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El. knyga: Person-Environment-Behavior Research: Investigating Activities and Experiences in Spaces and Environments

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  • Formatas: 389 pages
  • Išleidimo metai: 26-Sep-2008
  • Leidėjas: Guilford Publications
  • Kalba: eng
  • ISBN-13: 9781606231012
Kitos knygos pagal šią temą:
Person-Environment-Behavior Research: Investigating Activities and Experiences in Spaces and EnvironmentsDidesnis paveikslėlis
  • Formatas: 389 pages
  • Išleidimo metai: 26-Sep-2008
  • Leidėjas: Guilford Publications
  • Kalba: eng
  • ISBN-13: 9781606231012
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Research into spatial influences on people's everyday activities and experiences presents many conceptual and methodological complexities. Written by leading authorities, this book provides a comprehensive framework for collecting and analyzing reliable person–environment–behavior data in real-world settings that rarely resemble the controlled conditions described in typical texts. An array of research designs are illustrated in chapter-length examples addressing such compelling issues as spatial patterns of voting behavior, ways in which disabilities affect people's travel and wayfinding, how natural and built environments evoke emotional responses, spatial factors in elementary teaching and learning, and more. A special chapter guides the student or beginning researcher to craft a successful research proposal.

Recenzijos

This book provides insightful coverage of the complexities inherent in studying the relationships between people, their everyday environments, and behavior. Key theories and findings from studies of physical space, sociospatial environments, and behavior are presented, as are a wide array of qualitative and quantitative methods. The volume offers an original approach to conducting and understanding research in this interdisciplinary field, making it a valuable contribution.--Daniel Stokols, PhD, Department of Psychology and Social Behavior, School of Social Ecology, University of California, Irvine

Presents a wealth of valuable information for scholars of spatial behavior across disciplinary boundaries, from beginning to more advanced researchers. The volume's format is essential to its strength. The progression from methods and topics in the initial sections to concrete, successful applications in the latter sections is effective. Readers can easily locate and reference the parts of the book that will meet their particular needs.--Scott Bell, PhD, Population Studies Training Center, Brown University



This book should be a mandatory addition to the library of any person-environment-behavior researcher, and will be a welcome primer for graduate students facing serious research design for the first time. There is nothing else like it on the market, and the authors are giants in the field. Many examples from seminal research studies connect the concepts discussed to real-world practices. This book provides 'one-stop shopping' in a complex and challenging field. It will certainly be a useful graduate-level text.--Jon Malinowski, PhD, Department of Geography and Environmental Engineering, United States Military Academy

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List of Figures and Tables
xxiii
An Overview of Spatial and/or Environmental Influences in Human Activities and Experiences
1(26)
Introduction
1(1)
Clarifying Terms
2(7)
Human Activities and Experiences
2(1)
How to Understand Human Activities and Experiences
3(2)
Space and/or Spatial Forms in Human Contexts
5(4)
Space as a Dimension of Environments for Human Activities and Experiences
9(11)
Assumptions about Assessing Space in the Human Context
10(2)
Assumptions Facilitating Further Discussion
12(8)
Environments as Contexts and Arenas for Activities and Experiences: A Pragmatic View
20(7)
Immediate Environments as Contexts and Arenas for Activity
20(1)
Environmental Information and Behavioral Functioning
21(1)
The Importance of Memory-Based Environmental Knowledge
22(1)
Context and Arena Features of Memory-Based Environmental Knowledge
23(1)
But Why Does This Matter?
24(3)
PART I. Comprehending Data Recording and Measurement to Generate Information in Scientific Inquiry
27(36)
Data and Measurement to Generate Information
29(16)
Introduction
29(1)
Creating Knowledge: Distinguishing between Information and Data
30(2)
The Variety of Data Available for Research
32(6)
Primary versus Secondary Data
32(1)
Data Sources
32(1)
Types of Data
33(1)
The Aggregation-Disaggregation Problem
34(1)
The Ecological Fallacy and Other Fallacies
35(1)
The Decision-Making Unit and Its Population
36(1)
The Data Matrix
37(1)
Measurement Implications for Working with Different Types of Data
38(6)
The Need for Measurement and the Qualities It Requires
38(2)
Levels of Measurement
40(2)
Data Quality Issues
42(2)
Conclusion
44(1)
Collecting Data and Generating Information in a Scientific Mode
45(18)
Introduction
45(1)
The Rationale for Data Collection, Measurement, and Analysis in Research
45(3)
Different Degrees to Which Relevant Data Can Be Used Directly or Indirectly in Processed Form
46(1)
Operational Reflectors: Latent Variables
47(1)
Other Difficulties and Complexities
48(1)
Creating Reflectors or Indicators for Working with Different Forms of Data
48(4)
Concepts and Conceptualizing
49(1)
Attributes and Variables
49(3)
Diverse Research Formats
52(1)
Qualitative and Quantitative Approaches
52(1)
Survey and Experimental Approaches
52(1)
The Scientific Approach to Inquiry
53(8)
Modes of Scientific Inquiry
53(4)
Models
57(4)
Implications for Researching Human Activities and Experiences in Spaces and Environments
61(2)
PART II. Collecting Data and Representing Information
63(62)
The Purpose of Collecting and Matching Data and Analysis
65(16)
Introduction
65(1)
Approaches to Data Creation
65(3)
Primary Data and Secondary Data
65(2)
Some Definitions
67(1)
Purposes of Data Collection
67(1)
Matching Data and Analysis
68(2)
Transforming Qualitative Information into Data
68(1)
Spatialization
69(1)
Roles of Information in Research
70(3)
Research as an Information-Generating Tool
70(1)
Description
70(3)
The Basic Elements of Geospatial Description
73(6)
Points
73(2)
Lines, Edges, and Boundaries
75(1)
Links and Networks
76(1)
Areas
77(2)
Explanation
79(1)
Modes of Collecting Data and Generating Information
79(2)
Qualitative and Survey Approaches to Collecting Data and Generating Information
81(15)
Introduction
81(1)
Qualitative Methods
81(2)
The Concern of Qualitative Methods
81(1)
The Geographic Tradition
82(1)
Objectivity in Qualitative Research
82(1)
Theoretical Traditions and Approaches in Qualitative Inquiry
83(4)
Case Studies
84(2)
The Narrative
86(1)
Focus Groups
86(1)
Using Surveys to Collect Data and Generate Information
87(6)
The Tasks Involved in Conducting a Survey
87(1)
Key Issues to Determine Prior to Conducting a Survey
88(1)
Modes for Survey Data Collection
89(4)
Relative Advantages and Disadvantages of Survey Modes
93(1)
Mixing Quantitative and Qualitative Approaches
93(2)
Conclusion
95(1)
Collecting Information from Sampled Populations Using Probability and Nonprobability Designs
96(20)
Introduction
96(1)
When to Use Probability Sampling and Why
96(3)
Making Inferences and Estimates
96(1)
Sample Size, Sample Proportion, and Sampling Error
97(2)
Methods of Probability Sampling
99(2)
Simple Random Sampling
99(1)
Systematic Sampling
99(1)
Stratification
100(1)
Cluster and Multistage Sampling
100(1)
Other Probability Sampling Designs
101(1)
Nonprobability Sampling Approaches
101(1)
Haphazard, Convenience, or Accidental Sampling
102(1)
Purposive, Judgmental, or Expert Choice Sampling
102(1)
Quota Sampling
102(1)
Data Sources for Sampling
102(4)
The Census
103(1)
Random-Digit Dialing for Telephone Surveys
104(1)
Lists or Directories of Specific Populations
104(1)
Sampling When There Is Not a Listing of the Target Population
104(1)
Piggybacking onto Existing Surveys
105(1)
Automated Data Computer Systems
105(1)
Collecting Information from People Using a Survey Instrument
106(6)
Addressing Sources of Nonsampling Error and Bias
107(1)
A Model Conceptualizing the Complexity of the Question-Answer Process
107(2)
Instrument Design and Question Construction
109(3)
Respondent Behavior
112(3)
Interviewer Training and Standardizing Interview Behavior
113(2)
Conclusion
115(1)
Extrapolating from Controlled Conditions to the Real World
116(9)
Introduction
116(1)
Some Key Issues in Using Controlled Settings to Run Experiments
116(2)
Maintaining Ecological Validity
116(1)
Laboratory versus Real-World Experiments
117(1)
Ways of Conducting Experiments
118(3)
Purpose of an Experiment and Evolution of Types of Experiments in Spatial Research
118(1)
Complexity in Experiments
119(2)
Virtual Experiments
121(1)
Augmented Reality
121(1)
Desktop Virtual Display
121(1)
Immersive Virtual Systems
122(1)
Simulations
122(1)
Applications of Simulations
122(1)
Types of Simulations
123(1)
Computational Process Models
123(1)
Conclusion
124(1)
PART III. Activities in Environments
125(46)
Modeling Social-Environmental Factors Associated with Spatial Patterns of Voter Support for Political Parties
127(17)
Introduction
127(1)
Background Context
127(2)
Developing the GIS-Enabled Spatial Decision Support System
129(1)
The Data
129(1)
Visualizing Electoral Voting Patterns
129(1)
Integrating the Voting Data with Social-Environmental Data
130(1)
Modeling Ecological Relationships: Analysis and Results
130(12)
Multiple Regression Analysis
133(3)
Predicting Local Patterns of Voter Support for Political Parties
136(4)
The Position of the Political Parties in a ``Sociopolitical Space''
140(1)
Accuracy of the Model Predictions
141(1)
Discussion
142(1)
Acknowledgment
143(1)
Intellectually Challenged People Interacting with Their Environment
144(12)
Introduction
144(1)
Context for the Study of Disability and Activities in Environments
145(3)
Disadvantage, Disenfranchisement, and Discrimination
145(1)
Disabling Environments
145(1)
Activities of Intellectually Challenged Groups Interacting in Their Immediate Environments
146(2)
The Experiments
148(5)
Determining Knowledge of Environmental Cues
149(1)
Sequencing and Distancing of Cues Along Routes
150(1)
Examining Configurational Knowledge
151(2)
Discussion
153(2)
Acknowledgment
155(1)
Spatial Competence of Blind and Visually Impaired People When Performing Activities in Different Spaces
156(15)
Introduction
156(1)
Background Context
156(4)
Difficulties Faced by Blind or Visually Impaired People
157(2)
Policy Approaches to Creating Accessible Environments for Disabled Groups
159(1)
An Experimental Approach to Examining Activities in Spaces Where Sight Is Absent
160(5)
The Environmental Setting and Experimental Design
160(3)
Results
163(2)
Using Remote Infrared Auditory Signage
165(4)
Participants in the Experiment
167(1)
Procedures
167(1)
Analysis and Results
168(1)
Discussion
168(1)
Conclusion
169(1)
Acknowledgment
169(2)
PART IV. Activities and Spaces
171(54)
Decision Process and Choice in the Residential Relocation of Retirees
173(18)
Introduction
173(1)
Background Context
174(2)
The Residential Relocation of Retirees
174(1)
The Retirement Village Alternative
175(1)
A Model of Migration and the Residential Relocation Decision Choice Process
176(4)
The Approach
177(1)
A ``Push-Pull'' Model Framework
177(3)
Methodology and Analysis
180(9)
Survey Design and Data Collection
180(1)
Analyzing and Modeling the ``Push'' Factors
180(2)
Analyzing and Modeling the ``Pull'' Factors
182(4)
What Retirees Are Looking for in a Retirement Village
186(3)
Satisfaction with the Relocation to a Retirement Village
189(1)
Discussion
189(1)
Conclusion
189(1)
Acknowledgment
190(1)
Sex Roles and the Gendering of Activities and Spaces
191(11)
Introduction
191(1)
Background Context
192(1)
An Experimental Approach to Studying Sex Roles in Determining Activities
193(4)
Participants
193(1)
Procedures
193(2)
Analysis and Results
195(1)
Discussion
196(1)
Investigating the Social Gendering of Spaces and Activities
197(4)
Procedures
197(2)
Analysis and Results
199(1)
Discussion
200(1)
Conclusion
201(1)
Acknowledgment
201(1)
Spatial Structural Influences on Activities in an Elementary Classroom Environment
202(23)
Introduction
202(1)
Complexities Influencing the Choice of a Research Design
202(2)
Details of Amedeo and Dyck's (2003) Case Study
204(2)
Influences on the Conduct of Teaching and Learning Activities
204(1)
Activities in the Elementary Classroom and the Significance of ``Space''
205(1)
Property Perceptions of Classroom Spatial Layout
206(5)
Exploring Teachers' Property Perceptions of Classroom Spatial Layouts
206(1)
Teachers' Judgments about Properties of the Five Classroom Spatial Layouts
207(4)
Preferences of Classroom Spatial Layouts
211(12)
Value Implications of Teachers' Preference Rankings
212(1)
Evaluating the Configuration of the Spatial Layouts in the MDS Conceptual Space
213(1)
Description and Assessment of the Clusters in the MDS Space of Figure 13.2
214(8)
Conclusion
222(1)
Discussion
223(2)
PART V. Experiences and Environments
225(56)
Experiences in Everyday Environments
233(19)
Introduction
233(3)
A Search for Norm Influences in Affective Reactions to Everyday Environments
234(2)
Examining Participant Responses for Evidence of Affective Norm Influences
236(1)
R-Mode Factor Analysis of a Subject-Feeling Array
236(1)
Q-Mode Factor Analysis of a Subject-Feeling Array
236(1)
Integrating the Q- and R-Mode Forms of Factor Information with Original Responses
237(1)
Norm Influences on the Affective Responses to the City Street Scene Environment (E1)
237(6)
Focusing on Salient Feelings Expressed by Subjects for the City Street Scene
239(1)
Norm Influences on the Affective Responses to the Social Gathering Environment (E2)
240(1)
Norms in the Affective Responses to the Woodland Setting Scene (E3)
240(3)
Overview
243(1)
Preliminary Remarks about Implications of Results
243(1)
Affects in Cognitively Oriented P-E-B Frameworks
244(1)
Cognitively Oriented P-E-B Frameworks
244(1)
Affect and Cognitive Processes
245(1)
Information-Processing Concerns of P-E-B Frameworks
245(5)
Conceptually Incorporating ``Affect'' into P-E-B Frameworks
246(1)
Empirical Association between Affects and Internal Information
246(1)
Integrating Reflections of Affective Norms with Environmental Schemata Indicators
247(3)
Discussion
250(2)
Aesthetic Experiences in Environments
252(29)
Introduction
252(1)
Information-Influencing Perceptions of Scenic Quality
252(6)
Understanding the Notion of ``Scenicness''
253(1)
Issues Affecting the Comprehension of ``Scenic Quality''
253(5)
Assessments of Scenic Differences among Scenes
258(7)
The Sample and Instrument
258(2)
Format for Eliciting Perceptions of Scenicness
260(5)
Versions of Scenic Quality
265(10)
Arrangements of Scenes Implied by Versions of Scenic Value Perception
267(1)
Information Influences in Versions of Scenic Quality Perception
267(8)
Discussion
275(3)
Conclusion
278(1)
Acknowledgment
279(2)
PART VI. Experiences and Spaces
281(58)
Deriving Metropolitanwide Spatial Patterns of Perceived Quality-of-Life Dimensions
285(14)
Introduction
285(1)
QOL: An Overview
286(2)
Defining QOL
286(1)
QOL Measurement
286(1)
A ``Domains-of-Life'' Approach
287(1)
Methodology
288(3)
The Study Area
288(1)
Data Collection
288(1)
Measurements
289(1)
Aggregation Techniques
289(2)
Results and Analysis
291(6)
Descriptive Statistics
291(1)
Aggregation: Results of OWA Operators
292(2)
Interregional Variability
294(3)
Discussion
297(1)
Acknowledgment
298(1)
Reflecting the Nature of Cognitive Spaces from Perceived Relations
299(15)
Introduction
299(1)
Background: The Nature of Cognitive Maps Derived from Perceived Spatial Relations
300(1)
The Research Approach
301(7)
Problem Statement
301(1)
Hypotheses
302(1)
Research Design
302(1)
Collecting Information on Environmental Cues
303(2)
Pilot Study
305(1)
Cognitive Mapping
306(2)
Analysis and Results
308(3)
Comparing the Groups Tested
308(2)
The Analysis of Congruence
310(1)
Discussion
311(3)
Modeling Group Conservation Perspectives
314(25)
Introduction
314(1)
Considering Human Perspectives in Environmental Conservation Policy
314(3)
Perspectives
314(2)
Latent Constructs
316(1)
An Example of a Latent Construct in Person-Environment Relations Research
316(1)
Context for Modeling ``Perspectives on Conservation''
317(3)
Preliminaries Associated with the Development of Constructs
317(1)
Environmental Context for the Research
318(1)
Information for Formulating Environmental Policy
319(1)
Human Emphasis in Environmental Policy Formulation
319(1)
Representing Perspectives on Conservation
320(2)
Environmental Issues and Their Potential Implications for User Groups
320(2)
Steps to Model Group Conservation Perspectives
322(12)
Acquiring Respondents for the Study
322(1)
Using a Sorting Process to Obtain Subject Views on Conservation Issues
322(2)
Respondents' Arrangements of Conservation Statements
324(2)
Making Use of Information Embedded in the Array of Arrangements
326(1)
Similarities and Differences among Respondents' Arrangements
326(3)
Arrangements of Conservation Statements Implied in Groupings
329(5)
Group Conservation Perspectives and Respondents' Preferences for Conservation Agencies
334(2)
Discussion
336(1)
Acknowledgment
337(2)
PART VII. Planning Research: The Common Sense of a Research Proposal
339(24)
Mapping a Strategic Plan for Research
341(22)
The Research Plan
341(4)
Some Issues to Consider
341(2)
Guides and/or Suggestions for Consturcting a Research Proposal
343(2)
Elaborating on the Sections of a Research Proposal
345(13)
An Introduction
345(2)
The ``Purpose'' of the Study: Research Problem Specification
347(3)
Review of the Relevant Literature
350(1)
Research Design
351(6)
Task Responsibilities, Timetable, and Milestones
357(1)
Budget and Budget Justification
357(1)
Likely Outcomes and Contributions to Knowledge
358(1)
Reporting Research Findings
358(2)
Means of Communicating Research Results
359(1)
Target Audiences
359(1)
Getting Published
359(1)
Summary
360(1)
Conclusion
361(2)
References 363(16)
Index 379(10)
About the Authors 389
Douglas Amedeo is Professor in the Department of Anthropology and Geography at the University of Nebraska-Lincoln. He teaches courses in behavioral approaches to geographic issues and conducts research on the importance of space in environmental settings and affective responses to environments.

Reginald G. Golledge is Professor of Geography at the University of California, Santa Barbara. He teaches courses on spatial and environmental cognition and conducts research in the areas of cognitive mapping and wayfinding, analytical behavioral geography, and spatial behavior.

Robert J. Stimson is Professor of Geographical Sciences and Planning at the University of Queensland, Australia, and Director of the Urban and Regional Analysis Research Program, University of Queensland Social Research Center. He conducts research on human spatial behavior and urban and regional analysis, development, and planning.
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