Individual differences in procedures for knowledge acquisition from maps

Thorndyke, Perry W.; Stasz, Cathleen

doi:10.1016/0010-0285(80)90006-7

Cited by 262 publications

(136 citation statements)

References 21 publications

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“…we have noted large differences in pvople's skill at learning from both maps and navigation (Thorndyke, 1980a;Thorndyke & Stasz, 1980). These differences are predictable from people's visual memory ability and field dependence (spatial restructuring ability).…”

Section: Discussionmentioning

confidence: 98%

“…However, our evidence indicates that people use mental images to learn maps and to scan previously learned maps to judge spatial relations (Thorndyke, 1979;Thorndyke & Stasz, 1980). Therefore, throughout the following discussion we assume an isomorphism between the mental representation of a map and the physical map.…”

Section: If Knowledge Representations For Large-scale Spacementioning

confidence: 99%

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Differences in spatial knowledge acquired from maps and navigation

Thorndyke

Hayes-Roth

1982

Cognitive Psychology

1,019

705

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Section: Discussionmentioning

confidence: 98%

Section: If Knowledge Representations For Large-scale Spacementioning

confidence: 99%

Differences in spatial knowledge acquired from maps and navigation

Thorndyke

Hayes-Roth

1982

Cognitive Psychology

1,019

705

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“…A large body of experimental research indicates that individuals vary widely in their spatial information processing skills (e.g., Chase & Chi, 1979; Kozlowski & Bryant, 1977;McGee, 1979;Thorndyke & Stasz, 1980). Some people have no difficulty in learning a route after a single traversal, in using a map to find their current position or to choose a route, or in discovering a new route using dead reckoning and their "sense of direction."…”

Section: An Analysis Of Cognitive Mapping Skillmentioning

confidence: 99%

Spatial Learning and Reasoning Skill

Goldin

Thorndyke

1983

Spatial Orientation

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“…In the case of spatial memory, visual organization is important. Thorndyke and Stasz (1980) collected verbal protocols from subjects while they were learning a map. One important strategy employed by the subjects consisted of mentally partitioning the map into subunits; this strategy was used more by the good learners than by the poor learners.…”

Section: Modularizationmentioning

confidence: 99%

A diagrammatic approach to computer instruction for the naive user

Sebrechts

Deck

Black

1983

Behav. Res. Meth. Instru.

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There are inherent difficulties with text as an instructional format. This research presents the development of a diagrammatic representation that overcomes some of those difficulties. A simple "language" is presented that includes both procedural and model information. This approach is applied to the instruction of word processing/text-editing skills. An experimental methodology is presented and preliminary results are reported that suggest that the diagrammatic approach results in improvements in both the amount of word processing accomplished and the speed with which modifications are made.With rapid changes in computer technology, it has become extremely important to make systems easy to use by a rather large group of people. There are numerous ways to do this, including major changes in system design and changes in the types of instructional and documentation materials available to users.Although the problem is evident for users with varying amounts of experience, the difficulties are particularly striking for the naive user who has had little if any prior computer experience. For the uninitiated, the information available on a new computer can resemble a foreign language, with the corresponding misinterpretations. The research described here is directed toward decreasing the alien character of instructions for this group.Our strategy in doing this has been to develop a set of cognitive principles that can serve as the basis for instructional design (Black & Sebrechts, 1981). We are developing these principles by an experimental evaluation of word processing/text-editing skills. Specifically, we are interested in designing and assessing a diagrammatic "language" for computer use. Although in these studies we are focusing on word processing instruction, we believe that the same principles should be useful for both instruction and documentation of a wide class of complex skills.In this paper, we will provide a general description of our assessment of a diagrammatic language for instruction. First, the conceptual motivation is described for the use of a diagrammatic language. Then, the structure of the language is presented, with the underlying cognitive rationale. Finally, we present our strategy forThe research described in this paper was funded in part by a contract with the IBM Corporation.

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Individual differences in procedures for knowledge acquisition from maps

Cited by 262 publications

References 21 publications

Differences in spatial knowledge acquired from maps and navigation

Differences in spatial knowledge acquired from maps and navigation

Spatial Learning and Reasoning Skill

A diagrammatic approach to computer instruction for the naive user

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