The impact of a wayfinder's goal on learning a new environment: Different types of spatial knowledge as goals

Journal of Environmental Psychology

Volumn 15, Issue 1, 1995, Pages 65-75

  Magliano, Joseph P ^a   Cohen, Robert ^b   Allen, Gary L ^c   Rodrigue, James R ^d  

^a UNIVERSITY OF CHICAGO   (United States)

^b UNIVERSITY OF MEMPHIS   (United States)

^c UNIVERSITY OF SOUTH CAROLINA   (United States)

^d UNIVERSITY OF FLORIDA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0010085212     PISSN: 02724944     EISSN: 15229610     Source Type: Journal    
DOI: 10.1016/0272-4944(95)90015-2     Document Type: Article

References (30)

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4. Geographical knowledge and orientation
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7. Distance estimates of children as a function of type of activity in the environment
8. The representation of landmarks and routes
9. Environment, cognition, and action: the need for integration
10. Environmental learning and cognitive mapping
11. The role of cognitive maps in spatial decision
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15. Influence of the goal on children's exploration and memory of large-scale space
16. Ways of speaking about space: the development of children's skill at communicating spatial knowledge
17. Environment cognition
18. Children's cognitive maps of large-scale spaces: effects of exploration, direction, and repeated experience
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20. The cognitive map: could it have been any other way?
21. Subjective hierarchies in spatial memory
22. The externalization of cognitive maps by children and adults: in search of ways to ask better questions
23. Stalking the elusive cognitive map
24. The development of spatial representations of large-scale environments
25. Descriptions and depictions of environments
26. Differences in spatial knowledge acquired from maps and navigation
27. Communicating environmental knowledge the impact of verbal and spatial abilities on the production and comprehension of route directions