A Comparative Investigation of Physical-Environmental Factors Affecting the Cognitive Skills of 9-12-years-old Children (Case Studies: [Primary] Schools of Shiraz University of Medical Sciences and Shiraz University)

Shahroudi-Kolour, Marziyeh; Heidari, Ali-Akbar

doi:10.22034/aaud.2024.274357.2432

A Comparative Investigation of Physical-Environmental Factors Affecting the Cognitive Skills of 9-12-years-old Children (Case Studies: [Primary] Schools of Shiraz University of Medical Sciences and Shiraz University)

Document Type : Original Article

Authors

Marziyeh Shahroudi-Kolour ¹

Ali-Akbar Heidari ²

¹ Ph.D. in Architecture, Department of Architecture and Urban Planning, National University of Skills (NUS), Tehran, Iran.

² Associate Professor of Architecture, Faculty of Engineering, Yasouj University, Yasouj, Iran (Corresponding Author).

10.22034/aaud.2024.274357.2432

Abstract

Cognitive skills refer to strategies that enable the user to encode and decode the environment and facilitate his mental process. Because the primary levels of understanding the space at lower ages involve greater flexibility, this study firstly aimed to identify the codes shared by children to understand the environment and to explain cognitive maps, and secondly to address their interrelations to provide strategies that would improve architectural performance and help strengthen children’s skills of understanding the space. For this, a research method combining Delphi, survey, and case study was used. Following a review of past research, the views of 18 experts were investigated to identify the research criteria, which were prioritized by the Analytic Hierarchical Process (AHP). These factors were then analyzed by comparative case studies and evaluating the views of 412 9-12-years-old children using the SPSS software (version 24). Findings showed that spatial understanding skills were strengthened in three stages of the collection, reversibility, and classification of information. Regression test results indicated that children’s cognitive skill variations in the mental collection and storage of information (the environment’s physical data) were 0.875. This variation was 0.809 for the reversibility and visualization of information (the environment’s symbolic data) and 0.808 for information classification (flexible interaction with and controlling and changing the environment). For this purpose, interaction with the environment and its flexibility were effective factors. Also, the involvement of multiple senses is critical for the collection and reversibility of information and the visualization of the environment. Other effective designing strategies include the provision of environmental comfort conditions, collective activities, attention to form capabilities, and focal signs.

Keywords

Mental Maps

Children

Interaction with the Environment

Cognitive Skills

Adibi, Ali Asghar. 2003. Astronomical studios and their role in architectural education. Honar-ha-ye Ziba 15(15): 69-76. https://jhz.ut.ac.ir/article_10632.html. [in Persian]
Alitajer, Saeid, and Seyed Iman Sajadi Hezave. 2018. Effects of Learning Descriptive Geometry on Spatial Capacity in Architecture Colleges. Journal of Architecture and Urban Planning 10(20): 129-146. https://doi.org/10.30480/aup.2018.593. [in Persian]
Barzin, Shirin. 2012. Active child, active learning. Scope training method with emphasis on Piaget’s ideas. Growth of Preschool Education 3(3): 34-37. https://www.roshdmag.ir/Roshdmag_content/media/article/4968.pdf. [in Persian]
Bentley, Ian, Sue McGlynn, Graham Smith, Alan Alcock, and Paul Murrain. 1985. Responsive Environments a Manual For Designers. London: Architectural Press.
Beydoghan, Omer, and Zeynel Hayran. 2015. The Effect of Multimedia-Based Learning on the Concept Learning Levels and Attitudes of Students. Eurasian Journal of Educational Research 15(60): 261-279. https://doi.org/10.14689/ejer.2015.60.14
Davis, Brent. 2015. Spatial Reasoning in the Early Years. England: Taylor and Francis.
Dehn, Milton J. 2011. Working memory and academic learning: Assessment and intervention. United States: John Wiley and Sons.
Dhindsa, Harkirat S., Makarimi-Kasim, and O. Roger Anderson. 2011. Constructivist-visual mind map teaching approach and the quality of students’ cognitive structures. Journal of Science Education and Technology 20(2): 186-200. https://doi.org/10.1007/s10956-010-9245-4.
Esmailirad, Naeimeh, Majid Zargham Hajebi, and Nader Monirpoor. 2022. Comparing the Effectiveness of Self-regulatory (cognitive and metacognitive) strategies and metacognitive skills on the Objective Orientation of 9-12 years old students with Specific Learning Disabilities. JOEC 22(1): 69-80. http://dorl.net/dor/20.1001.1.16826612.1401.22.1.4.9. [in Persian]
Ewing, Reid, and Keith Bartholomew. 2013. Pedestrian and Transit-Oriented Design. Washington. DC: Urban Land Institute and American Planning Association.
Ghods, Hossein, and Ali Asgharzadeh. 2014. Ecological-based architecture using cognitive layer models in parametric design. Housing And Rural Environment 32(144): 33-46. http://jhre.ir/article-1-367-fa.html. [in Persian]
Ghoraba, Neda, and Manuchehr Tabibian. 2017. Developing an Applied Model for Explaining the Mental Structure of Cognitive Maps of People through Spatial-Morphological Analysis of Existing Urban Textures, Case Study: Historical Texture of Kerman. Bagh-e Nazar 14(54): 33-46. https://www.bagh-sj.com/article_53477_b0569aa956da3a91aa86693f396ca819.pdf. [in Persian]
Goudarzi Soroush, Mohammad Mahdi, and Sarveh Jafari Khah. 2014. Rereading the effect of learning environment on the process of perception and cognition of children. Haft Hesar Journal of Environmental Studies 3(9): 33-40. http://dorl.net/dor/20.1001.1.23225602.1393.3.9.5.7. [in Persian]
Hollander, Justin, and Veronica Foster. 2016. Brain responses to architecture and planning: a preliminary neuro-assessment of the pedestrian experience in Boston, Massachusetts. Architectural Science Review 59(6): 474-481. https://doi.org/10.1080/00038628.2016.1221499.
Khorasanizadeh Gazaki, Arefeh, Hadi Bahrami, and Hassan Ahadi. 2020. Effectiveness of working memory training on increasing the attention of children with attention-deficit / hyperactivity. Journal of Psychological Science 19(88 ): 503-509. http://dorl.net/dor/20.1001.1.17357462.1399.19.88.9.1. [in Persian]
Lotfabadi, Hossein. 1987. Professor Jean Piaget’s theory of cognitive development. Literary Essays 75: 445-482. [in Persian]
Lynch, Kevin. 1960. The image of the city (Vol. 11). United States: MIT press.
Majidi zanjani, Nasim, Mostafa Mokhtabad Emraei, and Iraj Etesam. 2021. Investigating the effect of architectural education on spatial cognition in primary school children. Journal of Psychological Science 20(97): 113-122. http://dorl.net/dor/20.1001.1.17357462.1400.20.97.4.1. [in Persian]
Mostaghimi, Neda, Mohammad Mahdi Goudarzi Soroush, and Golrokh Daneshgar Moghadam. 2015. Investigating the effect of physical structure on the spatial behavior of users with the approach of environmental psychology (Case study: Hamedan Passenger Terminal). Haft Hesar Journal of Environmental Studies 4(13): 77-89. http://dorl.net/dor/20.1001.1.23225602.1394.4.13.9.6. [in Persian]
Nawrocki, Tomasz. 2017. The usefulness of mental maps for sociological research of the city. Architecture Civil Engineering Environment 10(3): 19-31. http://dx.doi.org/10.21307/acee-2017-032.
Pappas, Eric, Olga Pierrakos, and Robert Nagel. 2013. Using Bloom’s Taxonomy to teach sustainability in multiple contexts. Journal of Cleaner Production 48: 54-64. https://doi.org/10.1016/j.jclepro.2012.09.039.
Parirokh, Mehri, Mohammad Ramin Naderi, and Hamidreza AghaMohammadian. 2011. A New Application for Children’s Websites: Providing a Context for Developing Concrete Operational Thinking Features (Classification, Seriation, Conservation and Reversibility) from the Perspective of Piaget’s Theory. Library and Information Science Research 1(1): 153-174. https://doi.org/10.22067/riis.v1i1.8170. [in Persian]
Picinali, Lorenzo, Amandine Afonso, Michel Denis, and Brian FG Katz. 2014. Exploration of architectural spaces by blind people using auditory virtual reality for the construction of spatial knowledge. International Journal of Human-Computer Studies 72(4): 393-407. https://doi.org/10.1016/j.ijhcs.2013.12.008.
Pirbabaei, Mohammad Taghi, Minu Gharehbaglou, and Zahra Alinam. 2015. Place Attachment Process in Urban Studies: A Cognitive Psychology Approach. Advances in Cognitive Sciences 17(1): 46-59. http://icssjournal.ir/article-1-325-fa.html. [in Persian]
Pourjafar, Mohammadreza, Mohammadreza Bemanian, Ali Akbar Taghvaei, and Mahdi Montazer Al-Hojjah. 2012. An Introduction to Physical Typology of Urban Landmarks, Taken from the Citizen’s Cognitive Maps (Case Study: Yazd City). Journal of Architecture and Urban Planning 4(7): 129-145. https://doi.org/10.30480/aup.2012.167. [in Persian]
Rouhani, Abbas, Davud Manavipour, Mehrdad Matinrad, and Pooneh Shahabi. 2006. Construction and standardization of a cognitive and metacognitive skills questionnaire. Journal of Modern Thoughts in Education 1(4): 73-86. https://ensani.ir/fa/article/download/11628. [in Persian]
Sadeghi, Abbas, Shina Zainali, and Zahra Foroughi. 2019. The Effect of Cognitive Skills Training on the Performance and Cognitive Abilities of Children with Learning Disabilities. Journal of Learning Disabilities 8(2): 38-57. https://jld.uma.ac.ir/article_756_6c794c09f9cc7c42510839d40a68d9be.pdf. [in Persian]
Salehinejad, Nasrin, Fariborz Dortaj, Ali Akbar Seif, and Nour Ali Farrokhi. 2017. The effectiveness of the educational package based on mind mapping multimedia software, on the cognitive skills of science lesson of female students of eighth grade. Quarterly Journal of Research in Educational Systems 11(38): 7-37. https://doi.org/10.22034/jiera.2017.59725. [in Persian]
Stephenson, Jennifer. 2002. Characterization of multisensory environments: Why do teachers use them?. Journal of Applied Research in Intellectual Disabilities 15(1): 73-90. https://doi.org/10.1046/j.1360-2322.2002.00102.x.
Tarkashvand, Abbas, and Sahar Majidi. 2013. Recognition of some signs in urban spaces. Journal of Iranian Architecture and Urbanism 6: 5-15. https://doi.org/10.30475/isau.2014.61971. [in Persian]
Turgay, Zeynep Tarcin, and Alper Unlu. 2017. “How do cognitive maps change in time? Searching the Effect of Time on Cognitive Maps through Spatial Configuration and Long Term Memory Theories”. In Proceedings of the 11th space syntax symposium. Lisbon. https://www.academia.edu/download/53836787/138-HOWDOCOGNITIVEMAPSCHANGEINTIME-ZTTURGAY.pdf.
Turgay, Zeynep Tarcin, Nevset Gul Çanakçıoğlu, and Mine Toncuk Sarıberberoğlu. 2015. “How does a child act in a theme park? Searching the role of space syntax in a child’s cognitive schema.” In Proceedings of the 10th International Space Syntax Symposium. London. https://www.researchgate.net/publication/327981275_How_does_a_child_act_in_a_theme_park_Searching_the_role_of_space_syntax_in_a_child’s_cognitive_schema.
Xing, Chen, Yun Zhang, Xiuchao Wang, Jinhui Yuan, and Danmin Miao. 2016. “An environmental psychology approach: Measuring the individual’s cognitive and affective response to ecological designed military camp.” In 2016 IEEE International Conference on Multimedia and Expo Workshops (ICMEW), pp. 1-6. IEEE, 2016. https://doi.org/10.1109/ICMEW.2016.7574724.