Way finding and cognitive mapping in large-scale environments: A test of a developmental model

Abstract

First, fourth, and seventh graders (7, 10, and 13 years of age, respectively) were given a series of tasks to assess their spatial competency in and their cognitive mapping of their school campus. Measures of way-finding, landmark, route, and configurational knowledge were obtained and analyzed to (1) assess way-finding skills in the same environment as that in which their cognitive representations were inferred and assessed; (2) determine the validity of the hierarchical model of cognitive mapping development proposed by Siegel and White by examining individual children's performance patterns as well as between-group performance; and (3) investigate the relationship between grade level and familiarity within an environment where familiarity within subsets of the environment varied by grade. Subjects were asked to create and walk three novel and efficient routes, to select photographs of scenes belonging to the three routes, to correctly order and metrically relate those scenes, and to make bearing and distance estimates from four sighting locations to six targets within the environment. Results indicated that all children were extremely competent way finders. Guttman scale analysis revealed that 93% of all children exhibited performance patterns predicted by the proposed model. Further support of the model was found in grade level differences on cognitive mapping measures. Reversals in the developmental trend were found, however, on some portions of the route and configuration measures, and were significantly related to degree of familiarity within the environment.