Memory for the spatial layout of the everyday physical environment: Factors affecting rate of acquisition

Gärling, Tommy; Böök, Anders; Lindberg, Erik; Nilsson, Tomas

doi:10.1016/s0272-4944(81)80025-4

Cited by 86 publications

(40 citation statements)

References 18 publications

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“…turn right at the gas station) during navigation (Blades, 1991). This reciprocal relationship was emphasized by Gärling et al (1981) who showed that in some cases route knowledge may actually precede landmark knowledge as it provides spatial-temporal framework for the construction of mental representations during navigation. Our finding of a significant interaction between the coding of decision points and the coding of travel direction provides further support for the idea the route and landmark learning may occur simultaneously.…”

Section: Implications For Topographical Learningmentioning

confidence: 96%

Neural correlates of real-world route learning

Schinazi

Epstein

2010

NeuroImage

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Section: Implications For Topographical Learningmentioning

confidence: 96%

Neural correlates of real-world route learning

Schinazi

Epstein

2010

NeuroImage

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“…Much of the work in this area has been carried out by the Environmental Psychology Research Group at the University of Umea, Sweden (Garling et al, 1981(Garling et al, , 1985Saisa et al, 1986) concerning the use of travel plans to link cognitive map information processing with actual behaviour. These travel plans are in essence action plans, and are predetermined courses of action to reach a desire destination with the minimum investment of effort.…”

Section: Spatial Problem Solving : Wayfinding and Spatial Orientationmentioning

confidence: 99%

Cognitive maps: What are they and why study them?

Kitchin

1994

Journal of Environmental Psychology

495

197

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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).

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“…The latter, along with on-and off-route landmarks, spatial relations among them, and other spatial and non-spatial attributes of places-such as prominence of visible form-make up the anchoring layout of a remembered environment. Route learning and route following strategies help build up cognitive maps via an integration process (Gärling et al, 1981;Ishikawa, 2002). Difficulties experienced in mentally integrating different routes and their associated features into network structures help to explain why cognitive maps may be fragmented, distorted, and irregular (Gale, Golledge, Pelegrino, & Doherty, 1990).…”

Section: Route Learningmentioning

confidence: 99%