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.     

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 relationship between the pleasingness of landmarks and the judgement of distance in cognitive maps

An experiment is reported which investigates the effect which the pleasingness of a landmark has on the accuracy of judging the distance from that landmark to another landmark. Thirty subjects were shown a scaled map. They were then asked to recall from memory various distances between landmarks on the map, and to rank the landmarks in order of pleasingness. The results showed that accuracy increases as the pleasingness of a landmark increases.     

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.     

Children's perspectives on playground use as basis for children's participation in local play space management

Implementing children's perspectives into playground management could be a way of improving play possibilities for children in the local public space and supporting sustainable development, but it requires adults' understanding. Children's perspectives on playground use were studied through group interviews in two Swedish towns and were also compared with the understanding among the local park workers. Children described their playground use through challenges, manipulation and place-making, something which was partly recognised by the park workers. The results indicate that children's perspectives on playground use, particularly manipulation, should be implemented more fully into management work. Children's participation in on-site management activities is discussed as a way of making playgrounds more adapted to children's use and perspectives.     

Landmarks’ use in speech map navigation tasks

Tools for assisting human navigation, especially in-vehicle systems, have been extensively investigated. However, few studies have explored the design of speech-based over-the-phone guidance systems. This study examined the effect of landmarks' use and the effect of landmarks’ frames of reference in route instructions on navigation efficiency during map navigation tasks and satisfaction. Twenty-seven participants performed map navigation tasks using a simulated speech navigation system in three experimental conditions: instructions containing no landmarks, instructions containing landmarks located without reference to either the traveler’s body or the surrounding environment, and instructions containing landmarks located with respect to the traveler’s body. Navigation performances on maps were higher and landmarks enable participants to make fewer directional errors and find their routes more efficiently. Satisfaction levels and navigation performances were lower when instructions did not contain any landmarks. Landmarks’ frames of reference shifting turned out to be different between human-human situations previously used and human-computer situations used here.     

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.     

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.     

Evaluating the effects of spatial monitoring policy on groundwater quality portrayal

What size sample is sufficient for spatially sampling ambient groundwater quality? Water quality data are only as spatially accurate as the geographic sampling strategies used to collect them. This research used sequential sampling and regression analysis to evaluate groundwater quality spatial sampling policy changes proposed by California's Department of Water Resources. Iterative or sequential sampling of a hypothetical groundwater basin's water quality produced data sets from sample sizes ranging from 2.8% to 95% coverage of available point sample sites. Contour maps based on these sample data sets were compared to an original (control), mapped hypothetical data set, to determine at which point map information content and pattern portrayal are not improved by increasing sample sizes. Comparing series of contour maps of ground water quality concentration is a common means of evaluating the geographic extent of groundwater quality change. Comparisons included visual inspection of contout maps and statistical tests on digital versions of these map files, including correlation and regression products. This research demonstrated that, down to about 15% sample site coverage, there is no difference between contour maps produced from the different sampling strategies and the contout map of the original data set.     

The development of route knowledge: Multiple dimensions?

Children are better at way-finding than at externalizing their spatial knowledge in abstract settings (e.g. in tests of route recall). It is suggested that this is due to experimenters' tendencies to use single criteria for development, such as the acquisition of landmark knowledge. Children of different ages may be using different types of information in their route representations. However, if only one aspect of the child's knowledge is examined at a time, then developmental changes of style may go unnoticed. Previous experiments have tested children's spatial knowledge as if it were qualitatively similar to that of adults, which is not always appropriate.A study is reported in which young schoolchildren were asked simply to describe routes in a familiar area. There was a developmental shift from a ‘Directions—End Information’ format to one of ‘Landmark—End Information’. From this it is concluded that children may be capable of using different information earlier in life, which is adequate to allow way-finding but which has not been recorded by the traditional unidimensional measures of spatial knowledge. A case is made for the use of combined measures when investigating the many skills involved in environmental cognition.     

Emerging conflict in collaborative mapping: Towards a deeper understanding?

In spatial planning and environmental management, maps are found very helpful in many situations, but in other situations they may also deepen conflicts or be ignored. This paper addresses the question what explains such phenomena, with particular emphasis on, and reference to, collaborative policymaking settings in the Netherlands. We have elaborated the concept of 'frames' and 'framing' to structure and analyze the function of maps in the context of deliberative policymaking. With help of discourse analysis, a method adopted from the policy sciences, we have observed ongoing multi-actor processes and focused on discussions around maps in several case studies. From the observations of both the maps themselves and the discussions and actions with the maps, we have interpreted the meaning and frames represented 'in' the map images, as well as the various perspectives of actors 'on' the collaborative use of the map. We have conceptualized three fundamentally different perspectives or frames on the function of maps in the decision-making process. The cross-frame debate over maps is illustrated with the recollection of one particular map-making example. We conclude that the conflicts observed in a number of case studies can be adequately explained with help of the three identified frames, and provide some recommendations for the profession of mapping.     

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.     

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.     

Adaptivity of wayfinding strategies in a multi-building ensemble: The effects of spatial structure, task requirements, and metric information

This study investigates the adaptivity of wayfinding strategies in a real-world setting of a multi-building ensemble. Familiarity with the environment, map usage and verbal vs. visual task instructions were systematically varied. Measures included path choices, wayfinding performance and information usage. Thirty-two participants had to find eight goals in a multi-level building ensemble consisting of two distinctive building parts. It was tested whether the standard wall-mounted floor maps found in the majority of public buildings can help navigation in a complex unknown environment. Unfamiliar users tried to make use of these plans more frequently, but were not able to compensate for spatial knowledge deficits compared to participants familiar with the setting. Two strategies of multi-level wayfinding were compared with respect to a region-based hierarchical planning approach. Strategy selection could be shown to be highly adaptive to spatial properties of the environment as well as characteristics of the task instruction, i.e., spatial precision of target information. Overall, the strategy of moving horizontally into the target building prior to vertical travel was shown to be more effective in this multi-building setting.     

Commuting lives: children's mobility and energy use

Globally, the issue of energy use and climate change is at the forefront of many national and international agendas, and also an issue central to children's lives and well-being. This paper examines how children are both affected by and contribute to the problems associated with unsustainable energy use as it relates to the growth of car dependent lives. The paper presents the findings of a study of travel as it relates to the everyday lives of children in the city of Dunedin in New Zealand. The study found that children currently lead complex car dependent lives. This extensive car reliance presents a serious and largely unrecognised challenge to the sustainable planning and management of the urban environment. The move towards more sustainable transportation can bring benefits for both the environment and for children's lives.     

Traffic noise and executive functioning in urban primary school children: The moderating role of gender

The objective of this study was to examine the relationships between noise and school children's executive functioning (EF). The study included 311 children (146 boys and 165 girls) aged 7–11 years, who lived in the center of Belgrade. Teachers rated children's EF on a standard scale evaluating their ability to work independently in a focused manner to achieve an end goal as well as children's ability to follow directions carefully. Residential noise exposure was estimated in three daytime intervals, one evening interval and two nighttime intervals in the middle of the streets where children lived. School noise exposure was measured on three different school days in front of children's schools. Socioeconomic status (mother's highest level of education and family income) was used as a statistical control. There were no significant main effects of ambient noise levels on EF, however, a significant interaction indicated adverse noise impacts on boy's EF. We discuss possible reasons for male EF vulnerability to noise.     

Children's appreciation of outdoor places in a poor neighborhood

Children 7–12 years of age, living in a poor neighborhood, photographed outdoor places where they liked to go in their neighborhood. In individual interviews, they discussed their photos, selected their favorite place, and discussed the places they disliked. Children identified parks and playgrounds most often both as liked and disliked places, and spaces near an acquaintance's home as their favorite place. Liked places varied according to children's age and degree of vegetation. Children's negative perceptions of places were centered on safety threats. Children distinguish favorite places from liked places only by the greater number of positive characteristics and activities they offer children. The study highlights how positive and negative features coexist in places of importance to these children.