It is often implicitly assumed by researchers that their readers understand what cognitive map and cognitive mapping are, and their justification for study. This paper differs in this respect by explaining explicitly the 'what' and 'why' questions often asked, demonstrating cognitive mapping's multidisciplinary research worth. First, it examines questions concerning what cognitive maps are, the confusion inherent from the use of the term 'map', and the usage and reasons for alternative expressions. Second, it examines the theoretical applications or conceptual research, concerning cognitive maps role in the influencing and explaining spatial behaviour; spatial choice and decision making; wayiinding and orientation; and the cognitive maps utility and role as a mnemonic and metaphorical devise; a shaper of world and local attitudes and perspectives; and for creating and coping with imaginary worlds. Third, it discusses cognitive mapping's practical and applied worth, concerning the planning of suitable living environments; advertising; crime solving; search and rescue, geographical educational issues, cartography and remote sensing; and in the designing and understanding computer interfaces and databases, especially Geographical Information Systems (GISs).

This article uses two cyberspatial technologies, namely, the Internet (the global network of connected computers), and its close cousins, intranets (closed, private corporate telematic networks), to illustrate the ways in which geographers have engaged, and could engage, with studies of cyberspace. Virtual reality technologies are not discussed explicitly as, in the main, they are still at an exploratory and experimental stage. The article has three central aims: first, to introduce cyberspace and its implications to a wider geographical audience; secondly, to provide a critical review of current empirical and theoretical work relating to cyberspatial technologies by geographers; and, thirdly, to introduce geographers to the current debates and empirical research of scholars from other disciplines and suggest how geographers can build upon and advance these studies. An agenda for future research is outlined and an approach in which to ground future studies is forwarded. It is argued that spatiality is central to understanding cyberspace.

This article is an assessment of a variety of techniques used by researchers in the fields of geography, psychology, urban planning, and cognitive science to collect and analyze data on how people with visual impairment or blindness learn, understand, and think about geographic space. The authors concluded that these techniques and their results need to be used cautiously. They also made recommendations for increasing the validity of future studies, including the use of multiple, mutually supportive tests; larger sample sizes, and movement from the laboratory to real-world environments.

Two hazard ratio estimators based on the logrank test are investigated using a simulation study. The Pike estimator (ratio of relative death rates) was shown to be consistently less biased than the Peto (1-step) estimator. The latter has recently been advocated as the method of choice for point and interval estimation. Both estimators exhibited bias with increasing hazard ratios, although the bias was minimal for effects less than 3. The confidence intervals also did not achieve the nominal coverage with increasing hazard ratios, but again the Pike estimator was superior. The coverage could be improved by recalculation of the variance incorporating the point estimate. For a hazard ratio of less than 3 we recommend the use of the Pike estimator, otherwise it is necessary to use a more complex method of estimation.

Abstract:In this paper we discuss the relations between cognitive maps, spatial abilities and human wayfinding, particularly in the context of traveling without the use of sight. Initially we discuss the nature of cognitive maps and the process of cognitive mapping as mechanisms for developing person to object (egocentric) and object to object (allocentric) internal represen tations. Imperfections in encoding either relations can introduce imperfections in representa tions of environments in memory. This, together with individual differences in human spatial abilities, can result in data manipulations that produce error. When information stored in long term memory is brought into working memory for purposes of decision making and choice behavior (as in route selection), the result may be the selection of an inefficient or incorrect path. We explore the connection between environmental learning and cognitive maps in the context of learning a route in two different cultural environments-Belfast (Northern Ireland) and Santa Barbara (California). Blind, vision impaired, and sighted volunteers traveled and learned routes of approximately the same length (1.2miles) in their respective urban environ ments. An initial trial was experimenter guided; three following trials were regarded as "test" trials where the participants learned the route and performed route fixing tasks including pointing between designated places, verbally describing the route after each completion, and building a model of the route using metallic strips on a magnetic board. Results indicated that by the end of the third test trial, and using the reinforcing strategies, the results of the blind or vision impaired participants could not be statistically differentiated from those of the sighted participants. This indicated that the wayfinding abilities of the three groups were equivalent in this experiment and suggested that spatial abilities were potentially the same in each group but that lack of sight interfered with putting knowledge into action.