Task mapping

A second way to insure that children have access to the necessary information about the referent space is to give them mapping tasks while they are in the referent space itself. Illustrative is work in which children are asked to look around a room to find objects, and then mark the objects locations on a map of that room (e.g., Liben Downs, 1993 Liben Yekel, 1996), or to go to a location marked on a map of the room in which the child is being interviewed (e.g., Bluestein Acredolo, 1979 Presson, 1982). 

But even if the particular map, mapping task, and scoring system challenge the user s spatial understanding, if the map is of a very small... 

Figure 5.4. The mapping task of SPS, in which the student is asked to map elements of the problem into the diagram...

The Problem Window contains the current problem. As in the mapping tasks of SPS, the text of the problem is computationally active rather than inert, so that parts of it may be copied as before into diagrams in the Mapping Area. As long as the student is working on a particular problem, its text remains continually on display in the Problem Window. Both Figure 5.11 and 5.12 show the results of mapping. 

Figure 9.4. An example of the mapping task in the No-Diagram Condition...

Sumfleth Todtenhaupt (1988) Germany 337 school students Test questions concept map tasks... 

The lO MTO method has two main phases where employee representatives are involved. First is the data gathering phase where representatives from different joh categories are interviewed, and second is the analyzing phase where representatives from the project group analyse the mapped tasks. In this paper we are concentrating on the first data gathering phase where employees are invited in for an interview. 

Identifying the reasons responsible for the similarities/differences among samples in projecting mapping tasks... 

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