The Benefits of Verbal and Spatial Tasks in Contour Map Learning

Authors

  • Margaret Lanca Northeastern University, Boston
  • John R. Kirby King's University, Kingston, Ontario

DOI:

https://doi.org/10.14714/CP21.867

Keywords:

verbal task, spatial task, contour map, learning,

Abstract

It has been proposed that the ability to read a map stems from both verbal-analytic and spatial-holistic processes. It has, in tum, been argued that these processes are affected by both spatial ability and gender. This essay presents the results of a study exploring these relationships. Subjects studied a contour map in one of four conditions: a verbal learning group, a spatial learning group, a combined spatial and verbal learning group, and a study-only control group. Contrary to previous reference map learning studies, this study found that the verbal task had no effect upon memory for two-dimensional map information. As predicted, the spatial task did increase memory for three-dimensional map information. In terms of spatial learning instructions, males performed significantly better than females for three-dimensional map information, and females' two-dimensional map memory was better in the non-spatial task groups than in the spatial task groups. There was no effect of spatial ability for map memory. These results suggest limits for the benefit of a verbal learning task in contour map learning.

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Published

1995-06-01

How to Cite

Lanca, M., & Kirby, J. R. (1995). The Benefits of Verbal and Spatial Tasks in Contour Map Learning. Cartographic Perspectives, (21), 3–15. https://doi.org/10.14714/CP21.867

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