The Influence of Educational Ability on Cognitive Mapping Ability

128 Pages·2017·4.21 MB·English

by  Gilbert Ronald Oikle

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Theses and Dissertations (Comprehensive)
1978
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Gilbert Ronald Oikle
Wilfrid Laurier University
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Oikle, Gilbert Ronald, "The Influence of Educational Ability on Cognitive Mapping Ability: A Study of School
Children in Halifax, Nova Scotia" (1978). Theses and Dissertations (Comprehensive). 1587.
https://scholars.wlu.ca/etd/1587
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THE INFLUENCE OF EDUCATIONAL ABILITY
ON COGNITIVE MAPPING ABILITY:
A STUDY OF SCHOOL CHILDREN IN
HALIFAX, NOVA SCOTIA
by
GILBERT RONALD OICKLE
B.A. Waterloo Lutheran University, 1967
B.Ed. Dalhousie University, 1968
M.A. Dalhousie University, 1974
THESIS
Submitted in partial fulfillment of the
requirements for the Master of Arts
degree
Wilfrid Laurier University
197S
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ABSTRACT
The purpose of this thesis is to find how a
child's cognitive abilities affect his cognitive map.
Most of the earlier studies concentrated on socio
economic factors as the main factors affecting cognitive
mapping, either ignoring cognitive ability or giving
it minor consideration. This study surveyed a group
of children ages 12 to 15 years in a Junior High School
in Halifax, Nova Scotia.
The study revealed that cognitive ability
significantly affected the forms of the cognitive maps
of the students, but was not a significant factor in
influencing the elements placed on the cognitive maps.
Children of high achievement and I.Q. affected the
quality of various forms of the cognitive maps. However,
more work could be done in the area of which particular
factorr of cognitive ability affected which aspects of
cognitive mapping.
I
ACKNOWLEDGMENTS
I wish to express my sincere thanks to
Mr. A. T. Conrad, Supervisor of the Halifax Board of
School Commissioners, and the School Board for giving
me the educational leave of absence and the permission
to do this study in the Halifax System. I would also
like to express my gratitude to the people associated
with me at Wilfrid Laurier University since 1963, who
have given me the opportunity, support and friendship
to realize this day.
A very special thanks goes to my wife, Tannis,
who encouraged me to complete this thesis, deciphered my
writing, typed this thesis and looked after a family.
To my family I dedicate this work.
II
TABLE OF CONTENTS
Page
LIST OF TABLES V
LIST OF FIGURES VII
LIST OF MAPS VIII
Chapter
I. INTRODUCTION 1
Statement of Purpose 6
Importance of Study 7
Delimitation of Study 9
The Organization of the Thesis 10
II. REVIEW OF THE LITERATURE 12
Introduction 12
The Cognitive, Psychological
and Educational Studies in Per
ception and Cognitive Mapping 14
Cognitive Studies and
Geography 21
Selected Studies in Cognitive
Mapping 26
Measurement of Cognitive
Mapping 30
Related Studies in Map Skills 33 •
III. PRESENTATION AND PRELIMINARY ANALYSIS
OF THE DATA 35
Sources of Information 35
Methods of Securing Information 41
The Results of the Slide Test
of the Fairview Area 44
Results of the Written Des
cription of the Fairview Area 46
The Drawing of the Cognitive
Map 51
The Form of the Cognitive
Map 51
Non-Spatial Data From the
Cognitive Maps 61
Spatial Information From the
Cognitive Maps 62
III
Page
Cognitive Information From
the Students1 Cumulative
Record Cards 63
Social-Economic Information
From the Cumulative Record
Cards of the Students 65
Conclusion 67
FACTOR ANALYSIS OF CUMULATED DATA .. 6#
Socio-Economic Data 6$
Cognitive Ability Data 71
Forms of Cognitive Maps 72
Non-Spatial Information From
the Cognitive Maps 75
Spatial Information From the
Cognitive Maps 77
Verbal Description of the
Fairview Area 7#
Conclusion $1
THE RELATIONSHIP BETWEEN COGNITIVE
MAPS AND COGNITIVE ABILITY 32
The Effect of Cognitive Ability
on the Verbal Description of
the Fairview Area S3
Effects of the Cognitive
Ability of the Students and the
Forms of the Cognitive Maps . 86
Effects of the Cognitive
Ability of the Students on
the Non-Spatial Information
Found on the Cognitive Maps . #9
Effects of the Cognitive
Ability of the Students on
the Spatial Information Found
on the Cognitive Maps 91
SUMMARY OF MAJOR FINDINGS 96
Recommendations 102
Implications for Further
Research 103
APPENDICES 105
BIBLIOGRAPHY 113
IV
LIST OF TABLES
Table Page
1 The Sex Breakdown of the Sample by
Grade Level 41
2 Table of Slide Test Scores of Students
by Grade 45
3 The Type, Number, Rank and Percentage of
Each Element Possible from the Descrip
tion of the Fairview Area 43
4 The Rank, Total Number of Elements and
Number of Elements by Each Grade Level
from the Description of Fairview 52
5 The Number of Cognitive Maps in the
Four Categories by the Students'
Grade Level 53
6 Streets Ranked by Percentage Correct ... 60
7 Factors for Socio-Economic Data 63
3 Factor Loadings for Socio-Economic
Data 70
9 Factors for Cognitive Ability Data 71
10 Factor Loadings for Cognitive Ability
Data 72
11 Factors for Forms of Cognitive Maps 73
12 Factor Loadings for Forms of Cognitive
Maps 74
13 Factors for Non-Spatial Information
from the Cognitive Maps 75
14 Factor Loadings for Non-Spatial Infor
mation from the Cognitive Maps 76
15 Factors for the Spatial Information
from the Cognitive Maps 73
V
e Pag
16 Factor Scores for the Spatial Infor
mation on the Cognitive Maps 79
17 Factor Information from Verbal Des
cription of Fairview Area 30
13 Factor Loadings for the Verbal Des
cription of the Fairview Area 31
19 Effects of Cognitive Ability on the
Verbal Description of the Fairview Area
While Controlling for Socio-Economic
Factors 3A
20 Effects of Cognitive Ability on the
Forms of Cognitive Maps While Con
trolling for Socio-Economic Factors .. 33
21 Effects of Cognitive Ability on the
Non-Spatial Information of the Cognitive
Maps While Controlling for Socio-
Economic Factors 90
22 Effects of Cognitive Ability on the
Spatial Information of the Cognitive
Maps While Controlling for Socio-
Economic Factors 92
23 A Summary of Tables 19 to 22 and the
Percent Levels of Significance 97
VI
LIST OF FIGURES
Figure Page
1 Effect of Cognitive Activities 5
and Intellectual Skills on a
Child's Cognitive Map
VII