Spatial cognition and geographic information systems

The purpose of this research was to investigate how humans integrate map information with a Geographic Information System (GIS). The first research focus was concerned with the differences in the cognitive processes associated with learning spatial information on map-reading tasks that require integration of information across space, hierarchies (layers), and geographic scales. These integration tasks are not trivial for they represent some basic cognitive activities that are commonly used in a GIS. Understanding how humans integrate information may lead to better GIS design strategies and, in turn, create a more cognitively efficient GIS. The second research focus was concerned with the differences among the integration of information between children (ages 12–14) and adults. Understanding this difference is especially important since GIS is now being introduced into the classrooms for the purpose of teaching geographic concepts. We cannot assume that children process spatial information the same as adults and we also cannot assume that technology somehow improves the learning experience. This study investigates these two main research foci through the use of a computerized cognitive experiment designed to simulate and test the integration of information in a GIS.;The results of the analyses indicated that the type of integration task significantly affected the outcome. Overall subjects performed better when the task required little integration of information (entire map) and worse when the task involved large amounts of information integration (geographic scales). This suggests that the integration of information places an additional burden on the map-reader to acquire information and is an important factor to consider when designing a GIS. Children performed significantly worse than adults on all information integration tasks. This suggests that children may lack the experience to perform complex integration tasks as required by a GIS. It appears that more studies are needed to understand the benefits and pitfalls of using GIS and technology to teach geographic concepts in the classrooms to children.