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

Parameswaran, Gowri

doi:10.1016/s0272-4944(02)00104-4

Cited by 10 publications

(10 citation statements)

References 12 publications

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“…Lynch's (1960Lynch's ( , 1977 influence on contemporary research with cognitive maps is evidenced in the following examples, even though the research questions differ from those of set forth by Lynch (1977). Parameswaran (2003) employed the cognitive map measure with children ages 6-12 years. Specific instructions provided to the children in the study were to ''draw a map of the neighborhood surrounding their school.…”

Section: Drawingsmentioning

confidence: 99%

Measuring Neighborhood: A Conundrum for Human Services Researchers and Practitioners

Nicotera

2007

American J of Comm Psychol

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This article contributes to the knowledge base of neighborhood intervention and research by reviewing the myriad ways the construct neighborhood is operationalized. The interdisciplinary review presents a critical examination of each measurement genre from quantitative to qualitative. The discussion of neighborhood measures includes (a) census and other administrative data, (b) windshield surveys, (c) rating scales, (d) structured/unstructured interviews (including ethnographies), (e) residents' written descriptions, (f) photographs, (g) drawings, and (h) mixed method constructions. When pertinent, the role of children's voices in these measures is discussed. In addition, the conceptual nature of neighborhood is examined from the perspective of environment and place. This environment-place duality is presented as a framework for choosing the type of measure one plans to use for research or practice. Conclusions suggest that research and practice are enhanced by building bridges between measures representing environment and measures representing place. Such bridges offer opportunities to develop interventions that are viable for creating lasting change.

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Section: Drawingsmentioning

confidence: 99%

Measuring Neighborhood: A Conundrum for Human Services Researchers and Practitioners

Nicotera

2007

American J of Comm Psychol

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“…First, this study determines the effects of independent, active and non-motorised travel modes on spatial cognition simultaneously, whereas Joshi et al (1999), Rissotto and Tonucci (2002), and Ahmadi and Taniguchi (2007) examined the individual effects of independent or active travel modes. Second, this study is the first to provide evidence of the effects of non-motorised travel modes on children’s spatial cognition and to confirm the hypothesis of Parameswaran (2003), which has been previously untested. This original evidence supports theory development and will be a valuable reference for the development of policy directions.…”

Section: Introductionmentioning

confidence: 52%

“…Ahmadi and Taniguchi, 2007); socio-cultural context (e.g. Parameswaran, 2003); behavioural experiences (e.g. Schmeinck and Thurston, 2007); and household attributes (e.g.…”

Section: Introductionmentioning

confidence: 99%

“…Ahmadi and Taniguchi (2007) concluded that children who walked or took buses on their own to school can present more accurate sketch maps than those who were driven by car or took school buses. Parameswaran (2003), who compared cognitive maps by children from India and the USA, determined that the use of personal vehicles is related to reduction in the number of mapped neighbourhoods. The limited findings in previous research indicate that the independent, active or non-motorised travel modes for home–school journeys could benefit children’s development of spatial cognition.…”

Section: Introductionmentioning

confidence: 99%

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School travel modes and children’s spatial cognition

Fang

Lin

2016

Urban Studies

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This study broadens understanding of how children's travel modes influence the development of their spatial cognition, specifically the development of their spatial representation of home-school routes. Data were collected using a questionnaire survey and a cognitive mapping process at an elementary school in northern Taiwan. The sample, which comprised 521 Grades 1-6 children aged 7-12 years, was analysed through linear regressions. Empirical results indicate that the use of independent, active or non-motorised transportation modes improved the children's spatial cognition regarding their home-school routes. This study not only provides new knowledge about the relationships between travel modes and the spatial cognition of children, but also identifies policy directions in relation to school transportation and the development of spatial cognition in children.

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“…These social relationships, whose symbolic violence very often remains unperceived by the persons concerned (Bourdieu, 1993), can often lead to self-censorship on the part of the respondent, or to the refusal to perform the task by alleging a form of incompetence which can be accepted by the surveyor (``I can't draw''). Research has shown that two levels of cultural integration are involved in studies on spatial cognition: in addition to the social legibility of space (Ramadier and Moser, 1998), one must also take into account the cultural integration pertaining to the expression of environmental knowledge (Parameswaran, 2003).…”

Section: Discussionmentioning

confidence: 99%

Knowledge of the Environment and Spatial Cognition: JRS as a Technique for Improving Comparisons between Social Groups

Ramadier

Bronner

2006

Environ Plann B Plann Des

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In this paper we compare the sketch-map technique with a spatial modelling task based on a set of eight separate items. The aim of the comparison is to verify, thanks to a special spatial reconstruction set, Jeu de reconstruction spatiale (JRS), whether the difficulties often encountered by unskilled persons when asked to draw a sketch map can be avoided. If so, the JRS could help to improve comparisons between different social groups. Thirty university students majoring in geography and twenty-one unskilled staff members were asked to represent the centre of Strasbourg both by drawing a sketch and with the JRS. The results show that, on one hand, the difference between the two groups regarding the number of items mentioned is smaller with the JRS than with the sketch map. On the other hand, in both groups, the same proportion of respondents increased the number of urban elements produced in the second trial with the JRS. This was not the case with the sketch map. Also, the JRS is more stable than the sketch map from one trial to the next. Furthermore, the respondents preferred the JRS to the sketch map. However, the JRS is more suggestive than the sketch map, but only for elements which are more rarely represented (railway tracks, etc). Thus, in terms of scientific research, the JRS makes it possible to improve comparisons between social groups. In terms of applications, it offers interesting possibilities for promoting citizen participation in urban planning.

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

Cited by 10 publications

References 12 publications

Measuring Neighborhood: A Conundrum for Human Services Researchers and Practitioners

Measuring Neighborhood: A Conundrum for Human Services Researchers and Practitioners

School travel modes and children’s spatial cognition

Knowledge of the Environment and Spatial Cognition: JRS as a Technique for Improving Comparisons between Social Groups

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