Geography Reference
In-Depth Information
8.3
Children's Cognitive Space Formation and Maps
8.3.1
The Anchor-Point Hypothesis
The late Professor R. Golledge, former president of the Association of American
Geographers and faculty member at the University of California, Santa Barbara,
explained the developmental process of human cognitive space and ongoing forma-
tion of mental maps based on the anchor-point hypothesis. This was modeled after
the way that nautical charts are made from stationary points, such as the location
where a ship's anchor is lowered to the ocean fl oor, and how the behavioral paths
between one's home, workplace (or school), and recreation sites (or stores) show
gradual divergence (Fig.
8.1
). This hypothesis is intended to explain the process by
which one comes to know unfamiliar spaces through experience, and aims to explain
the development process of a mental map.
When studying the unit “The Shape of Our City” in elementary Social Studies,
students learn by confi rming the city location on a map, its landforms, the name of
any river fl owing through it, and locations of major public facilities and supermar-
kets. From this process a mental map is formed. After studying the names of adjoin-
ing cities, tracing the lines of railroads and expressways, and learning place names
outside the city, students eventually recognize that the city boundaries extend
outwards. If students can remember experiencing places they have physically visited
and associate them with places on the map, the anchor points are tied together and
Fig. 8.1
Model diagram of Golledge's anchor-point hypothesis (adapted in part from Golledge
1978
)
