Spatial Concept Perspectives

We have gathered ~300 excerpts from published works about fundamental spatial concept terms. These have been cross-referenced with the concept lexicon appearing on the left. Those terms were drawn from the U.S.National Science Education Standards (NSES 1996) for topic areas B - Physical Science, C - Life Science, D - Earth and Space Science, as well as from the 1994 U.S. Geography Teaching Standards for grades 9-12. Those standards can be browsed here.

spatial concept terms

disciplinary perspectives on "location"

location

...location provides information about where an occurrence exists within the totality of an environment. However, as the environment being considered changes from global to regional to local to personal, the specification of location can vary in precision and usefulness. (p. 31)

Geography

Golledge (1995)

Primitives of Spatial Knowledge

location

Where is it? (p. 100); Position in space, a cornerstone geographic idea ( p. 271); Relative location: position expressed in terms of one or more known locations (p. 59); absolute location: Position expressed in terms of a coordinate system or mathematical grid (p. 59);...the concept of location is surprisingly difficult to communicate without employing at least one other spatial concept, such as distance, direction, adjacency, or enclosure (p. 100)

Geography

Gersmehl (2005)

Teaching geography

location

Individual can describe a specific location (both real and abstract settings) in terms of relative location using spatial prepositions or phrases such as near, far, close, next to, in front of, above (p. 95)

Geography

Golledge, et al. (2008)

Matching geospatial concepts with geographic educational needs

location

Recognize place of objects or features (p. 698)

Geography

Marsh, et al. (2008)

Geospatial Concept Understanding and Recognition in G6-College Students: A Preliminary Argument for Minimal GIS

location

Understanding formal and informal methods of specifying 'where.' Point locations (e.g., street addresses and geographical coordinates) and divisions of the world (often recognized as place names, landmarks, or reporting units (e.g., postal zones, census tracts, counties, and other administrative units)) are the primary means of specifying where something is located. Locations may be abstracted within referencing systems as points (e.g., street addresses and coordinates), lines (e.g., polylines), and areas (e.g., polygons, rasters, grid cells, and tessellations).

Social Science

Janelle and Goodchild (2011)

Concepts, Principles, Tools, and Challenges in Spatially Integrated Social Science

location

The concept of location seems simple enough, until you try to describe a location without invoking at least one other spatial concept, such as distance, direction, proximity, enclosure, or topology. At that point, you begin to realize that humans have developed a surprisingly large number of distinct, often subtle, and occasionally complex ways of describing location. This diversity occurs partly because the research verdict is in: the human brain does not have a mechanism for storing and retrieving information about so-called œabsolute locations (p. 181, see source for more).

Geography

Gersmehl and Gersmehl (2007)

Spatial thinking by young children. Neurologic evidence for early development and "educability"

location

According to [the Spatial Framework Theory] people remember locations of objects around the body by constructing a mental spatial framework consisting of extensions of the axes of the body, head/feet, front/back, and left/right, and attaching objects to them (p 7)

Psychology

Tversky (2005)

Functional Significance of Visuospatial Representations

location

...to understand human cognitive functioning, we must understand how people code the locations of things and navigate around the world, and how they represent and mentally manipulate spatial information (p 2). A fundamental distinction is that the location of objects can be coded in two basically different but coordinated ways: with respect to external landmarks, or with respect to the self (p 14). A core idea in developing competence...is understanding how to meaningfully enumerate rectangular 3D arrays of squares and cubes, respectively (p 897).

Psychology

Newcombe and Huttenlocher (2000)

Making Space

object location recall

[The] memory for the location of a discrete object [is important], but geologists must also have a memory for recurring patterns or configurations, for example, a distinctive sequence of rock types. (p. 63/see source for more)

Earth Science

Kastens and Ishikawa (2006)

Spatial thinking in the geosciences and cognitive sciences: A cross-disciplinary look at the intersection of two fields