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Abstract

Landscapes and townscapes have been studied by many disciplinary areas over time. This study addresses the cognitive and perceptual dimensions of environmental spacescapes in planning by human agents. In fact, because of their dynamic complexity, environmental spacescapes create challengesfor the typical spatial behaviour of an agent perceiving and navigating in it. Therefore, environmental planning activities need to identify and manage the ‘fundamentals’ of spacescapes from the viewpoints of living single agents or multi-agent organizations, those to whom the planning effort is addressed. In this framework, the chapter deals with spatial ontologies in multi-agent systems. Some recent experiments are described and discussed here, highlighting spatial features of navigated environments from an environmental planning perspective.

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Most cited references 31

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Citizens, Experts, and the Environment

Frank Fischer (2000)

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Embodied and disembodied cognition: spatial perspective-taking.

Barbara Tversky, Bridgette Hard (2009)

Although people can take spatial perspectives different from their own, it is widely assumed that egocentric perspectives are natural and have primacy. Two studies asked respondents to describe the spatial relations between two objects on a table in photographed scenes; in some versions, a person sitting behind the objects was either looking at or reaching for one of the objects. The mere presence of another person in a position to act on the objects induced a good proportion of respondents to describe the spatial relations from that person's point of view (Experiment 1). When the query about the spatial relations was phrased in terms of action, more respondents took the other's perspective than their own (Experiment 2). The implication of action elicits spontaneous spatial perspective-taking, seemingly in the service of understanding the other's actions.

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Spontaneous mapping of number and space in adults and young children.

Maria-Dolores de Hevia, Elizabeth S. Spelke (2009)

Mature representations of space and number are connected to one another in ways suggestive of a 'mental number line', but this mapping could either be a cultural construction or a reflection of a more fundamental link between the domains of number and geometry. Using a manual bisection paradigm, we tested for number line representations in adults, young school children, and preschool children. Non-symbolic numerical displays systematically distorted localization of the midpoint of a horizontal line at all three ages. Numerical and spatial representations therefore are linked prior to the onset of formal instruction, in a manner that suggests a privileged relation between spatial and numerical cognition.