Ishikawa Toru, Montello Daniel R
University of California, Santa Barbara, USA.
Cogn Psychol. 2006 Mar;52(2):93-129. doi: 10.1016/j.cogpsych.2005.08.003. Epub 2005 Dec 22.
Existing frameworks for explaining spatial knowledge acquisition in a new environment propose either stage-like or continuous development. To examine the spatial microgenesis of individuals, a longitudinal study was conducted. Twenty-four college students were individually driven along two routes in a previously unfamiliar neighborhood over 10 weekly sessions. Starting Session 4, they were also driven along a short connecting route. After each session, participants estimated spatial properties of the routes. Some participants' knowledge improved fairly continuously over the sessions, but most participants either manifested accurate metric knowledge from the first session or never manifested accurate metric knowledge. Results are discussed in light of these large individual differences, particularly with respect to the accuracy and development of integrated configurational knowledge.
现有的关于解释在新环境中空间知识获取的框架提出了阶段性或连续性发展两种观点。为了研究个体的空间微观发生过程，进行了一项纵向研究。24名大学生在10周的时间里，被分别沿着之前不熟悉的社区中的两条路线乘车行驶。从第4次会话开始，他们还被沿着一条短的连接路线行驶。每次会话后，参与者估计路线的空间属性。一些参与者的知识在会话过程中相当持续地得到改善，但大多数参与者要么从第一次会话就表现出准确的度量知识，要么从未表现出准确的度量知识。鉴于这些巨大的个体差异，特别是关于综合构型知识的准确性和发展，对结果进行了讨论。
