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Evidence for abstract, schematic knowledge of three spatial diagram representations
L R Novick1, S M Hurley, M Francis
1Department of Psychology and Human Development, Vanderbilt University, Nashville, TN 37203, USA. novicklr@ctrvax.vanderbilt.edu
Memory & Cognition
|May 5, 1999
Summary
College students understand spatial diagram representations like hierarchies and networks. They utilize abstract schemas for selecting appropriate diagrams, demonstrating rudimentary knowledge of their application conditions.
Area of Science:
- Cognitive Psychology
- Human-Computer Interaction
- Information Visualization
Background:
- Spatial diagram representations (hierarchies, matrices, networks) are crucial cognitive tools.
- Understanding how individuals select and apply these representations is key to effective thinking and problem-solving.
Purpose of the Study:
- To investigate college students' abstract schemas for spatial diagram representations.
- To determine the basis of students' ability to select appropriate diagrammatic tools for problems.
Main Methods:
- Experiment 1: Compared performance using general category information versus specific examples.
- Experiment 2: Assessed if performance relied on comparing test problems to memory examples.
- Experiment 3: Examined the roles of in-experiment learning and transfer appropriate processing.
Main Results:
- Students performed better when cued with general category information about representations.
- Performance was not driven by direct comparison with memory examples.
- In-experiment learning or transfer appropriate processing did not explain the superior performance.
Conclusions:
- College students possess abstract schemas for spatial diagrams, including basic applicability conditions.
- These schemas are rudimentary, suggesting a need for further development in educational contexts.
- Further research is needed to understand the nature and limitations of these cognitive schemas.