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Learning to Think Spatially (2006) / Chapter Skim
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Appendix D The Role of Spatial Representations in Learning, Problem Solving, and Transfer
Pages 281-284

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From page 281...
... Like any memory strategy, the method of loci involves two phases: encoding and recall. The key element of the encoding phase begins with imaging a well-known area, generating a perceptually rich spatial representation of a path connecting memorable places through the area, and then encoding each to-be-remembered item by imagining it linked with an easily recalled place along the path.
From page 282...
... Reinstatement and generation techniques can be used in teaching spatial thinking. Reinstatement techniques can facilitate classroom learning, especially in the recall of science experiments, laboratory demonstrations, and other classroom or field experiences in perceptually rich contexts.
From page 283...
... If one imagines two monks, one ascending the mountain starting at sunrise, the other descending the mountain starting at sunrise, it is obvious that they must meet on the path, and when they do they will be at the same point at the same time of day. One can do this imagining in different ways, ranging from generating perceptually rich images of monks and mountains to creating a simple schematic diagram to represent the problem's key spatial and temporal features.
From page 284...
... In one condition, people were asked to think about a grassy field and then to generate a list of all of the features of their concept of "grass." In the other condition, people were asked to think about sod being rolled and transported on a truck, and then to generate the same type of list. The results were revealing -- in the former condition, people generated relatively few features, and very few listed "roots"; in the latter condition, people generated many more features and everyone listed roots, many listed root hairs, and so forth.


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