Where Is It (in the Map)? Recall and Recognition of Spatial Information
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Findings of empirical studies of spatial memory using maps are direct responses to the successful transfer and processing of map information. The memory performance of map users is an important indication of the quality of a map design. Studies of spatial memory have mainly relied on recall performances, but maps can be used in various ways depending on the map user's task and applied strategy. Therefore, one memory paradigm does not cover the entire spectrum of options for examining the retrieval of map information. Three different experiments were designed to analyze and compare memory performances using different map information in recall and recognition (combining episodic and semantic memory) paradigms. The results demonstrate that map complexity, as varied by the amount of displayed map detail, contributes significantly to memory performance. Moreover, memory enhancement affected by map-structuring elements (grids) depends on the respective paradigm and also on the visual appearance of the structuring elements. Both paradigms for examining the influence of map information on cognitive processing can be applied specifically to analyze the efficiency of map designs. On the basis of the different effects of map information, a reasoned application of these paradigms to test map designs is indispensable.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it