The influence of sex, spatial activity, geographic setting and geographic landscape on adolescent spatial abilities

Maps are an integral element in our daily fives. We use maps to determine directions, ascertain locations, and estimate distances. Additionally, we make countless daily decisions based only on our own mental maps. However, not all individuals possess the same spatial ability to read and interpret maps or to mentally conceptualize space. These individual differences in cartographic and cognitive mapping abilities form the basis of this research. Specifically, this dissertation examines two aspects of spatial ability differences: (1) the relationship between map skill ability (determining direction, estimating distance, interpreting map symbols, making map comparisons, and route planning) and cognitive mapping ability (creation of a two-dimensional map of an explored three-dimensional environment); and (2) the hypothesized influences of sex, spatial activity, geographic setting, and geographic landscape on spatial ability differences.;This dissertation involves 91 adolescent participants from five different geographic locations across the United States in the analysis of spatial ability differences. Participant map skills and cognitive map skills are tested via an interactive computer game designed by the author. A bivariate correlation model and a simple regression model are both employed to determine the relationship between map skill ability and cognitive mapping ability. Multiple regression models allow for simultaneous examination of the four hypothesized target variables controlling for intelligence, map comfort, computer comfort, computer game play, family income, and travel experience on both map skill ability (Model 1) and cognitive mapping skill (Model 2).;Findings suggest that cartographic map skills and cognitive map skills are significantly and positively related. Sex, spatial activity level, geographic setting, and geographic landscape do not statistically contribute to the explanatory power of either model. Rather, intelligence and self-assessed comfort with maps are significant variables in explaining map skill ability (Model 1) and intelligence and self-reported frequency of computer game play significantly contribute to the model explaining cognitive mapping ability (Model 2). Significant sex-related differences are found in self-assessed map comfort, on the two measures of spatial activity participation, and in frequency with which participants play computer games. However, sex-related differences on both spatial ability measures are not evident.