An experimental study of some effects of figure-ground contrast on the use of street maps

Barker, Penny; Hailstone, Max; Simmonds, M. B.

doi:10.1075/idj.4.3.05hai

Cited by 2 publications

(4 citation statements)

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“…Factors characterising map users are ascertained almost exclusively using questionnaires (e.g., gender, age, grade, liking for geography and marks for school subjects) or tests (e.g., spatial ability, maths skills, cognitive/learning style and drawing ability). The influence of factors falling under map characteristics (e.g., map type or figure-ground contrast) and external factors (e.g., teaching method or type of pre-test instruction) is predominantly verified in experimental studies (Barker et al, 1986;Bausmith & Leinhardt, 1998;Griffin, 1995;Johnson et al, 1990;Ungar et al, 1997;van der Schee & van Dijk, 1999). The method of identifying them therefore corresponds directly with the methodological approach selected for testing map skill level.…”

Section: Methodological Approaches To Map Skill Testingmentioning

confidence: 99%

“…From a researcher's perspective, the number of terms used impedes the search for relevant published studies and increases the definitional redundancy of some terms. For example, a substantial number of authors use "map reading (skill)" for all map use skills, including map analysis and map interpretation (Barker, Hailstone, & Simmonds, 1986;Chang & Antes, 1987;Ishikawa, 2016;Ooms et al, 2015;Riding & Boardman, 1983;Umek, 2003).…”

Section: Differences In Terminology and Definition Of Map Skillsmentioning

confidence: 99%

“…For example, ability to determine geographic coordinates was researched only by Aksoy (2013) and Grofelnik & Pap (2013). While, in contrast, research focused very frequently on symbol and colour discrimination and decoding (Alhosani & Yagoub, 2015;Barker et al, 1986;Gilmartin & Shelton, 1989;Ishikawa, 2016;Liebenberg, 1998;Ooms et al, 2015) and on the locating objects on a map (Beatty & Tröster, 1987;Clark et al, 2008;Eve, Price, & Counts, 1994;Hemmer et al, 2013;Kastens & Liben, 2010). Some authors do not take differences between individual subsets of map skills into account in their empirical studies and state that their goal is to identify general level of map skills (Bein, 1990;Bein et al, 2009;Grofelnik & Pap, 2013;Henrie et al, 1997;Kelly et al, 1987;Livni & Bar, 2001;Nelson et al, 1996).…”

Section: Map Skills Testedmentioning

confidence: 99%

“…The factors which are particularly characteristic for maps, such as figure-ground contrast, number of classes in a choropleth map, form of element depiction etc., have only been investigated and proven as significant in the case of ability to read maps (Barker et al, 1986;Gilmartin & Shelton, 1989;Winn & Sutherland, 1989).…”

Section: The Difference In Influence Of Identified Factors Based On Mmentioning

confidence: 99%

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Map Skills in Education: A Systematic Review of Terminology, Methodology, and Influencing Factors

Havelková¹,

Hanuš²

2019

Review of International Geographical Education Online

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For a few decades, map skills stay at the forefront of not only geographers' and geographic educators' research interest. To identify what has already been accomplished, where the research currently stands and where the potential for future studies lies, a review of the literature was carried out. Specifically, this comprehensive synthesis of map skill research focuses on three perspectives: terminology, methodological approaches, and mainly on investigated factors affecting the map skill level. As nonuniformity in terminology is apparent, an integrative framework of map skill types based on theoretical works and previous studies is proposed. Similarly, methods that can be more suitable and beneficial for future research than now prevailing non-standardized test are presented. These suggestions are mainly based on a variety of identified scarcely used methodological approaches. Furthermore, the synthesis shows that the number of factors which influence on the level of map skills has been tested is substantial. But that, frequently investigated categories of factors are identifiable. In addition, current gaps in map skill research are identified and insufficiently studied, yet potentially important factors are suggested for future studies.It is possible to designate basic categories of factors (i.e., independent variables) which may influence map skill level and its development based on the concept of cartographic communication (Koláčný, 1969; Wood, 1972) or eventually on the concept of cartographic interaction (Roth, 2012). Although the concept of cartographic communication has already been superseded in terms of the mediation of cartographic information, the categorization of factors influencing map skills is still appropriate.This involves factors associated with the map itself (map characteristics) on the one hand and factors, i.e., attributes, associated with the map user (user characteristics) on the other hand. These two categories should be supplemented with a third, which includes the characteristics of the social, learning, etc. environment (external factors). As the cartographer's creation of a map and, particularly, the map user's work with a map can be impeded or promoted by them (e.g., home environment, familiarity with the area, teacher's learning style). . Spatial thinking in geographic information science: Students' geospatial conceptions, map-based reasoning, and spatial visualization ability.

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Section: Methodological Approaches To Map Skill Testingmentioning

confidence: 99%