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Journal articles on the topic 'Mental map'

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Published: 4 June 2021

Last updated: 25 April 2022

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1

Lapygin, Yury N., and Denis Yu Lapygin. "CLUSTER SYNERGY MENTAL MAP." Bulletin of the Moscow State Regional University (Economics), no. 3 (2020): 91–100. http://dx.doi.org/10.18384/2310-6646-2020-3-91-100.

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2

Castellar, Sonia Maria Vanzella, and Paula Cristiane Strina Juliasz. "Mental map and spatial thinking." Proceedings of the ICA 1 (May 16, 2018): 1–6. http://dx.doi.org/10.5194/ica-proc-1-18-2018.

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The spatial thinking is a central concept in our researches at the Faculty of Education of University of São Paulo (FE-USP). The cartography is fundamental to this kind of thinking, because it contributes to the development of the representation of space. The spatial representations are the drawings &ndash; mental maps &ndash; maps, chart, aerial photos, satellite images, graphics and diagrams. To think spatially &ndash; including the contents and concepts geographical and their representations &ndash; also corresponds to reason, defined by the skills the individual develops to understand the structure, function of a space, and describe your organization and relation to other spaces. The aim of this paper is to analyze the role of mental maps in the development of concepts of city and landscape &ndash; structuring concepts for school geography. The purpose is to analyze how students in Geography and Pedagogy &ndash; future teachers &ndash; and young children in Early Childhood Education think, feel, and appropriate these concepts. The analys is indicates the importance of developing mental map in activities with pedagogy and geography graduate student to know that students at school can be producers of maps. Cartography is a language and allows the student to develop the spatial and temporal relationships and notions such as orientation, distance and location, learning the concepts of geographical science. Mental maps present the basic features of the location such as the conditions &ndash; the features verified in one place &ndash; and the connections that is to understand how this place connects to other places.

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3

WAHLSTRÖM, J. "Gene map of mental retardation." Journal of Intellectual Disability Research 34, no. 1 (June 28, 2008): 11–27. http://dx.doi.org/10.1111/j.1365-2788.1990.tb01511.x.

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4

Kovač, Darko, and Andrej Bertoncelj. "Organizational Mental Map and Conative Competences." Organizacija 41, no. 4 (July 1, 2008): 127–35. http://dx.doi.org/10.2478/v10051-008-0014-6.

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Organizational Mental Map and Conative CompetencesEmployees with their knowledge, skills, behavior and personal traits impact the organizational learning. The concept of organizational mental map and conative competences, as inborn underlying characteristic that is influenced by employees being involved as well as endogenous and exogenous factors, is presented. Three Slovene small to mid-sized companies were studied in respect to the individual factors, especially conative competences, of their employees. The study suggests that conative side of mind and thus conative competences can actually influence the organizational learning. What matters in contemporary management practice is how hidden potentials are set free and how they intrinsically motivate employees according to their personal differences in capabilities. As conative competences are inborn and can not be learned but only encouraged, contrary to cognitive competences, it is important to better understand employees' personal traits.

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5

Phillips, K. "CRABS KEEP TABS WITH MENTAL MAP." Journal of Experimental Biology 206, no. 22 (November 15, 2003): 3887. http://dx.doi.org/10.1242/jeb.00667.

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6

Knight, Kathryn. "Poison frogs keep a mental map." Journal of Experimental Biology 222, no. 11 (June 1, 2019): jeb206201. http://dx.doi.org/10.1242/jeb.206201.

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7

Aretz, Anthony J., and Christopher D. Wickens. "The Mental Rotation of Map Displays." Human Performance 5, no. 4 (December 1992): 303–28. http://dx.doi.org/10.1207/s15327043hup0504_3.

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8

Misue, Kazuo, Peter Eades, Wei Lai, and Kozo Sugiyama. "Layout Adjustment and the Mental Map." Journal of Visual Languages & Computing 6, no. 2 (June 1995): 183–210. http://dx.doi.org/10.1006/jvlc.1995.1010.

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9

Archambault, Daniel, and Helen C. Purchase. "The “Map” in the mental map: Experimental results in dynamic graph drawing." International Journal of Human-Computer Studies 71, no. 11 (November 2013): 1044–55. http://dx.doi.org/10.1016/j.ijhcs.2013.08.004.

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10

GOLDBERG, JOSEPH H., ALAN M. MACEACHREN, and XERXES P. KORVAL. "MENTAL IMAGE TRANSFORMATIONS IN TERRAIN MAP COMPARISON." Cartographica: The International Journal for Geographic Information and Geovisualization 29, no. 2 (October 1992): 46–59. http://dx.doi.org/10.3138/hv50-p013-1723-5j33.

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11

Handawati, Rayuna. "PENGEMBANGAN MENTAL MAP DALAM PEMBELAJARAN GEOGRAFI DI SEKOLAH." Jurnal SPATIAL Wahana Komunikasi dan Informasi Geografi 18, no. 2 (November 1, 2018): 84–94. http://dx.doi.org/10.21009/spatial.182.02.

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Mental map sebagai gambaran tentang suatu wilayah dan lingkungannya, yang dikembangkan oleh individu atas dasar pengalaman sehari-hari dari berbagai sumber, antara lain dapat diperoleh melalui pembelajaran di sekolah dari guru dan media. Alat ukur keakuratan mental map seseorang terhadap suatu wilayah adalah mengkonfirmasi atau menerjemahkan dalam peta kartografis. Namun bersama peta kartografis, spektrum mental map peserta didik dapat dikembangkan tidak hanya berupa pengetahuan dan persepsi tentang lokasi geografis dari suatu obyek di permukaan bumi, peserta didik juga dapat melihat hubungan antar fenomena di permukaan bumi, pola, persamaan dan perbedaan hingga interdependensi suatu tempat dengan menerapkan prinsip dan pendekatan geografi. Mental map yang baik dan berkembang akan berguna bagi peserta didik dalam membuat keputusan untuk kepentingan pribadi hingga memberikan solusi kepada masyarakat. Guru berperan mendesain pembelajaran yang dimulai dari perencanaan, pelaksanaan dan evaluasi yang mengembangkan mental map. Setiap pokok bahasan geografi pada mata pelajaran geografi dijelaskan dengan sudut pandang geografi dalam skala lokal, regional dan global. Setiap pokok bahasan geografi di sekolah juga harus menerapkan prinsip maupun pendekatan geografi untuk memaksimalkan mental map peserta didik terhadap lingkungan tempat tinggalnya, negaranya dan internasional sesuai tujuan pembelajaran geografi di sekolah.

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12

Wunderlich, Markus. "Influences of map view and environmental conditions on mental maps of map users." Cognitive Processing 10, S2 (August 20, 2009): 355–57. http://dx.doi.org/10.1007/s10339-009-0303-x.

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13

Takahashi, Shigeo, Ken Maruyama, Takamasa Kawagoe, Hsiang-Yun Wu, Kazuo Misue, and Masatoshi Arikawa. "Mental Map Preservation for Progressively Labeling Railway Networks." International Journal of Art, Culture and Design Technologies 8, no. 1 (January 2019): 31–50. http://dx.doi.org/10.4018/ijacdt.2019010103.

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Schematizing railway networks for better readability is often achieved by aligning railway lines along the octilinear directions. However, such railway map layouts require further adjustment when placing station name labels. In this article, the authors present a novel approach to automating the placement of station names around the railway network while maximally respecting its original layout as the mental map. The key idea is to progressively annotate stations from congested central downtown areas to sparse rural areas. This is accomplished by introducing the sum of geodesic distances over the railway network to properly order the stations to be annotated first, and then elongating the line segments of the railway network while retaining their directions to spare enough labeling space around each station. Additional constraints are also introduced to restrict the aspect ratios of the region confined by the railway network for better preservation of the mental map.

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14

Swindle, Jeffrey, Shawn Dorius, and Attila Melegh. "The mental map of national hierarchy in Europe." International Journal of Sociology 50, no. 3 (December 24, 2019): 179–200. http://dx.doi.org/10.1080/00207659.2019.1705051.

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15

Barinaga, M. "NEUROSCIENCE: Sight, Sound Converge in Owl's Mental Map." Science 297, no. 5586 (August 30, 2002): 1462b—1462. http://dx.doi.org/10.1126/science.297.5586.1462b.

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16

Gabriel, Mary T., and Leandra Godoy. "5.38 DC MAP (MENTAL HEALTH ACCESS IN PEDIATRICS)." Journal of the American Academy of Child & Adolescent Psychiatry 55, no. 10 (October 2016): S195—S196. http://dx.doi.org/10.1016/j.jaac.2016.09.296.

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17

Lin, Chun-Cheng, Yi-Yi Lee, and Hsu-Chun Yen. "Mental map preserving graph drawing using simulated annealing." Information Sciences 181, no. 19 (October 2011): 4253–72. http://dx.doi.org/10.1016/j.ins.2011.06.005.

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18

Dehvari, Mojiborrahman, Chuan-Kai Yang, and Enrico Armando. "Mental Map-Preserving Visualization through a Genetic Algorithm." Applied Sciences 11, no. 10 (May 11, 2021): 4336. http://dx.doi.org/10.3390/app11104336.

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The video game industry has evolved significantly, with different genres becoming popular over time, but how to visualize such information by curating data into a form that makes it easier to identify and understand the trends is quite an interesting research topic. This research focuses on producing an animation of aesthetically pleasing two-dimensional (2D) undirected graphs based on PC video game datasets. The data are further analyzed for developing a web-based application giving users the ability to control and create the animation of a graph. To make it easier to understand the animation of a graph, the changes between the displays of the previous and the following periods are set as small as possible, allowing a user to grasp the differences of the graph’s structure faster. A genetic algorithm-based undirected graph drawing that minimizes both the aesthetic criteria and mental map cost are proposed in this research to tackle this problem. Furthermore, based on our experiments, we could find the best period to start with, so we do not necessarily need to start from the first period to calculate the animation result. Our experiment results proved that a smoother animation could be achieved, and information is better preserved throughout the animation.

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Drbohlav, Dušan. "Mental Map of the ČSFR - Definition, Application, Conditionality." Geografie 96, no. 3 (1991): 163–76. http://dx.doi.org/10.37040/geografie1991096030163.

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The paper brings information on the principle of mental maps, integral part of so called "behavioural geography". It concentrates on the characterization of differences between the Gould's and Lynch's conception, or mental maps of "revealed" and "stated preference" type. A mental map of the Czech Republic and the ČSFR has been constructed and a concise methodical description of the construction has been set out, using the principal components analysis. With the help of another multiple quantitative method namely the method of stepwise regression, the multifactoral conditionality of preferences has been analyzed on the example of Czech Districts.

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20

Schwartz, Christopher E., John J. Durocher, and Jason R. Carter. "Neurovascular responses to mental stress in prehypertensive humans." Journal of Applied Physiology 110, no. 1 (January 2011): 76–82. http://dx.doi.org/10.1152/japplphysiol.00912.2010.

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Neurovascular responses to mental stress have been linked to several cardiovascular diseases, including hypertension. Mean arterial pressure (MAP), muscle sympathetic nerve activity (MSNA), and forearm vascular responses to mental stress are well documented in normotensive (NT) subjects, but responses in prehypertensive (PHT) subjects remain unclear. We tested the hypothesis that PHT would elicit a more dramatic increase of MAP during mental stress via augmented MSNA and blunted forearm vascular conductance (FVC). We examined 17 PHT (systolic 120–139 and/or diastolic 80–89 mmHg; 22 ± 1 yr) and 18 NT (systolic < 120 and diastolic < 80 mmHg; 23 ± 2 yr) subjects. Heart rate, MAP, MSNA, FVC, and calf vascular conductance were measured during 5 min of baseline and 5 min of mental stress (mental arithmetic). Mental stress increased MAP and FVC in both groups, but the increases in MAP were augmented (Δ 10 ± 1 vs. Δ14 ± 1 mmHg; P < 0.05), and the increases in FVC were blunted (Δ95 ± 14 vs. Δ37 ± 8%; P < 0.001) in PHT subjects. Mental stress elicited similar increases in MSNA (Δ7 ± 2 vs. Δ6 ± 2 bursts/min), heart rate (Δ21 ± 3 vs. Δ18 ± 3 beats/min), and calf vascular conductance (Δ29 ± 10 vs. Δ19 ± 5%) in NT and PHT subjects, respectively. In conclusion, mental stress elicits an augmented pressor response in PHT subjects. This augmentation appears to be associated with altered forearm vascular, but not MSNA, responses to mental stress.

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21

Aretz, Anthony J. "A Model of Electronic Map Interpretation." Proceedings of the Human Factors Society Annual Meeting 32, no. 2 (October 1988): 130–34. http://dx.doi.org/10.1177/154193128803200228.

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This paper describes an experiment that provides data for the development of a cognitive model of pilot flight navigation. The model views navigation as a process involving the alignment of mental images with the perceptual view out of the cockpit. The data support a three stage model: 1) the perceptual encoding of the map display, 2) mental rotation of the mental image, and 3) comparison of the image to the environment. The variables that significantly influence the processes embodied in the model in decreasing importance are: speed of processing, display sequencing, map complexity, and rotation angle of the map. The model can be used as a preliminary computational tool in predicting the navigational component of pilot situational awareness.

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22

Durocher, John J., Christopher E. Schwartz, and Jason R. Carter. "Sympathetic neural responses to mental stress during acute simulated microgravity." Journal of Applied Physiology 107, no. 2 (August 2009): 518–22. http://dx.doi.org/10.1152/japplphysiol.00284.2009.

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Neural and cardiovascular responses to mental stress and acute 6° head-down tilt (HDT) were examined separately and combined. We hypothesized sympathoexcitation during mental stress, sympathoinhibition during HDT, and an additive neural interaction during combined mental stress and HDT. Muscle sympathetic nerve activity (MSNA), mean arterial pressure (MAP), and heart rate (HR) were recorded in 16 healthy subjects (8 men, 8 women) in the supine position during three randomized trials: 1) mental stress (via mental arithmetic), 2) HDT, and 3) combined mental stress and HDT. Mental stress significantly increased MSNA (7 ± 1 to 12 ± 2 bursts/min; P < 0.01), MAP (91 ± 2 to 103 ± 2 mmHg; P < 0.01), and HR (70 ± 3 to 82 ± 3 beats/min; P < 0.01). HDT did not change MSNA or HR, but MAP was reduced (91 ± 2 to 89 ± 3 mmHg; P < 0.05). Combined mental stress and HDT significantly increased MSNA (7 ± 1 to 10 ± 1 bursts/min; P < 0.01), MAP (88 ± 3 to 99 ± 3 mmHg; P < 0.01), and HR (70 ± 3 to 82 ± 3 beats/min; P < 0.01). Increases in MSNA and HR during the combination trial were not different from the sum of the individual trials. However, the increase in MAP during the combination trial was significantly greater than the sum of the individual trials (change of 11 ± 1 vs. 9 ± 1 mmHg; P < 0.05). We conclude that the interaction for MSNA and HR are additive during combined mental stress and HDT but that MAP responses are slightly augmented during the combined trial. These findings demonstrate that sympathetic neural responses to mental stress are unaltered by simulated microgravity.

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23

Kuchinke, Lars, Julian Keil, Dennis Edler, Anne-Kathrin Bestgen, and Frank Dickmann. "Grid overlays reduce bias in mental representations of topographic maps." Abstracts of the ICA 1 (July 15, 2019): 1. http://dx.doi.org/10.5194/ica-abs-1-196-2019.

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<p><strong>Abstract.</strong> Reading spatial information from topographic maps to form mental representations that guide spatial orientation and navigation is a rather complex cognitive process. Perceptual and knowledge-driven processes interact to support the map reader in building these mental representations. The resulting cognitive maps are not one-to-one mappings of the spatial information and known to be distorted systematically. It is assumed that spatial information is hierarchically organized in these mental models. We are interested in how map design based on cognitive principles supports memory formation and leads to less distorted mental representations.</p><p>Based on the results of empirical studies we are able to show that overlaid grids in these maps address the hierarchical nature of these mental representations of map space. When map users are asked to learn object locations in a map the availability of overlaid grid layers improve object location memory. This effect is independent of the shape of these grid patterns (square grids or hexagonal grids) and, moreover, can be shown to be effective even in situations where the grids are interrupted by other maps layers (i.e. so-called illusory grids).</p><p>These results seem best explained by the formation of less distorted mental representations based on the availability of superordinate hierarchical information and the application of Gestalt principles by the map user. Thus again, point to the interaction between perceptual and knowledge-driven processes in the formation of these mental representations of map space. This assumption receives further support by eye-tracking data that reveal that grids do not only attract attention towards their own location but also seem to structure the gaze patterns in relation to the relevant object locations that are not necessarily located close to a grid line.</p>

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Choi, JaeYung, and SooJin Yoo. "Application of Mental Maps in Geography Education: Case of Unit of the 4th Grade Elementary School Social Studies." Journal of the Korean Cartographic Association 19, no. 3 (December 31, 2019): 103–16. http://dx.doi.org/10.16879/jkca.2019.19.3.103.

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25

Anonymous. "MAP AVAILABLE." Journal of Psychosocial Nursing and Mental Health Services 23, no. 4 (April 1985): 38. http://dx.doi.org/10.3928/0279-3695-19850401-14.

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26

Klein, Jenna C., Craig G. Crandall, R. Matthew Brothers, and Jason R. Carter. "Combined heat and mental stress alters neurovascular control in humans." Journal of Applied Physiology 109, no. 6 (December 2010): 1880–86. http://dx.doi.org/10.1152/japplphysiol.00779.2010.

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This study examined the effect of combined heat and mental stress on neurovascular control. We hypothesized that muscle sympathetic nerve activity (MSNA) and forearm vascular responses to mental stress would be augmented during heat stress. Thirteen subjects performed 5 min of mental stress during normothermia (Tcore; 37 ± 0°C) and heat stress (38 ± 0°C). Heart rate, mean arterial pressure (MAP), MSNA, forearm vascular conductance (FVC; venous occlusion plethysmography), and forearm skin vascular conductance (SkVCf; via laser-Doppler) were analyzed. Heat stress increased heart rate, MSNA, SkVCf, and FVC at rest but did not change MAP. Mental stress increased MSNA and MAP during both thermal conditions; however, the increase in MAP during heat stress was blunted, whereas the increase in MSNA was accentuated, compared with normothermia (time × condition; P < 0.05 for both). Mental stress decreased SkVCf during heat stress but not during normothermia (time × condition, P < 0.01). Mental stress elicited similar increases in heart rate and FVC during both conditions. In one subject combined heat and mental stress induced presyncope coupled with atypical blood pressure and cutaneous vascular responses. In conclusion, these findings indicate that mental stress elicits a blunted increase of MAP during heat stress, despite greater increases in total MSNA and cutaneous vasoconstriction. The neurovascular responses to combined heat and mental stress may be clinically relevant to individuals frequently exposed to mentally demanding tasks in hyperthermic environmental conditions (i.e., soldiers, firefighters, and athletes).

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27

Gillan, Douglas J. "Cognitive Psychophysics and Mental Models." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 38, no. 4 (October 1994): 256–60. http://dx.doi.org/10.1177/154193129403800415.

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With the increased emphasis on incorporating users' mental models in design of interfaces comes an increased need for instruments for measuring mental models. Two frequently-used instruments for measuring people's mental representations of physical space are drawing a map and rating the distances between pairs of points in the space. The assumption underlying the present research was that mental representations of space (M i) are transformed to become a subject's response (R i), yielding the following functions: Rdraw i = frd(M i) + e d (for drawing a map), Rrate i = fr(M i) + e r (for making category ratings), and Rnavigate i = fn(M i) + e n (for navigating). If each of these functions were equivalent, then the correlations among the different measurement methods should be high. Subjects either drew maps in two sessions, provided category ratings of the distances between pairs of locations in two sessions, or drew maps in one session and rated distances in a second session. The correlations were significantly lower when subjects switched between rating and drawing than when they performed the same response in both sessions. These data suggest that the functions relating the mental representation to a response differ between drawing and rating. The discussion focuses on methods for measuring mental maps and the use of mental map data in designing spatial interfaces (including interfaces to information spaces).

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Mocnik, Franz-Benjamin. "Tracing Mental Models in Cartographic Datasets – The Case of OpenStreetMap." Abstracts of the ICA 2 (October 8, 2020): 1–2. http://dx.doi.org/10.5194/ica-abs-2-5-2020.

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Abstract. Geographical features can be represented in different ways. Buildings, for instance, can be represented as areal features defined by polygonal lines or as point features in a map. While the type of representation chosen to represent a building strongly depends on the scale of the map, it seems common to represent points of interests (POIs) as point features. More complex examples exist. For example, the way buildings that are part of a mosque are conceptualized and thus labelled in a map strongly depends on how familiar we are with the Arabic culture. The same applies to the often perceived separation between public and private space in Arabic cultures, which can have an impact on geometrical aspects of map representations. Such coexisting representations of geographical features can, in particular, be observed in collaboratively created data sources (Mocnik et al., 2019), such as OpenStreetMap (OSM) data and maps generated from these.Competing representations of geographical features can reduce the readability of a map, but they can also open up opportunities to draw conclusions about the underlaying mental model (Mayer et al., 2020). When the people involved in the map creation process have different mental representations of a geographical feature, the representations they create often differ. This, in turn, impacts the readability, which refers to the process of transferring a map representation into a mental one, i.e., the process opposed to map creation, as there is often no clear and unambiguous correspondence between the symbols in the map and the represented geographical features (Scheider et al., 2009; Mocnik et al., 2018) Over time, these conceptualizations can mutually influence and lead to a convergence (Mocnik et al., 2017). Despite this, the coexistence of different cartographic representations makes possible to draw conclusions about the way a feature has been conceptualized. The symbols in the map encode, accordingly, besides the intended information about the geographical features, also information about the mental models involved (Mayer et al., 2020).The effect of mental models on the map representation often goes unnoticed because there is, in many cases, only very subtle variation between the map representations of one type of geographical features. If such variation would be much larger, it would even be impossible to interpret the symbols of a map. While the examples discussed above can be traced very well in individual cases, it is yet unclear how systematic the influence of mental models is. A systematic examination of such examples can investigate the influence statistically and at a larger scale. Further research might show the extent to which conclusions can practically be drawn about the conceptualization of geographical features and corresponding mental representations.The ability to trace mental models through maps is a suitable tool for exploring the conceptualization of geographies. For instance, future research might investigate in detail the impact culture has on the way we conceptualize. Likewise, it might investigate how people experience urban landscapes in different ways. By using maps and the data behind them as a source of information for mental models, maps gain a new purpose while the original one is put into the background. While such thinking is common for sketch maps, it also also applies, to a lesser degree, to Volunteered Geographic Information (VGI), which can become a valuable data source for ethnologists, human geographers, psychologists, and cognitive scientists.In a similar way, a better understanding of how mental models relate to cartographic representations can help to improve the latter. The cartographic representation of idiosyncratically experienced geographies, for instance, still poses challenges. Also, stories are, in many cases, hard to convey through classical maps (Mocnik and Fairbairn, 2018). The same applies to places and corresponding cartographic representations, which often are characterized by subjective and idiosyncratic aspects (Westerholt et al., 2018; Westerholt et al., 2020). The empirical investigation of the effect mental models have on cartographic representations can be expected to also provide insights into the reverse process, thus leading to cartographic techniques that make it possible to convey idiosyncratic experience and, eventually, also emotions.

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Kim Chang-Won. "The Mental map of the anonymous person's sijo, 'JinCheong'." Korean Classical Poetry Studies 32, no. ll (May 2012): 101–21. http://dx.doi.org/10.32428/poetry.32..201205.101.

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30

Mitchell, Martin D. "Using Mental Map Principles to Interpret American Indian Cartography." Journal of Geography 113, no. 1 (October 30, 2013): 3–9. http://dx.doi.org/10.1080/00221341.2013.782332.

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31

Švecová, Valéria, and Gabriela Pavlovičová. "Reflection of Pupil's Models of Numbers in Mental Map." Procedia - Social and Behavioral Sciences 46 (2012): 5311–14. http://dx.doi.org/10.1016/j.sbspro.2012.06.429.

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32

Holloway, Frank. "Commentary: putting mental health services research on the map." Psychiatric Bulletin 26, no. 11 (November 2002): 409–10. http://dx.doi.org/10.1192/pb.26.11.409.

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33

Dengler, Roni. "Psychiatrists begin to map genetic architecture of mental disorders." Science 359, no. 6376 (February 8, 2018): 619. http://dx.doi.org/10.1126/science.359.6376.619.

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34

Gritzner, Charles F. "The Geographic “Mental Map”: Can “Anyone” (Really) Teach Geography?" Journal of Geography 103, no. 1 (January 2004): 43–45. http://dx.doi.org/10.1080/00221340408978571.

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35

Pazzaglia, Francesca, and Angelica Moè. "Cognitive styles and mental rotation ability in map learning." Cognitive Processing 14, no. 4 (June 15, 2013): 391–99. http://dx.doi.org/10.1007/s10339-013-0572-2.

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Kępa, Sylwia. "Dlaczego wojna nie ma w sobie nic z kobiety? Żołnierki II wojny światowej w reportażach Swietłany Aleksijewicz. Mapa mentalna." Annales Universitatis Paedagogicae Cracoviensis | Studia Historicolitteraria 15 (December 13, 2017): 157–64. http://dx.doi.org/10.24917/3931.

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Why does war have nothing from a woman? World War II protagonists in the reportage of Swietłana Aleksijewicz. Mental map The aim of this project is to outline the creativity of Swietlana Aleksijewicz. Her reportage depicts women who participated in World War II in the ranks of the Red Army. Moreover, a picture of the war from the perspective of women's experience will be presented. It will allow forming the mental map. The conclusion will be an attempt to answer the question included in the title.Key words: war woman; mental map; World War II; reportage;

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37

Wen, Tzai-Hung, and Hao-Yu Liao. "Understanding the Process of Geospatial Reasoning: Evidences from an Eye-Tracking Experiment." Abstracts of the ICA 1 (July 15, 2019): 1. http://dx.doi.org/10.5194/ica-abs-1-400-2019.

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<p><strong>Abstract.</strong> People always need the help of maps when traveling or finding a restaurant. Maps carry geospatial information of a place with roads, landmarks, coordinate systems and so on. When people are reading maps, the first thing our brains do is to fit the map to the realistic environment, trying to integrate the 2-D maps into the 3-D world. In other words, we are managing to align the two different coordinate systems which the map and external realistic environment provide. However, when the direction of the map is not perfectly aligned with the external realistic environment, a person may need more time and effort to do the alignment. And if the map is near upside down, this task could become a challenge and possibly cause a person making a wrong judgment. This situation is called the alignment effect. Alignment effect is the extra time and effort required to rotate the mental representation of physical maps. When someone is doing map aligning, the ability of rotation is needed, either rotating the actual map or rotating the space in the mind. Mental rotation is one of the fundamental factors that could determine a person’s map aligning ability. Previous studies have highlighted the significance of mental rotation ability in map aligning and also confirmed the relationship between mental rotation ability and alignment effect. Measuring mental rotation ability could understand how and where people see on a map. Its significance is not just about designing a map, but also how people process geospatial information on a map. Therefore, the research question of the study is how we quantify people’s ability of mental rotation.</p><p>Eye tracking approach helps understand how people see or read things, and provide insights into people’s ways of reasoning and problem solving. We randomly choose the 12 college students (undergraduate and graduate) as participants in this study, all in the age of 18&ndash;30, and studied in the same university. The sex ratio is balanced; among the 12 participants, there were 6 males and 6 females. All the participants were required to fill the questionnaires and experiment consents before the eye tracking experiment. Then, we are attempted to profile the geospatial reasoning process by measuring and recording participants’ gaze positions and eye movements. The eye-tracking experiment for each participant includes 6 tasks, including different degrees of rotation and quantities of key map elements with high degree of rotation. Each of the tasks contains two stimuli, the first stimuli would instruct the participants to find their own location and the destination, and the second stimuli would examine their abilities of map aligning. When doing map aligning, they would see a map and a street view from their location. The participants are required to decide which direction is the destination from his/her position. This stimulus remains 15 seconds. Then, a participant is requested to give his/her answer in 8 directions and cannot be able to look at the map and the street view. The participant will score one point if his/her answer is correct. Finally, we summarize the scores of these tasks for representing the his/her performance of mental rotation ability.</p><p>Our preliminary results showed participants with good mental rotation ability share similar patterns, implying that common rules of geospatial reasoning can be identified. Meanwhile, participants with poor mental rotation ability spent more time to search map information in difficult tasks. Therefore, we conclude that landmarks could be better clues than street names for map alignment and building a sense of direction, which implies that better map design (e.g. more landmarks) may be the key for improving map reading. In sum, we measured people’s map aligning performances and identify common rules of geospatial reasoning. This study lightens up the importance and value of eye-tracking approach in cartographic studies, and also brings a new perspective to understand the process of geospatial reasoning.</p>

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Troberg, Erik, and Douglas J. Gillan. "Measuring Spatial Knowledge: Effects of the Relation between Acquisition and Testing." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 51, no. 4 (October 2007): 368–71. http://dx.doi.org/10.1177/154193120705100446.

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Performance in human-robot interaction is related to the operator's mental map of the space in which the robot travels. Accordingly, accurate assessment of mental maps will be important for the design of human-robot interfaces. The present research used a factorial design experiment to examine two methods for acquiring spatial knowledge (reading a map vs. navigating in the space), three methods of testing spatial knowledge (drawing a map, navigating through the space, and estimating point-to-point distances. The results showed that performance in the navigation test was influenced by factors unrelated to the navigated distance, whereas map drawing especially was closely related to the actual distance. Map drawing resulted in a stronger relation between map distance and actual distance in the map training condition than in the navigation training condition. The results are interpreted in terms of transfer appropriate processing, and are applied to human-robot interface design.

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Aram, Farshid, Ebrahim Solgi, Ester Higueras García, Danial Mohammadzadeh S., Amir Mosavi, and Shahaboddin Shamshirband. "Design and Validation of a Computational Program for Analysing Mental Maps: Aram Mental Map Analyzer." Sustainability 11, no. 14 (July 11, 2019): 3790. http://dx.doi.org/10.3390/su11143790.

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Considering citizens’ perceptions of their living environment is very helpful in making the right decisions for city planners who intend to build a sustainable society. Mental map analyses are widely used in understanding the level of perception of individuals regarding the surrounding environment. The present study introduces Aram Mental Map Analyzer (AMMA), an open-source program, which allows researchers to use special features and new analytical methods to receive outputs in numerical data and analytical maps with greater accuracy and speed. AMMA performance is contingent upon two principles of accuracy and complexity, the accuracy of the program is measured by Accuracy Placed Landmarks (APL) and General Orientation (GO), which respectively analyses the landmark placement accuracy and the main route mapping accuracy. Also, the complexity section is examined through two analyses Cell Percentage (CP) and General Structure (GS), which calculates the complexity of citizens’ perception of space based on the criteria derived from previous studies. AMMA examines all the dimensions and features of the graphic maps and its outputs have a wide range of valid and differentiated information, which is tailored to the research and information subject matter that is required.

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Lapon, Lieselot, Philippe De Maeyer, Nina Vanhaeren, Sarah Battersby, and Kristien Ooms. "Evaluating Young People’s Area Estimation of Countries and Continents." ISPRS International Journal of Geo-Information 8, no. 3 (March 2, 2019): 125. http://dx.doi.org/10.3390/ijgi8030125.

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For decades, cartographers and cognitive scientists have speculated about the influence of map projections on mental representations of the world. The development of Web 2.0 and web mapping services at the beginning of the 21st century—such as Google Maps, OpenStreetMap, and Baidu Map—led to an enormous spread of cartographic data, which is available to every Internet user. Nevertheless, the cartographic properties of these map services, and, in particular, the selected map projection or the Web Mercator projection, are questionable. The goal of this study is to investigate if the global-scale mental map of young people has been influenced by the increasing availability of web maps and the Web Mercator projection. An application was developed that allowed participants of Belgium and the US to scale the land area of certain countries and continents compared to Europe or the conterminous United States. The results show that the participants’ estimation of the actual land area is quite accurate. Moreover, an indication of the existence of a Mercator effect could not be discovered. To conclude, the young people’s mental map of the world does not appear to be influenced by a specific map projection but by personal characteristics. These elements are varied and require further analysis.

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Nelson, Elisabeth S. "A Cognitive Map Experiment: Mental Representations and the Encoding Process." Cartography and Geographic Information Systems 23, no. 4 (January 1996): 229–47. http://dx.doi.org/10.1559/152304096782438837.

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Hyman, Steven E. "The daunting polygenicity of mental illness: making a new map." Philosophical Transactions of the Royal Society B: Biological Sciences 373, no. 1742 (January 29, 2018): 20170031. http://dx.doi.org/10.1098/rstb.2017.0031.

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An epochal opportunity to elucidate the pathogenic mechanisms of psychiatric disorders has emerged from advances in genomic technology, new computational tools and the growth of international consortia committed to data sharing. The resulting large-scale, unbiased genetic studies have begun to yield new biological insights and with them the hope that a half century of stasis in psychiatric therapeutics will come to an end. Yet a sobering picture is coming into view; it reveals daunting genetic and phenotypic complexity portending enormous challenges for neurobiology. Successful exploitation of results from genetics will require eschewal of long-successful reductionist approaches to investigation of gene function, a commitment to supplanting much research now conducted in model organisms with human biology, and development of new experimental systems and computational models to analyse polygenic causal influences. In short, psychiatric neuroscience must develop a new scientific map to guide investigation through a polygenic terra incognita . This article is part of a discussion meeting issue ‘Of mice and mental health: facilitating dialogue between basic and clinical neuroscientists’.

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Bennardo, Giovanni. "Map Drawing in Tonga, Polynesia: Accessing Mental Representations of Space." Field Methods 14, no. 4 (November 2002): 390–417. http://dx.doi.org/10.1177/152582202237727.

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Aleman, André, and Damiaan Denys. "Mental health: A road map for suicide research and prevention." Nature 509, no. 7501 (May 2014): 421–23. http://dx.doi.org/10.1038/509421a.

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Gingeras, Ryan. "Between the Cracks: Macedonia and the ‘Mental Map’ of Europe." Canadian Slavonic Papers 50, no. 3-4 (September 2008): 341–58. http://dx.doi.org/10.1080/00085006.2008.11092587.

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STOREY, MARGARET-ANNE D., F. DAVID FRACCHIA, and HAUSI A. MÜLLER. "Customizing a Fisheye View Algorithm to Preserve the Mental Map." Journal of Visual Languages & Computing 10, no. 3 (June 1999): 245–67. http://dx.doi.org/10.1006/jvlc.1999.0124.

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Duyilemi, Augustinah Nireti, and Grace Titilope Babafemi. "Creative Map Instruction: An Experimental Effect on Biology Students’ Mental Ability." American International Journal of Humanities, Arts and Social Sciences 1, no. 2 (July 2, 2019): 40–46. http://dx.doi.org/10.46545/aijhass.v1i2.98.

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The study investigated the effect of creative map on senior secondary biology students’ mental ability. Three research questions were raised and answered. The research design was a quasi-experimental pretest, posttest control group design. Two randomly selected schools involving a total of 71 biology students participated in the study. Biology Achievement Test (BAT) and Attitude towards Biology Questionnaire (ABQ) served data collection process. The sample were grouped into three ability levels (High, Medium and Low) using BAT before and after treatment administration. The experimental group was taught using creative map package while the control group was exposed to lecture method. Data collected was analyzed using frequency count, mean and Analysis of Variance. The result (F(1,61) =38.44; p<0.05, partial η2 = 0.39) revealed a positive influence of creative map on students’ mental ability with an upward movement from low and medium ability to high ability group. The study recommends the usage of creative map which offers to student the avenue to self-manage and actively participate in learning while enjoying equal platform to proceed with learning. DOI: https://doi.org/10.5281/zenodo.3376490

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Vasquez, Holland M., Justin G. Hollands, and Greg A. Jamieson. "The Effects of Practice on Navigation Performance and Mental Workload with a Mirror-In-The-Sky Map." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 65, no. 1 (September 2021): 1546–50. http://dx.doi.org/10.1177/1071181321651060.

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Some previous research using a new augmented reality map display called Mirror-in-the-Sky (MitS) showed that performance was worse and mental workload (MWL) greater with MitS relative to a track-up map for navigation and wayfinding tasks. The purpose of the current study was to determine—for both MitS and track-up map—how much performance improves and MWL decreases with practice in a simple navigation task. We conducted a three-session experiment in which twenty participants completed a route following task in a virtual environment. Task completion times and collisions decreased, subjective MWL decreased, and secondary task performance improved with practice. The NASA-TLX Global ratings and Detection Response Task Hit Rates showed a larger decrease in MWL with MitS than the track-up map. Additionally, means for performance and workload measures showed that differences between the MitS and track-up map decreased in the first session. In later sessions the differences between the MitS and track-up map were negligible. As such, with practice performance and MWL may be comparable to a traditional track-up map.

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Menzel, Randolf, Lars Chittka, Stefan Eichmüller, Karl Geiger, Dagmar Peitsch, and Peter Knoll. "Dominance of Celestial Cues over Landmarks Disproves Map-Like Orientation in Honey Bees." Zeitschrift für Naturforschung C 45, no. 6 (June 1, 1990): 723–26. http://dx.doi.org/10.1515/znc-1990-0625.

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Abstract A recent model of landmark orientation by the bee assumes that the memory of the landmarks is arranged in a kind of a mental map. Our experiments disprove this assumption and show that the sun compass dominates the orientation without any indication of mental operations within a map-like representation of landmarks or of compass vectors and distances.

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Wakschlag, Lauren S., Megan Y. Roberts, Rachel M. Flynn, Justin D. Smith, Sheila Krogh-Jespersen, Aaron J. Kaat, Larry Gray, et al. "Future Directions for Early Childhood Prevention of Mental Disorders: A Road Map to Mental Health, Earlier." Journal of Clinical Child & Adolescent Psychology 48, no. 3 (March 27, 2019): 539–54. http://dx.doi.org/10.1080/15374416.2018.1561296.

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