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认知绘图中的个体差异和技能训练:人们为何以及如何存在差异。

Individual Differences and Skill Training in Cognitive Mapping: How and Why People Differ.

机构信息

Department of Information Networking for Innovation and Design (INIAD), Toyo University.

出版信息

Top Cogn Sci. 2023 Jan;15(1):163-186. doi: 10.1111/tops.12605. Epub 2022 Feb 28.

DOI:10.1111/tops.12605
PMID:35226795
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC10078750/
Abstract

Spatial ability plays important roles in academic learning and everyday activities. A type of spatial thinking that is of particular significance to people's daily lives is cognitive mapping, that is, the process of acquiring, representing, and using knowledge about spatial environments. However, the skill of cognitive mapping shows large individual differences, and the task of spatial orientation and navigation poses great difficulty for some people. In this article, I look at the motivation and findings in the research into spatial knowledge acquisition from an individual differences perspective. I also discuss major implications of the existence of large individual differences, particularly the possibility of improving cognitive mapping by training and adjusting navigation assistance to the wide variations in spatial aptitudes and preferences among people.

摘要

空间能力在学术学习和日常活动中起着重要作用。一种对人们日常生活特别重要的空间思维是认知绘图,即获取、表示和使用关于空间环境的知识的过程。然而,认知绘图技能存在很大的个体差异,空间定向和导航任务对一些人来说非常困难。在本文中,我从个体差异的角度来看待空间知识获取研究的动机和发现。我还讨论了个体差异存在的主要影响,特别是通过训练来提高认知绘图能力的可能性,以及根据人们在空间能力和偏好方面的广泛差异来调整导航辅助的可能性。

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本文引用的文献

1
Why spatial is special in education, learning, and everyday activities.为何空间在教育、学习及日常活动中具有特殊性。
Cogn Res Princ Implic. 2021 Mar 23;6(1):20. doi: 10.1186/s41235-021-00274-5.
2
Spatial activity participation in childhood and adolescence: consistency and relations to spatial thinking in adolescence.儿童和青少年的空间活动参与:一致性与青少年空间思维的关系。
Cogn Res Princ Implic. 2020 Sep 16;5(1):43. doi: 10.1186/s41235-020-00239-0.
3
Improving cognitive mapping by training for people with a poor sense of direction.
Using a picture (or a thousand words) for supporting spatial knowledge of a complex virtual environment.
用图片(或千言万语)来支持复杂虚拟环境的空间知识。
Cogn Res Princ Implic. 2023 Jul 25;8(1):48. doi: 10.1186/s41235-023-00503-z.
通过训练提高方向感差的人的认知地图。
Cogn Res Princ Implic. 2020 Aug 17;5(1):39. doi: 10.1186/s41235-020-00238-1.
4
Childhood wayfinding experience explains sex and individual differences in adult wayfinding strategy and anxiety.儿童寻路经验解释了成年寻路策略和焦虑的性别和个体差异。
Cogn Res Princ Implic. 2020 Mar 17;5(1):12. doi: 10.1186/s41235-020-00220-x.
5
The development of gender differences in spatial reasoning: A meta-analytic review.性别差异在空间推理发展中的研究:元分析综述。
Psychol Bull. 2019 Jun;145(6):537-565. doi: 10.1037/bul0000191. Epub 2019 Apr 11.
6
Wayfinding as a Social Activity.寻路作为一种社会活动。
Front Psychol. 2019 Feb 4;10:142. doi: 10.3389/fpsyg.2019.00142. eCollection 2019.
7
Understanding the role of distance, direction and cue salience in an associative model of landmark learning.理解距离、方向和线索显著性在地标学习联想模型中的作用。
Sci Rep. 2019 Feb 14;9(1):2026. doi: 10.1038/s41598-019-38525-7.
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Navigation and the developing brain.导航与大脑发育。
J Exp Biol. 2019 Feb 6;222(Pt Suppl 1):jeb186460. doi: 10.1242/jeb.186460.
9
The Neural Basis of Individual Differences in Directional Sense.方向感个体差异的神经基础。
Front Hum Neurosci. 2018 Oct 25;12:410. doi: 10.3389/fnhum.2018.00410. eCollection 2018.
10
Charting the development of cognitive mapping.绘制认知地图的发展历程。
J Exp Child Psychol. 2018 Jun;170:86-106. doi: 10.1016/j.jecp.2018.01.009. Epub 2018 Feb 13.