Learning Geographic Information from a Map and Text: Learning Environment and Individual Differences

Abstract

A map is frequently combined with a text to provide spatial and non-spatial information for learners. How a map and a text are combined and the characteristics of learners are keys for understanding successful learning. This study used a cognitive experiment to investigate spatial learning by explaining performance on a test of acquired knowledge with variables related to the learning environment and to individual differences of learners. Results indicate that having participants read a text beside a map produced the best performance. Participants were more successful at learning the information in the text and less successful at learning the information on the map. Performance was measured by accuracy, reaction time, and confidence measures; a standardized index for overall efficiency combined these measures. Performance was significantly related to individual difference variables measuring experience, verbal and spatial working memory capacity, 2D/4D digit ratio, and cognitive style. Sex and gender variables were not significantly related to variations in performance. In complex learning situations, as in processing a combined map and text, the expected verbal and spatial processing advantages of female and male learners may both produce positive results. In more complex cases, variables related to brain asymmetry, memory capacity, and cognitive style may provide more useful explanations of performance.

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