The Influence of Visual-Spatial Ability and Study Procedures on Map Learning Skill. A Rand Note.
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| Title: | The Influence of Visual-Spatial Ability and Study Procedures on Map Learning Skill. A Rand Note. |
|---|---|
| Language: | English |
| Authors: | Stasz, Cathleen, Thorndyke, Perry W., Rand Corp., Santa Monica, CA. |
| Availability: | Rand Corporation, Main St., Santa Monica, CA 90406 ($4.00) |
| Peer Reviewed: | N |
| Page Count: | 40 |
| Publication Date: | 1980 |
| Sponsoring Agency: | Office of Naval Research, Washington, DC. |
| Contract Number: | N00014-78-C-0042 |
| Report Number: | Rand-N-1501-ONR |
| Document Type: | Reports - Research |
| Descriptors: | Academic Ability, Higher Education, Individual Differences, Learning Processes, Learning Strategies, Map Skills, Memory, Spatial Ability, Undergraduate Students, Visualization |
| Geographic Terms: | U.S.; California |
| Abstract: | The influence of two sources of individual differences in acquiring knowledge from maps was studied: abilities and learning procedures. Twenty-five undergraduate students provided verbal protocols while attempting to learn two maps, and six effective learning procedures were identified: partitioning, imagery, memory-directed sampling, pattern encoding, relation encoding, and evaluation. Visual spatial ability was highly correlated with recall of spatial attributes of the map and with overall learning performance, while associative memory ability was most correlated with verbal attribute recall. Subject-selected procedures for encoding spatial information and assessing learning progress also distinguished the behavior of successful and less successful learners. However, subjects of high and low ability differed little in the study procedures they chose. Although both ability differences and procedures were important contributors to performance, a direct comparison indicated that abilities are most predictive of map learning. It was concluded that the use of effective study procedures can influence map learning performance and that high-ability subjects benefit more from the use of these procedures than low-ability subjects. This report includes 27 references and an appendix detailing learning procedures observed in the protocols. (LMM) |
| Notes: | For related documents, see ED 174 518 and ED 184 949. |
| Journal Code: | RIENOV1983 |
| Entry Date: | 1983 |
| Accession Number: | ED231329 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED231329 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED231329 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Influence of Visual-Spatial Ability and Study Procedures on Map Learning Skill. A Rand Note. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Stasz%2C+Cathleen%22">Stasz, Cathleen</searchLink><br /><searchLink fieldCode="AR" term="%22Thorndyke%2C+Perry+W%2E%22">Thorndyke, Perry W.</searchLink><br /><searchLink fieldCode="AR" term="%22Rand+Corp%2E%2C+Santa+Monica%2C+CA%2E%22">Rand Corp., Santa Monica, CA.</searchLink> – Name: Avail Label: Availability Group: Avail Data: Rand Corporation, Main St., Santa Monica, CA 90406 ($4.00) – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 40 – Name: DatePubCY Label: Publication Date Group: Date Data: 1980 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: Office of Naval Research, Washington, DC. – Name: NumberContract Label: Contract Number Group: NumCntrct Data: N00014-78-C-0042 – Name: NumberReport Label: Report Number Group: ID Data: Rand-N-1501-ONR – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Academic+Ability%22">Academic Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Differences%22">Individual Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Map+Skills%22">Map Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Memory%22">Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Spatial+Ability%22">Spatial Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Visualization%22">Visualization</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22U%2ES%2E%3B+California%22">U.S.; California</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The influence of two sources of individual differences in acquiring knowledge from maps was studied: abilities and learning procedures. Twenty-five undergraduate students provided verbal protocols while attempting to learn two maps, and six effective learning procedures were identified: partitioning, imagery, memory-directed sampling, pattern encoding, relation encoding, and evaluation. Visual spatial ability was highly correlated with recall of spatial attributes of the map and with overall learning performance, while associative memory ability was most correlated with verbal attribute recall. Subject-selected procedures for encoding spatial information and assessing learning progress also distinguished the behavior of successful and less successful learners. However, subjects of high and low ability differed little in the study procedures they chose. Although both ability differences and procedures were important contributors to performance, a direct comparison indicated that abilities are most predictive of map learning. It was concluded that the use of effective study procedures can influence map learning performance and that high-ability subjects benefit more from the use of these procedures than low-ability subjects. This report includes 27 references and an appendix detailing learning procedures observed in the protocols. (LMM) – Name: Note Label: Notes Group: Note Data: For related documents, see ED 174 518 and ED 184 949. – Name: CodeSource Label: Journal Code Group: SrcInfo Data: <searchLink fieldCode="JC" term="%22RIENOV1983%22">RIENOV1983</searchLink> – Name: DateEntry Label: Entry Date Group: Date Data: 1983 – Name: AN Label: Accession Number Group: ID Data: ED231329 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 40 Subjects: – SubjectFull: Academic Ability Type: general – SubjectFull: Higher Education Type: general – SubjectFull: Individual Differences Type: general – SubjectFull: Learning Processes Type: general – SubjectFull: Learning Strategies Type: general – SubjectFull: Map Skills Type: general – SubjectFull: Memory Type: general – SubjectFull: Spatial Ability Type: general – SubjectFull: Undergraduate Students Type: general – SubjectFull: Visualization Type: general – SubjectFull: U.S.; California Type: general Titles: – TitleFull: The Influence of Visual-Spatial Ability and Study Procedures on Map Learning Skill. A Rand Note. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rand Corp., Santa Monica, CA. – PersonEntity: Name: NameFull: Stasz, Cathleen – PersonEntity: Name: NameFull: Thorndyke, Perry W. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Type: published Y: 1980 |
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