This report presents two experiments that compared the performance of map experts to that of novices. Subjects (from the areas of geography, educational psychology, and sociology) were 13 university faculty members in experiment one and 12 undergraduate students in experiment two. Following a practice trial, the learning of a logical map and a non-logical map was compared. Cognitive processes used in learning the maps were also examined. Procedure was identical for both experiments with the exception that experiment two subjects were asked to recall the two maps after a 24-hour period. Subjects' maps were scored by two raters for correct labels and for correct spatial placement of features. A content analysis of the sessions determined the cognitive strategies used to learn the maps. A three-way analysis of variance for map recall was conducted, with discipline as a between-subjects variable, and map and trial as within-subjects variables. In both experiments, the logic or non-logic of the maps affected only the experts. It is concluded that knowledge of principles of spatial organization must be considered as an integral factor in the map learning process. (PN)