A Test of the Conjoint Retention Hypothesis for Learning from Geographic Maps: Mimetic Features or Spatial Layout?

Autor/inn/en	Griffin, Marlynn M.; Robinson, Daniel H.
Titel	A Test of the Conjoint Retention Hypothesis for Learning from Geographic Maps: Mimetic Features or Spatial Layout?
Quelle	(1997), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Students; Geography; Higher Education; Learning; Maps; Recall (Psychology); Spatial Ability + Suchen Sie Ihr Suchwort? Collegestudent; Geografie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernen; Map; Karte; Abberufung; Räumliches Vorstellungsvermögen
Abstract	Three experiments were conducted to investigate two key assumptions of the conjoint retention (CR) hypothesis. The primary intent was to determine whether the structural information conveyed by maps or the mimeticism of map icons was critical in facilitating the recall of text. A secondary goal was to explore the involvement of the visuospatial sketchpad in retrieving map information. To investigate these two assumptions, researchers manipulated display conditions to evaluate the impact of icon mimeticism, map spatiality, and the two combined on the recall of text. Subjects were 35 student volunteers from a state university. A concurrent task paradigm was used to assess the recognition of spatial displays and the recall of map feature information. The results of all three experiments point to the prominence of icons as the key attributes of maps for facilitating recall, rather than the spatial layout of the map. Furthermore, no evidence was found to indicate that maps are processed in a more spatial manner than are lists. (Contains 1 table, 2 figures, and 22 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC