Nasim Majidizanjani, Mostafa Mokhtabad Emraei, Iraj Etessm,
Volume 23, Issue 69 (7-2023)
Abstract
Since geographical space is a subjective space, due to the difference in the spatial cognation of different people, its perception can be changed from person to person. This cognation depends on the person's experiences of the environment and can be taught. On the other hand, the best age for this training is childhood. But this issue has received less attention. Therefore, the aim of this study was to determine the effect of architectural experiences from the environment on the spatial cognation of students in Tehran. This research was conducted by quasi-experimental method. This was done by measuring the students' perspective perception and wayfinding ability before and after the architectural experiences of the environment. In this regard, pre-test and post-test were used together with the control group. The model used in this study was one-way analysis of covariance (ANOVA). The tests included measuring spatial cognation by perspective perspective drawing by sketching the landscape mental image and wayfinding tasks. For validity measurement, face validity was used and for reliability measurement, Cronbach's alpha was used, which is higher than 0.70 for spatial cognation and its dimensions. Significance in the effectiveness of architectural experiences of the environment in understanding the perspective and the wayfinding ability that are part of spatial knowledge, showed the development of students' cognation of geographical space.
Ms Shima Abedi, Dr Toktam Hanaee, Dr Zahra Bagherzade Golmakani,
Volume 24, Issue 73 (8-2024)
Abstract
The importance of studying development in the field of child psychology is crystallized. On the other hand, cognitive development is a source of awareness in the field of children's development and has a double effect on the process of wayfinding children. Paying attention to this in urban spaces can make it easier for children to successfully wayfinding. The purpose of this study is to develop factors affecting the ease of wayfinding children in urban spaces with emphasis on cognitive abilities. The research method is applied in the present study. In this regard, in order to collect data, field observations, questionnaires and site visits have been used. The sampling method is random using Cochran's formula and the questionnaire was completed by 106 children in the age range of 10-12 years and 106 children in the age range of 12-14 years. Data analysis to analyze the routing pattern of children affected by cognitive development in Lashgar neighborhood has been calculated quantitatively by factor analysis using LISREL software. In data analysis to evaluate the relationship between wayfinding and cognitive development after data collection, the data were analyzed by statistical methods of Ti-dependent test, Kolmogorov-Smirnov hypothesis test. Based on the analysis of cognitive abilities in the navigation process of children, the results indicate that the elements of the guide and used in navigation are different in two age groups, and the age group of 12-14 years has an analytical mind, and in contrast to the group of 10-12 years, it is searching and Paying attention to secrecy determines the path. Children in the second age range mostly mentioned the color of the facades, the shape of the building and the buildings that have a distinctive form and function, also the children in the first age range pointed to the distinctive signs that have a distinct body compared to other buildings in the neighborhood.
Keywords: Cognitive development, child, wayfinding, Lashgar neighborhood.
