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Lecture 05 - Environmental Cognition — Transcript

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0:10all right hi my name is Shalini Mishra
0:13I'll be filling in for professor Stokes
0:15today a little bit about myself I am a
0:18postdoctoral scholar in the department
0:20of planning policy and design here at
0:23UCI I got my PhD in planning policy and
0:26design specializing in environmental
0:28psychology about two years ago and since
0:32then I've been working on a project
0:34about the science of team science which
0:36you probably would have heard of in some
0:39of the initial lectures that Professor
0:41Stokes gave my research interests are
0:44lie in the area of virtual environments
0:46and specifically how virtual
0:48environments and the internet and cell
0:52phones affect our social behavior and
0:54our physical health but today we will be
0:57talking about this broad area of
1:02interpreting the environment so
1:04specifically we'll be talking about
1:05environmental cognition so you have this
1:08reading uh by Russell Schweickart about
1:11space age and the planetary of awareness
1:13so this is an astronaut who participated
1:17in the Apollo 9 mission in the late
1:201960s I think 1969 and he had the
1:24opportunity to participate in a number
1:27of astronautical feet and what this
1:3010-day experience did for him was to
1:33change his perception of the earth as a
1:36planet and his relationship to the
1:39living beings on the earth so he went
1:41around the earth 151 times throughout
1:44those 10 days every one and a half hour
1:46and what happened was that he began to
1:49see the earth not as a big thing with
1:51all its details and all its borders and
1:54boundaries but as a little thing you
1:56know in a vast universe of the space so
1:59he began to objectify the earth and see
2:01it without all its borders and
2:03boundaries and I like this chord a lot
2:05from from the reading he says when you
2:07go around the Earth in an hour and a
2:09half you begin to recognize that your
2:11identity is with that whole thing that
2:14makes a change you look down and you
2:16can't imagine how many borders and
2:18boundary
2:19to cross hundreds of people killing each
2:21other over some imaginary line that you
2:24are not even aware of you wish you could
2:26take each by the hand and say look at it
2:29from this perspective look at what is
2:31important so he was able to see this
2:33earth as a tiny little object which you
2:35could block out with with your thumb and
2:39and he was an American of course and he
2:42in the beginning he started at
2:44identifying with the city you know the
2:46city that he was brought up in Houston
2:48that he worked but as time went by he
2:50began identifying with other cities on
2:53the whole country than other countries
2:55so environmental perception this is
2:57where environmental cognition and an
2:59environmental perception come in the
3:01perspective with which you take to look
3:03at an object or an environment makes a
3:05big difference in guiding your thoughts
3:07actions and behavior regarding that
3:10environment so this brings us to the
3:13differences between objects and
3:14environments so objects require subjects
3:17and in contrast one cannot be a subject
3:19of an environment only a participant so
3:22what this first point is talking about
3:25is the relationship that people have
3:27with their environments people who are
3:29individuals and groups are participants
3:31in their environments rather than being
3:32subjects and their environments well
3:33that needs means is that there is a
3:36dynamic relationship between people and
3:38environments what you do affects the
3:41environment and what the environment the
3:43environment in turn affects your
3:44physical health your behavior your your
3:48emotions and that is not true in case of
3:50subjects let's think of the example of
3:52looking at the Earth from hundreds and
3:55thousands of miles away you are not a
3:57participant in that environment the
3:59environment does not surround you or the
4:01air the object doesn't surround you
4:03environments do surrounds the individual
4:05environments engage multiple sense
4:07modalities you can can aesthetically
4:09move in your environment you can sense
4:12it you can touch it you can feel it you
4:13can smell it you can't do all of those
4:15things with an object objects by far may
4:19engage only one or two sense modalities
4:22environments offer peripheral
4:24information that means you can perceive
4:26things in your environment you can see
4:27what's around your objects do not
4:30that environment perception always
4:32involves actions so you have the
4:34potential to act behave action means
4:36behavior once you perceive something in
4:39an environment and have the chance to to
4:43process that information environments
4:46convey symbolic meanings and messages
4:48which objects may not so for example
4:51temples churches cities and hometowns of
4:54people they have special meanings they
4:55hold special meanings for people and
4:57objects might not and violence have an
5:00ambience or an atmosphere so think of
5:02your favorite coffee shop that you go to
5:05it has a special atmosphere that you
5:07like being in that you like working in
5:09objects do not have an ambience or an
5:12atmosphere so this framework is one way
5:15of explaining the field of environmental
5:17psychology all of the research areas in
5:20this discipline come under these forms
5:22and phases of transaction Lister's you
5:25can think of you know two forms of
5:27transaction in two phases of transaction
5:29in this two-by-two table so you have the
5:31cognitive phase and and the behavior or
5:34the cognitive form and the behavioral
5:36form and the active phase on the
5:37reactive phase so what does that really
5:39mean cognitive anyone knows what
5:42cognition means exactly involving
5:44thoughts and and emotions so cognition
5:46involves knowledge act and emotions and
5:49behavioral involves actions actions
5:53phases of transaction the active phase
5:56any any ideas of what active could mean
5:58in this sense exactly when you actually
6:01guide your the environment is guiding
6:04your behavior and you bring thoughts and
6:06goals into that environment with the
6:09purpose of acting in that environment
6:10and reactive any ideas what reactive
6:13could mean exactly passive responses to
6:16the environment but you're not truly
6:18aware of what is happening but you are
6:20reacting to the environment without your
6:23knowledge that the environment is having
6:25an influence on you so this could be
6:28physical emotional behavioral any
6:31different forms so then each of these
6:33dyads
6:33have different names interpretive
6:35operative evaluative and responsive
6:37you're not going to talk about you're
6:39going to talk about all of these
6:40throughout the class but we're going to
6:41focus
6:42this first dyad interpretive with this
6:46week and specifically on the cognitive
6:48representation of the spatial
6:49environment so this brings us to an
6:54important concept in in environmental
6:56calculation and that is of a cognitive
6:58schema what do you think the schema is
7:01and why is it important yes it's like a
7:04mental map a conceptual framework that
7:06guides you know how you evaluate and
7:09understand your environment it's not
7:11very complicated we have schemas of
7:13everything around our world and we do
7:15not we can't see a schema you can't
7:17touch a schema it's just a framework to
7:19understand mental processes just think
7:22of it as a word or as a construct that
7:25helps us understand these mental
7:27processes so it's a mental
7:28representation of the world around us
7:30and the world around us could be the
7:32spatial world our social relationships
7:35the combination of socio physical
7:37relationships cultural relationships and
7:39a schema provides symbolic categories
7:42with which we can make predictions about
7:44the environment and evaluate alternative
7:46plans of action and we'll talk about
7:48that a little more in the following
7:49slides so what is a cognitive map a
7:53cognitive map is a type of schema but it
7:55specifically pertains to the spatial
7:58environment and how our cognitive maps
8:01externalize we can't see a cognitive map
8:04but one way of externalizing cognitive
8:06maps that people have is by asking
8:09people to draw sketch maps of their
8:10particular environments and can you tell
8:13me what you understood about cognitive
8:15maps from the Lynch reading you have the
8:18Lynch chapters what do you think a
8:21cognitive map is and how is it different
8:22from other maps
8:23ah excellent excellent explanation so
8:27cognitive maps are not cartographical
8:29Maps cognitive maps are different for
8:32every person it's not an objective
8:34representation of the environment but
8:36it's a subjective kind of representation
8:39of how we think of the environment we
8:40bring our own values or thoughts or
8:42experiences or past experiences in the
8:45way we understand our environments our
8:47spatial environments and that's what
8:49these cognitive maps could reflect it's
8:51a it's an indirect way of getting at our
8:54experiences and
8:55values and emotions and perhaps our past
8:59experiences as well let's talk about
9:01cognitive mapping okay so cognitive
9:03mapping simply is the process of
9:05acquiring information about the
9:08environment it's pretty much simple
9:11we're making your cognitive map you can
9:12think of that well when you enter a new
9:14environment you're mapping the
9:16environment all the time without your
9:18knowledge about it so we're we're
9:21engaging in this process of negotiating
9:23and understanding our environment and
9:24making schemas about our spatial world
9:26and that's that's just the process of
9:29making a process of acquiring
9:31information about the spatial
9:32environment so before we go into
9:35elements of cognitive map I want to show
9:37you a wire cognitive Maps important all
9:40right that was a little bit dramatic but
9:42what's the point why are cognitive maps
9:44important why is it worth studying this
9:46an environmental cognition how would how
9:49do you feel when you go into a new
9:50environment that you're not able to
9:52negotiate suppose when you're traveling
9:54for example without a a map and you get
9:56lost but you don't have a clear
9:58cognitive map of the environment yes
10:00stressful exactly you need cognitive
10:03maps to organize your environment to
10:05have some framework of the environment
10:07so what do you think about you know why
10:08cognitive maps are important excellent
10:11excellent to make decisions about the
10:13environment you know how can we guide
10:15our behavior if we don't know anything
10:17about our environment if we have it
10:18organized at excellent point
10:20other examples yes yeah interesting
10:24there yeah exactly
10:25unfamiliarity with an environment can
10:28lead to a lack of exploration for
10:30example of the environment that's good
10:32good point and personalities guide that
10:37behavior great other other thoughts yes
11:02wonderful exactly that's and and you
11:05know you have a reading about about this
11:07this fact in in the Milgram and Jodl a
11:10article about the psychological maps of
11:12Paris which is exactly about these
11:14points excellent point
11:15you're already an environmental
11:16psychologist so this urban planner
11:19famous urban platinum of Kevin Lynch was
11:21very interested in cognitive maps and he
11:24took this concept and tried to see how
11:26people experience his experience their
11:29cities and how they interact with them
11:31with with the aim of designing better
11:33environments better cities and what he
11:36found in his research of vast in Los
11:38Angeles New York many different cities
11:40is that invariably these cognitive maps
11:43of people have these five elements so
11:46one of the elements are parts anyone can
11:49tell me what a farce is in terms of
11:52Kevin Lynch's conceptual framework yes
11:56yes exactly it's a channel through which
11:59people and vehicles can move through and
12:02it's it's a passageway exactly what it
12:04means you know and the english' as
12:05opposed to a lot of scientific concepts
12:07which you know say something and mean
12:09something else
12:10path is exactly that so what's an
12:11example of a path when you see alright
12:15yes
12:16earing Road Ring Road exactly yes
12:19was that your answer oh I'm sorry any
12:22other examples of paths Back Bay yes
12:25excellent so let's look at the
12:27definition of a path a channel along
12:29which an observer moves maybe streets
12:32walkways transit lines canals or
12:34railroads alright let's look at edges so
12:38what's an edge according to Kevin Lynch
12:41it's it's not considered a path you
12:44can't move along it but it's kind of a
12:46separation element between two areas is
12:48what you're trying to say that's right
12:50any any example of an edge within our
12:52community Irvine or UCI
12:56look at it in terms of a larger scale
12:58environment yes yes
13:00bridges could be a path it could be an
13:02edge as well it depends like the Watson
13:05bridge separates University Center from
13:08the main campus for example yes that's
13:10that's a good example other yes yes
13:15that's a very good example of all the
13:18shoreline that we have you know the
13:19Pacific Coast that's that's an example
13:21of an edge you know I think that is not
13:23really used as a path but that you know
13:25physically separates this area of the
13:28city from another element excellent
13:31alright let's look at the definition
13:32it's a linear element that's it so it
13:35has to be a straight line or almost a
13:36straight line not used or considered
13:39thoughts by observe by observers Shores
13:43railroad cuts edges of development walls
13:45etc everyone clear with the concept of
13:48edges I find that usually students have
13:50yes
14:02yeah like a no-man's-land
14:04excellent yeah that's actually that that
14:06could be an edge because suppose think
14:08of the borders between countries you
14:10know there's always a space between two
14:12countries which is not really considered
14:14anyone's space that's kind of a
14:16transition space and that could be
14:17considered an edge if that border is not
14:20just an imaginary border on a map but
14:23it's defined by some physical element
14:25suppose it has a wall or a group of
14:30hills or a shoreline or a railroad then
14:33that border would be considered an edge
14:35it does it's not an imaginary line or a
14:37border let's look at the other elements
14:39districts the UCI campus is a district
14:42itself in terms of the Irvine city as a
14:45whole
14:45any examples of districts within the
14:49campus the social sciences quad around
14:52here maybe that's that's a district
14:54other examples yes good yeah that that
15:00that's a great example of a district yes
15:03yes very good example of a district
15:06exactly another example there are lots
15:08of little districts I think our campus
15:10is kind of organized that way what's the
15:12definition of a district you already
15:14said that so it's it's a medium to large
15:16section of the city having a
15:18two-dimensional extent so it's a plain a
15:21two-dimensional xn which the observer
15:23mentally enters inside of it could be
15:25physically enters inside of as well so
15:27that's an example of central parks in
15:30New York City or Manhattan that these
15:32are examples of Times Square that's an
15:34example of a district okay next notes
15:38what our notes and examples of notes
15:41exactly lots of people streets you know
15:44intersect with each other excellent
15:46example excellent definition what's an
15:48example of a node Student Center exactly
15:50students and a great node that's like
15:52our public square other examples average
15:55Park could be a notice pretty it's
15:57pretty big but it's like it's a it's a
16:00place it's not it's circular so that
16:01kind of makes it hard for it to be a
16:03node but there are passageways are in
16:05between so you
16:06in a sense consider it unknown because
16:08it connects you know the passageways
16:10connect to two of the Social Sciences to
16:13the biological sciences so in a way you
16:15could but it's more of a district I
16:17would say average Park
16:19alright examples of nodes in in the city
16:22this is going to have a node Irvine is
16:25not a traditional city to think of four
16:29nodes but maybe it could be so nodes
16:30it's a strategic point in a city which
16:32the observer can enter primarily
16:35junctions crossing of paths square a
16:38street corner hangouts so for example so
16:40that's Times Square that that could be a
16:42node or the Grand Central Station in New
16:44York City that's an example of a node
16:46just think of it as a place where many
16:49people meet many thoughts cross and it's
16:52an interaction point so the flagpoles
16:54for example at in in UCI that's an
16:58example a good example of a node because
17:00that's where you know people come into
17:02the the buses stop there and that's an
17:05example of a node
17:06landmarks examples of landmarks that
17:10you've lived excellent examples so it's
17:11a it's a memorable piece of architecture
17:14could be a sculpture could be a building
17:17that provokes you know that makes the
17:20place imageable so that's that's an
17:21example of a lab no I think Irvine has a
17:23lack of landmarks yes yes that profit
17:29that could be that could be yeah that's
17:32huge and and it could it could you know
17:34passes a landmark because it's something
17:36visible and you know memorable so
17:39landmarks is a type type of point of
17:41reference is that you have to think of
17:43it when you're thinking of examples you
17:44think is this a point of reference but
17:47the observer does not enter within them
17:49maybe a building a sign or a store
17:52alright so one of the concepts that
17:54Kevin Lynch and Milgram and Jordan Lake
17:57studied was image ability or the
17:59qualities of a physical object or
18:00environment that give it a high
18:01probability of evoking a strong image or
18:05memory in the observer so for example
18:07terrace Paris is a very imageable City
18:09London very imageable City New York City
18:12very imageable City any examples of in
18:15your experience about imageable
18:16cities small towns
18:19large scale environments what would you
18:21consider and imageable yes yes could be
18:27you know although it's not really
18:29visible from everywhere but you know it
18:30could be maybe that's a mark yes oh
18:35that's an interesting question
18:37yeah in this context I think Kevin Lynch
18:40thought of it as being something
18:41man-made but and especially in urban
18:45environments because he was not thinking
18:46something like Mount Rushmore for
18:48example that's very immature but that's
18:50not an urban environment so in this in
18:53the sense of an urban environment I
18:54think it would be would have to be a
18:56man-made kind of structure yes the what
19:02Tower yes that's a that's a that's a
19:06good example yes other you had the ball
19:11go on but I know Ferry that that should
19:13be a could be an element that makes
19:15Irvine imageable yes
19:16yeah the Grand Canyon very it's not
19:19although it's not an urban element we're
19:23talking in terms of urban environments I
19:25think of structures that you know is it
19:28is think of that is the Grand Canyon a
19:30point of reference not in the sense of
19:34an urban environment for example it's
19:36not within an urban environment yes
19:38other questions or other examples a
19:40landmarks need to be need to be
19:43individual things or individual
19:45structures but image ability considers
19:48the gamut of of structures and elements
19:52so different shapes of buildings and
19:54types of buildings all structures
19:57beautiful architecture they all add to
19:59the image ability of the environment of
20:02the urban environment other questions
20:04examples thoughts anything yes yes the
20:09DC mall area exactly I'm going there so
20:11yeah that's that's right
20:13that's a really great example of image
20:15ability and also landmarks yes Staples
20:19Center
20:19sorry not familiar mark do you know
20:21anything about the Staples Center
20:25yeah as if your Laker fan or not it's a
20:32legibility another concept that Kevin
20:33Lynch came up with was in terms of
20:36describing urban environments and the
20:38qualities of urban environments was the
20:40ease with which the parts of an
20:41environment can be recognized or
20:43organized in a coherent pattern some
20:45cities are more legible he found that
20:47others so for example New York City with
20:50its grid structure was found to be more
20:52legible to people in their cognitive
20:54Maps as compared to Iran for example
20:56which is not organized and that kind of
20:59intuitive fashion do you what do you
21:03think about that what any any examples
21:06of legible cities versus not very
21:08legible cities do you think it's easy to
21:11negotiate UCI as an environment easy to
21:13structure it yes it is actually you know
21:16because it's all it seems to me at least
21:19you know and I'm not very good at
21:20negotiating environments so it's it's
21:22organized around this this this average
21:26Park and you know and that and I
21:28actually the the planners and designers
21:30of UC Irvine very much used cab and
21:33lynches concepts in designing UC Irvine
21:36in terms to make it you know legible and
21:39coherent right so cognitive maps are one
21:44way of understanding people's
21:46perceptions of their environments there
21:48are other ways of doing this so for
21:50example how do you measure image ability
21:53in an environment so these are two
21:56examples of image high image ability
21:58versus low image ability environments
22:00high image ability places have a lot of
22:02pedestrians strong landmarks so Times
22:07Square in New York City for example is a
22:09very imageable place compared to this
22:11nondescript kind of place which could be
22:14anywhere nothing unique doesn't have any
22:16character no Fred Astaire Ian's few
22:19features no outdoor dining for example
22:22and no landmarks no interesting
22:24architectures that's why it is low in
22:27image ability another example of
22:31measuring image ability is recording the
22:33shape of buildings so for example
22:36dealerships of you know straight lines
22:39versus curved shapes different sizes and
22:42dimensions of buildings for example you
22:46know aspects aspect ratios from from the
22:49car how does it look from the car as
22:52opposed to walking across the streets
22:53these are all aspects of measuring the
22:56image ability of an urban environment
22:58it's a social image ability this brings
23:00us to the concept of social mobility and
23:02we've been talking about how cognitive
23:04maps are very individual and you know
23:07each one has his own or her own and
23:10they're guided by our own experiences
23:12and thoughts and values of the
23:14environment and also our social status
23:16but Milgram enjoyed le when they studied
23:19the psychological maps of Paris actually
23:22found that you know you could have
23:25unique cognitive maps but what you find
23:28important and what is salient in your
23:30mind and what is highlighted within an
23:33environment by you is very much guided
23:35by what is important and highlighted by
23:36the community so they found out that you
23:39know cities or the perception of a city
23:41is a social fact and as such needs to be
23:44studied as a collective as well as an
23:46individual apps as aspects it is not
23:49only what exists but what is highlighted
23:51by the community that acquires salience
23:53on the mind of the person so how did
23:55they really figure this out you know so
23:57we've talked about some of their studies
23:58and experiments so they they did a lot
24:02of a number of studies are on on the
24:04city of Paris and Parisian stewards and
24:06residents residents of different types
24:09different socioeconomic statuses
24:11different education levels occupations
24:13and one of their studies was this last
24:17walk technique so they asked their
24:22sample to draw a map and they said oh
24:25yeah well you are going to be exiled
24:27from Paris and you have only one last
24:31chance to take a walk across the city
24:33and they give them a an unmarked mark
24:36map of the city and ask them to trace a
24:38route that they would take to in their
24:41last walk and that's why they called it
24:43the last walk technique and what they
24:44found was that invariably there are
24:473,500 street
24:48Centaurus and if cognitive maps were so
24:51idiosyncratic we would see all of these
24:53different types of routes and places
24:54depending on people's thoughts and
24:57values but what was found was that a
25:00large number of people highlighted this
25:02area which is this dark highlighted area
25:05and the map in their maps the route
25:08around shores alizée the river send Ile
25:12de la Cite a you know these famous
25:14places in Paris which are very important
25:16to the community so what they found out
25:18and and they concluded was that our
25:20perceptions of our city are guided by
25:22what is socially culturally and
25:25historically important and that's why a
25:29city is a social fact and this is just
25:30another example of how they organize
25:33their data so the places in the in
25:37people's map that were highlighted the
25:39most are in a larger font so the river
25:42send the Eiffel Tower its wall shows
25:46Elysee these were places that work that
25:48came out to be most prominent in the
25:50cognitive maps of Parisians what do you
25:53think is the difference between or the
25:55relationship between social image
25:56ability and image ability although the
25:59social image ability brings out physical
26:02elements in people's map but it is
26:04guided by the social cultural historical
26:06values and experiences everywhere as
26:09image ability focuses more on the
26:11physical elements of a city excellent
26:13but they're related to each other
26:15usually imageable places are also very
26:18socially imageable so there's another
26:19study which you don't have as a reading
26:21but you know I'll introduce it to you by
26:23Orleans you know in the in the early 70s
26:26and he was very interested in the
26:29relationship between people
26:30socioeconomic status and the cognitive
26:32maps that they drew said this example is
26:35closer to closer to home so he did the
26:38study in Los Angeles where he had a
26:41sample of 25 residents from different
26:46neighborhoods in Los Angeles so he took
26:48an african-american community in Avalon
26:50and he had a spanish-speaking community
26:52in Boyle Heights and then he had the
26:54West
26:55community which is predominantly
26:56Caucasian and he asked them to draw
26:59these cognitive maps and this is what he
27:01found this is the Westwood area which is
27:02upper-middle class and that's the
27:04spanish-speaking area that's an example
27:07of a map and this is the city Los
27:11Angeles City is perceived by residents
27:13in Avalon so what do you see up front in
27:16these maps and the differences between
27:19these categories of people why are these
27:22maps of people in in the so-called lower
27:26socioeconomic status in in the Avalon
27:29area and and the ball heights here why
27:31are they so diminished and restricted
27:32access to public transportation the time
27:36and the leisure time to to be able to
27:38explore one's environment so especially
27:40in a city like Los Angeles you can't get
27:43very far without a car so you're you're
27:46you know the people of lower
27:47socioeconomic status their lives are
27:49might be restricted to their
27:51neighborhoods and their workplaces and
27:54they just don't have access to these
27:55environments and the chance to explore
27:57it so this is a provocative example of
27:59the effect of the socioeconomic status
28:00on people's cognitive maps okay so we're
28:04back here almost to the end of the class
28:05who do it last participation exercise so
28:08I just wanted to bring you back to this
28:09to this conceptual framework we'll be
28:12talking or your I won't be but your
28:14professor Stokes will talk about
28:15personality and the environment in the
28:17next class that's another part of the
28:19active cognitive dyad of this conceptual
28:22framework and we will be talking about
28:24the Gosling article in which rooms
28:29people's bedrooms and living spaces
28:31reflect their personalities how physical
28:33environments reflect individuals
28:36personalities and as a segue into that
28:39topic we'll do a class participation
28:42exercise about a different kind of
28:44environment your oral environments and
28:46your music selections choices so I want
28:49you all to take out a piece of paper
28:51lift your thighs all-time favorite songs
28:58all right now I want you to exchange
29:00your your paper your five songs with the
29:04person sitting on your left be a
29:06psychologist and environmental
29:09psychologist said make an assessment of
29:11the personality of this person based on
29:14his or her song selection

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