distorted is also discussed.     

Health and behavior of children in classrooms with and without windows

The aims of the study were to assess the effects of light on the production of stress hormones, classroom performance, body growth, and sick leave, of school children. About 90 children were investigated in their school environment for a duration of one school year. The children were situated in four classrooms differing in respect to the access to natural daylight and artificial fluorescent light. The results indicated the existence of a systematic seasonal variation with more stress hormones in summer than in winter. The children situated in the one classroom lacking both natural daylight and fluorescent daylight tubes demonstrated a marked deviation from this pattern. High levels of morning cortisol were associated with sociability, while moderate or low levels seemed to promote individual concentration. Annual body growth was smallest for the children with the highest levels of morning cortisol. Possibly, the production of cortisol had some influence on sick leave. It may be concluded, that windowless classrooms should be avoided for permanent use.     

A phenomenographical approach to the study of pre-adolescents' use of maps in a wayfinding exercise in a suburban environment

This paper reports the investigative study, which used a phenomenographical approach, on how a group of 12-year-old students found their way around a designated suburban route by referring to a sequential listing of streets along the route and a street directory map of the suburban area. While the content of this study belongs to map use and wayfinding experience of the pre-adolescent students, the approach used is phenomenographic in that it identified the qualitatively different ways that the students experienced the suburban environment. The students' experiences were interpreted using a behaviourial matrix of their actions while they traversed the route. Qualitative variations in their approaches to wayfinding using maps were obtained from interviews which were conducted immediately after the students completed their route navigation. Four qualitatively different approaches were determined from their reflections of their own wayfinding behaviours. They are the restricted and neophytic approach; careful and sequential approach; deductive and familiarized approach; and the visualized and co-ordinated spatial approach. These approaches reflect the different behaviours and abilities of the students to: plan their route using a street directory map; plan the route street by street or a number of streets at a time; use street signs and other landmarks during the actual task; utilize local knowledge of the route; maintain their orientation; visualize spatial patterns; and use the scale on the map to help planning.     

Besides navigation accuracy: Gender differences in strategy selection and level of spatial confidence

A virtual version of the reorientation task was employed to test new behavioral measures of navigation strategies and spatial confidence within a gender-fair assessment approach. The results demonstrated that, from a behavioral point of view, women had lower level of spatial confidence than men regardless of level of accuracy. Moreover, the way men and women selected spatial strategies depended on the arrangement of spatial cues within the environment. In other terms women relied on landmarks under specific conditions compatible with an adaptive combination/associative model of spatial orientation. Finally, the present study emphasized the importance to assess gender differences taking into account specific affective variables and information selection processing, beyond accuracy.     

Time activity modelling of domestic exposures to radon

Radon gas occurs naturally in the environment with a variable distribution. In some areas radon concentrates sufficiently within the built environment that it is considered as a public health risk. It is possible, successfully, to reduce radon levels in the built environment, and it has been shown that such remediation programmes can be justified in terms of the costs and benefits accruing. However, the estimated dose received by people in their homes depends on the time spent indoors. The research presented here uses data derived from time activity surveys in Northamptonshire, together with radon data from a representative home, to model potential exposures for different population sub-groups. Average home occupancy ranged from 14.8h (probable error 2.5h) for students to 17.7 (3.1) h for adults; schoolchildren spent an average of 14.9 (1.2) h at home. Over a quarter of adults, however, were in the home for 22 h on more. These differences in occupancy patterns lead to substantial differences in radon exposure. In a home with an average hourly ground floor radon concentration of 467 Bqm(-3), modelled hourly average exposures ranged from ca. 250 Bqm(-3) for students and school children, to over 340 Bqm(-3), for women based at home. Modelled exposures show a non-linear association with total time spent at home, suggesting that exposure estimates based on linear models may provide misleading estimates of health risks from radon and the potential benefits of radon remediation. Highest hourly exposures are likely to be experienced by people with highly occupancy, living in single-storey, ground floor accommodation (for example, the elderly the infirm and non-working young mothers). Since these may be least aware of radon risks, and least able to take up remediation measures, they should be specifically targeted for radon monitoring and for assistance in remediation schemes.     

Vegetation and outdoor recess time at elementary schools: What are the connections?

Empirical and anecdotal evidence suggests that landscapes with more vegetation have a positive impact on children's focus, attention, and cognitive development. In school, children are able to regain focus, suppress impulses, and pay attention in class longer after exposure to natural settings. Because children spend much of their time in school, the amount and types of vegetation on school grounds may influence their development. Public elementary schools in the Commonwealth of Virginia (N = 988) were surveyed to examine correlations between school ground vegetation and outside recess. The number of trees on school grounds, the size of the school grounds, and the presence of sports fields were modestly correlated with greater outside recess time. These correlations support common sense because sports fields facilitate supervised play and larger school grounds provide space for sports fields and playgrounds and additional opportunities for free play. More trees on school grounds provide a welcoming environment for students and teachers, and encourage outside play. These results may help school personnel design and maintain school grounds that increase outdoor recess time.     

Methodological convergence as an issue within environmental cognition research

Two perspectives in the analysis of pointing and mapping tasks as the measure of representations of the large-scale environment are examined. These two perspectives are: (1) an individual difference approach; and (2) a cognitive representational approach. Convergence between methods assessing the same geographical/spatial knowledge is necessary as evidence for the existence of unified cognitive-spatial representations of the environment.Three sets of analyses interrelate performance on pointing and mapping tasks. In the first analysis, a confirmatory factor analytic model is applied to short tests of pointing and mapping accuracy to determine whether one or two factors are needed to account for covariation between the tests. In the second analysis, covariation among errors in pointing and mapping of specific locations is partitioned into general and specific method factors using the Schmid-Leiman procedure. In the third analysis, pointing errors for identical locations within the mapping and pointing tasks are directly compared on the basis of directional errors.The three analyses indicate that: (1) tests of pointing and mapping measure highly related abilities; (2) the targets used in pointing and mapping tasks are of differential importance in identifying general and specific method factors; and (3) there is little or no direct correspondence between directional errors made in pointing tasks and those occurring in mapping tasks for the same locations.When results of the three analyses are examined in relationship to criteria for convergence of pointing and mapping tasks, little evidence is found to suggest that directional errors in these tasks arise from a unified mental representation of the geographical environment. However, substantial predictable individual differences are apparent for both tasks.     

The role of the spatial organization of the home in family therapy: A case study

The paper presents a case study of a couple in therapy who underwent a process of becoming aware of the meanings they invest in the spatial organization of their home. Similar dimensions of conflict were revealed in their relationship and in the spatial configurations of their respective ideal homes. As a result of this analysis, a spatial layout was produced which played an active role in their therapy.     

Sex differences in home range and cognitive maps in eight-year old children

This study investigated the hypothesis that there is a sex difference in the extent of children's home ranges and therefore a corresponding difference in their home area cognitive maps. Cognitive maps were elicited using a road construction kit and the resulting maps scored for embedding, extent and detail. Home ranges were investigated using a photographic recognition test and by children indicating home range extent on aerial photographs. The results supported the hypothesis of a sex difference. However, these sex-related mapping differences disappeared when children were required to create maps of areas to which both sexes had limited and controlled exposure. Thus, the original sex-related differences appear to be associated with differences in the size of familiar territory rather than with any male superiority in spatial cognition or map-building ability. The latter was shown to be related to general intelligence as reflected by scores on Raven's Progressive Matrices.     

Cognitive performance during long-term residence in a polar environment

The objective of this study was to determine whether there was significant change in cognitive performance by prolonged duration of residence in polar environment. We examined volunteers (N = 23, scientific and logistic personnel) who spent fourteen months of continuous stay at ‘Maitri’ – The Indian research base in Antarctica (70 °45′S, 11 °44′E). Cognitive measures (tests of task acquisition, delayed recognition, attention and concentration, and digit symbol substitution) were obtained at the beginning (second month), the middle (seventh month) and the final (twelfth month) phases of prolonged residence in Antarctica. A repeated-measures MANOVA was conducted and the findings indicated a significant increase in percent accuracy in performance of task acquisition, delayed recognition and digit symbol tests that assessed recognition memory and learning. The test of attention and concentration that measured short-term memory for digits showed stable performance over a long-duration of residence in polar environment.     

MOVEMENT AND WAYFINDING IN THE KING SAUD UNIVERSITY BUILT ENVIRONMENT: A LOOK AT FRESHMAN ORIENTATION AND ENVIRONMENTAL INFORMATION

One potentially significant, yet hardly investigated, criterion for postoccupancy evaluation is the legibility of a setting—the degree to which a building or group of buildings facilitate the ability of users to find their way around. Legibility is one of the foundation concepts of environmental psychology, yet it has not often been considered enough as a guiding principle in design. The purpose of this paper is to analyse spatial orientation and wayfinding problems encountered by newcomers (freshman students) at the King Saud University (KSU) campus, Saudi Arabia, and to test/relate this to Lynch's elements of the image of cities. The analysis draws on previous research findings, theories, and more general observations, as well as observations made of wayfinding performance and map sketching by 30 high-school students likely to soon enroll at the university. Many specific problems with orientation and the architectural legibility of the buildings are identified and discussed. Emphasis is placed upon physical-setting variables that are likely to affect the ease with which spatial orientation and wayfinding are accomplished. These include the following facets of the KSU built environment: degree of differentiation; degree of visual access; and complexity of spatial layout.Legible buildings within which people can effectively maintain their orientation and find their way, according to this research, are in no way simplistic, dull, or boring; on the contrary, settings must possess distinctive landmarks and regions which, along with understandable path networks, allow users to know where they are and how to make their way to desired destinations. Coherent and legible environments are important in the lives of the people who use them. The movement of people through buildings and the factors that influence whether or not they are able to find their way need to continue to be of significance to both researchers and practitioners.