Abstract
We investigated the effect of retention intervals and environmental knowledge on memory for areas in natural environment: A campus of junior high schooL In Experiment I, areas for the school building. playground, and swimming pool were estimated from pencil sketches drawn by 158 alumni who had graduated from the school a month to 24 years before. The number of recalled objects in each area. the level of certainty, and subject" everyday-after-school activities during their school days were also assessed. Subjects who had participated in outdoor sports dur ing their school days (OUTdoor subjects) were assumed to have better knowledge on the playground than those who had not (indoor subjeCTS). The main findings were that not only retention intervals but also the campus knowledge affected recalled area of the playground. Moreover. positive corre lation was found between areas and the number of recalled objects. suggesting that memory for an area was reconstructed in relation to the number of objects recalled in the area. Experiment 2 showed that recalling objects within an area increased estimation of the area. The constructionist view of spatial memory was supported. Memory transformation associated with areas was also discussed.
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