One goal of cartographic research is to improve the usefulness of maps. To do so, we must consider the process of spatial knowledge acquisition, the role of maps in that process, and the content of cognitive representations derived. Research from psychology, geography, and other disciplines related to these issues is reviewed. This review is used to suggest potential new directions for research with particular attention to spatial problem solving and geographic instruction. A classroom experiment related to these issues is then described. The experiment highlights some of the implications that a concern for the process of spatial knowledge acquisition will have on questions and methods of cartographic research as well as on the use of maps in geographic instruction. It also provides evidence of independent but interrelated verbal and spatial components of regional images that can be altered by directed map work.
All Science Journal Classification (ASJC) codes
- Earth-Surface Processes