How Cognitive Maps are Learned and Remembered

Kulhavy, Raymond W.; Stock, William A.

doi:10.1111/j.1467-8306.1996.tb01748.x

Cited by 66 publications

(52 citation statements)

References 153 publications

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“…and structural information (spatial framework, distances, directions, relations, etc.) (Kulhavy & Stock, 1996;Thorndyke & Stasz, 1980 ). To obtain the coded protocols, the segmented protocols were linked to the proposed codes in the scheme.…”

Section: Methodsology: Analysing Thinking Aloud Datamentioning

confidence: 99%

“…The aesthetics of the sketched objects or drawing skill of the participants were not taken into account. A similar scoring system as used by Kulhavy and Stock (1996) and Thorndyke and Stasz (1980) was applied to obtain a score for each map. If the object was present and drawn on the correct location a score of one point was assigned to it.…”

Section: Score On Drawn Mapsmentioning

confidence: 99%

“…Thinking aloud will be used to study the users' cognitive processes and strategies during information retrieval. However, the spatial and visual nature of the information that is recalled can be difficult to verbalise (Kulhavy & Stock, 1996). Therefore, the resulting sketch maps are also analysed regarding their content.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Listen to the Map User: Cognition, Memory, and Expertise

Ooms

Maeyer

Fack

2013

The Cartographic Journal

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This paper aims at extending current research regarding map users' cognitive processes while working with screen maps. The described experiment investigates how (expert and novice) map users retrieve information from memory that was previously gathered from screen maps. A user study was conducted in which participants had to draw a map from memory. During this task, they were instructed to say out loud every thought that came into mind. Both user groups addressed the same general cognitive structures and processes to solve the task at hand. However, the experts' background knowledge facilitated the retrieval process and allowed them to derive extra information through deductive reasoning. The novices used more descriptive terms instead of naming the objects and could remember less, and less detailed map elements.

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Section: Methodsology: Analysing Thinking Aloud Datamentioning

confidence: 99%

Section: Score On Drawn Mapsmentioning

confidence: 99%

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Listen to the Map User: Cognition, Memory, and Expertise

Ooms

Maeyer

Fack

2013

The Cartographic Journal

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“…The survey knowledge means that information about the surrounding space that is drawn in the mind of the trainees' like a map. The spatial information needs to be organized into feature and structural information to use this survey knowledge [11]. Because the spatial cognitive learning is effective at improving the pathfinding capability [12], this paper aims to improve trainees' the catheter manipulation capability by applying to the endoscopic skills required high pathfinding capability.…”

Section: Epiduroscopy Training Simulator Based On Spatial Cognitive Lmentioning

confidence: 99%

A development of an epiduroscopy training simulator based on spatial cognition learning

Jang¹,

Ko²,

Choi³

et al. 2017

Vib. proced.

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Abstract. An epiduroscopy is an effective minimally invasive surgery (MIS) used for chronic lumbago and lumbar disc herniation. As such an endoscopy is hard to learn high-level surgical skills, efficient surgical training method or system is required. Therefore, this paper proposed an epiduroscopy training simulator based on spatial cognition learning. The proposed training simulator provided four scenarios for catheter manipulation training, and it provides quantitative training results based on various measured data (completion time, number of violation and surgical instrument trajectory).

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“…By contrast elaboration theory provides specific guidelines for content selection, sequencing and relationship identification (Reigeluth 1979). Spatial-semantic methods are often used because displays can concurrently display relationships (Kulhavy 1996), (Winn 1991). Spatial-semantic maps have been used as the basis of study and learning strategies (Larkin 1987).…”

Section: Structural Knowledgementioning

confidence: 99%

Parsimony Analysis – a Novel Method of Structured Knowledge Representation for Teaching Computer Science

Maj¹,

Veal²

2010

MAS

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Knowledge may be structured in a manner that may either handicap or improve learning outcomes. Knowledge construction is therefore an important aspect of the learning and assessment process. This paper is primarily concerned with structural knowledge (knowing how) of which there are numerous representations and mapping methods each with their associated strengths and weaknesses. This paper presents the novel application of parsimony analysis for organizing and defining structural knowledge within the field of computer science. Work to date has clearly demonstrated there are considerable potential pedagogical advantages to this approach.

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How Cognitive Maps are Learned and Remembered

Abstract: his paper is about learning and remembering geographic maps. Drawing on re-

Cited by 66 publications

References 153 publications

Listen to the Map User: Cognition, Memory, and Expertise

Listen to the Map User: Cognition, Memory, and Expertise

A development of an epiduroscopy training simulator based on spatial cognition learning

Parsimony Analysis – a Novel Method of Structured Knowledge Representation for Teaching Computer Science

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