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not too much to hope that people could be readily taught to communicate with
researchers using maps . The only real problem in using maps as a channel of
communication was not the design of the language itself , nor even the design of
a ...
not too much to hope that people could be readily taught to communicate with
researchers using maps . The only real problem in using maps as a channel of
communication was not the design of the language itself , nor even the design of
a ...
Seite 358
Europe using a patois composed of English and Environmental A . The most
significant aspect of Environmental A was that it made mapping a fullrange
communication system . The kids could tell us about not only the shape and
directions of ...
Europe using a patois composed of English and Environmental A . The most
significant aspect of Environmental A was that it made mapping a fullrange
communication system . The kids could tell us about not only the shape and
directions of ...
Seite 361
The language allowed group L to communicate its experience and knowledge in
map form . Lacking instruction in a mapping tongue , group K could only babble .
Graphically illiterate , there is no way for group K or for most subjects in most ...
The language allowed group L to communicate its experience and knowledge in
map form . Lacking instruction in a mapping tongue , group K could only babble .
Graphically illiterate , there is no way for group K or for most subjects in most ...
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Inhalt
Editors Introduction | 27 |
Theory and Research on the Development | 138 |
Editors Introduction | 191 |
Urheberrecht | |
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abstract activity analysis appear approach aspects become behavior Chapter cognitive map communication complex concepts concerned construct context cues cultural direction discussion distance effect elements environment environmental cognition estimates evidence example exist experience fact factors field Figure function geographical given grid human images important included indicate individual interest interpretation involved knowledge landmarks landscape learning less lines literature living major meaning measures ment mental methods nature objects observed organization particular patterns perception perspectives physical position possible present problem psychology question range reference region relationship relative represent representation responses role scale seems sense similar social space spatial specific street structure subjects suggest symbols theory things tion understanding University urban values various