Young children's representations of the environment: A comparison of techniques

Matthews, Mark

doi:10.1016/s0272-4944(85)80026-8

Cited by 63 publications

(40 citation statements)

References 15 publications

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“…This finding is consistent with other studies of verbal overshadowing in both face memory (Ryan and Schooler, reported in Schooler et al, 2002) and in artificial grammar learning (Fallshore and Schooler, 1993). Further, this finding is consistent with a developmental study of young children's memory for a familiar route (Matthews, 1985). Matthews noted that performance depended on whether map construction or verbal recall was employed, stating that 'verbal reporting appears to inhibit the young child severely ' (p. 274).…”

Section: Verbalization and Individual Differencessupporting

confidence: 83%

How did you get here from there? Verbal overshadowing of spatial mental models

Fiore

Schooler

2002

Applied Cognitive Psychology

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This experiment investigated the reactive effects of verbal reports on spatial mental models. Participants studied a map marked with a route and then either verbalized their memory for the route or engaged in an unrelated verbal activity. Results showed that verbalization hindered performance on a measure of configural knowledge (straight-line distance estimations) but had no overall influence on a measure of featural knowledge (route distance estimations). In addition, verbalization differentially interacted with verbal ability on the memory measures. The implications for research on memory for spatial environments and the evidence for the existence of two distinct forms of memory representations (route versus configural) in spatial mental models are discussed.

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Section: Verbalization and Individual Differencessupporting

confidence: 83%

How did you get here from there? Verbal overshadowing of spatial mental models

Fiore

Schooler

2002

Applied Cognitive Psychology

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“…In this context, if children do better or worse when using different m ethodologies designed to uncover the same issue, im portant ethical considerations are brought into focus. Matthews (1984Matthews ( , 1985Matthews ( , 1987 noted this outcom e when working with groups of 7 to 11-year-olds in a series of projects designed to unravel place use and territorial range. He compared four techniques: free-recall m apping; verbal reporting; air-photo interpretation; and the use of large-scale plans.…”

Section: The Geograph Y Of Childrenmentioning

confidence: 99%

The Geography of Children: Some ethical and methodological considerations for project and dissertation work

Matthews¹

1998

Journal of Geography in Higher Education

109

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W ith the`cultural turn' in geography children have been positioned on the geographi cal agenda. There is an evident and grow ing interest am ongst undergraduates in the geography of children as a topic for project w ork and dissertation study. This seems an appropriate time to consider a series of related ethical and methodolo gical issues w hich are important when w orking w ith children. The paper is organised into four parts. First, discussion focuses on the background which has given rise to a grow ing expectation that social (geographical) investigation should be with children rather than on or for children. These ideas are presented in order to encourage students and their supervisors to think abou t their work from the perspective of children. Second, a set of ethical issues to do w ith working with children are discussed. Third, examples of good methodolo gical practice w hen working with children are presented. Lastly, a range of provocative issues to do w ith geographers studying children are examined. Througho ut the paper, the emphasis is upon how recent changes in human (cultural) geography inform the way in w hich we get (or expect) students to work.

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“…Children's 'memories, emotions and feelings' 12 relating to their rural geographies remain underexplored. Our study thus draws upon traditions within children's geographies, which involve children in the creation of hand-drawn mental maps 13 , through which children consider familiar environments.…”

Section: Introductionmentioning

confidence: 99%

By-standing memories of curious observations: children’s storied landscapes of ecological encounter

Dunkley

Smith

2018

cultural geographies

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Founded in contemporary concerns that children are increasingly disconnected from nature, this paper explores how children re-imagine their memories of childhood experiences within the landscape of a National Park. The concept of 're-connecting' children with 'nature' has recrystalised around conceptualisations of 'slow ecopedagogy' as a form of ecological conscientisation. Through creative mapping with children from the Brecon Beacons National Park, Wales, this paper questions whether exposure to such environments pre-disposes young people to an environmental consciousness. Examining children's creative representations of childhood memories from nonhuman encounters, and building on Philo's discussion of 'childhood reverie', we develop the concept of by-standing memories to articulate how children re-story their own memories, the landscapes in which they take place, and the nonhumans they include. Something of a 'child panic' currently surrounds the disconnect between children and ecology. While some are concerned by this 'child panic', which positions children as 'bystanders' to adult affairs, we argue that by-standing is critical for how children tell stories of their dwellings in, and curious observations of, place. The retelling of childhood memories stretches the conceptualisation of slow ecopedagogy beyond the place of encounter, to the creative spaces of storying and re-telling, which are equally critical for memory itself.

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Young children's representations of the environment: A comparison of techniques

Cited by 63 publications

References 15 publications

How did you get here from there? Verbal overshadowing of spatial mental models

How did you get here from there? Verbal overshadowing of spatial mental models

The Geography of Children: Some ethical and methodological considerations for project and dissertation work

By-standing memories of curious observations: children’s storied landscapes of ecological encounter

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