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ERIC Number: ED196786
Record Type: Non-Journal
Publication Date: 1979-Nov
Pages: 577
Abstractor: N/A
Reference Count: N/A
Development of Competence and Performance in Cartographic Language by Children at the Concrete Level of Map-Reasoning.
Gerber, Rodney Victor
This dissertation examines development of children's skills at map using and free-recall map sketching, with particular emphasis on map reasoning, competence in cartographic language, and performance in cartographic language. Cartographic language (the broad range of line, point, and area signs and map elements) is interpreted as the means by which a cartographer encodes a message on a map as well as the means which a map user employs to decode the map. The examination derived information from two sources--a review of literature and a research study involving concrete levels of map reasoning among approximately 600 students between the ages of eight and 14 in three public schools in Queensland, Australia. The document is presented in five chapters. Chapter I introduces the study, states objectives, defines key vocabulary terms and concepts, and presents background information on maps as graphic means of transmitting information. Chapter II reviews literature on cartographic language and communication. Chapter III explains the design of the study, characterizes the sample group, and discusses types of statistical analysis used to measure student competence and performance. Chapter IV presents data from the study. Chapter V presents findings, conclusions, and implications. Findings indicated that (1) children aged 13 and 14 were better able to interpret map language, perform map lettering, and to understand and reproduce maps than children aged eight through 12; (2) children are competent in identifying cartographic signs at an earlier age than they can comprehend these signs; (3) children's attitudes towards maps don't particularly influence their abilities to interpret or reproduce maps; and (4) many factors influence map competence and performance, including verbal and nonverbal ability and spatial ability. The conclusion is that individual differences continue to exist among children at all age and grade levels regarding map skills, but that children become progressively more competent at map skills as they are exposed to map work in the classroom. (DB)
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia