A TRANSFORMATION OF IMAGE MAP FROM ROUTE-MAP TYPE TO SURVEY-MAP TYPE

Abstract

The representation of spatial disposition of objects in large scale environment is called image map. Children's image maps were made on the basis of experiences of locomotion. Shemyakin (1962) suggested that they were initially sequential representations associated with tracing routes that was called route-map type (RM type). And as a child grew, the image map was transformed from route-map type to survey-map type (SM type), and was broader so the child could simultaneously represent the whole environment.
The aims of this study were (1) to prove the hypothesis that the image maps of children in the city were transformed from RM type to SM type, according to the indexes in quantity, and (2) to presume reasons for this transformation.
This research took place at the S. Elementary School Unit in Toyonaka city, Osaka prefecture, where streets run disorderly. Subjects were 48 boys and girls ranging from 1st to 4th grade, drawn from those who had lived in the district for more than three years before schooling (FIG. 1, TABLE 1).
Procedures used were (1) map sketch method and (2) verbal description method. Trained interviewers taught children how to draw sketches and encouraged their reproduction.
The contents of sketches were measured by the exactness of represented informations. The indexes were (1) Crossing score (CR),(2) Crossing error (CRE),(3) Number of meshes (M), and (4) Landmark score (LM)((1),(2); the criterion of differentiation,(3); the criterion of structuralization of roadnetwork).
Main results were;
(1) The median of M of 1st grade was zero; M, CR, LM of 1st grade were significantly smaller than those of 2nd grade (FIG. 3, 5, 6).
(2) The coefficients of correlation were significantly found between CR and LM in 2nd grade, and between CR and M in 3rd and 4th grade (TABLE 3).
(3) The difference between 2nd and 3rd grade was found on M significantly, and not on LM by U-test (FIG. 5, 6).
(4) The significant difference between 3rd and 4th grade was found on LM, and not on M by U-test (FIG. 5, 6).
From the results, it could be presumed that 1st grade children had not yet represented routes as a network and they had RM type image map (see Result (1)). And from Result (2), it could be said that 2nd grade children differentiated crossing representations by means of landmarks, on the other hand 3rd and 4th grade children differentiated them by the road-network. Consequently it could be said that 2nd grade children had RM type and 3rd and 4th grade children had SM type image map. It would require further explanation at the point that LM did not increase parallelly with M (Results (3),(4)). The formation of SM type for 3rd grade seemed to fail the correct disposition of landmarks on construction in spite of successful introduction of the road-network. The integration of landmarks and road-network might occur at the 4th grade level.
Reasons of the transformation from RM type to SM type among children's image maps could be presumed as follows:
(1) The accumulation of image maps of RM type had caused partial networks of RM type by the 2nd grade (Result 1).
(2) 3rd grade children had reached the stage of “coordinated” spatial representation. In spite of these conditions complex networks of roads in this district would prevent the transformation.
(3) However the learning of maps in the classroom making it possible for children to survey simultaneously the surrogate, stimulated them to reconstruct image maps of RM type into SM type.