Person environment behavior research: investigating activities and experiences in spaces and environments
Gespeichert in:
| Beteiligte Personen: | , , |
|---|---|
| Format: | Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
New York [u.a.]
Guilford Press
2009
|
| Schlagwörter: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025894904&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| Umfang: | XXVI, 389 S. Ill., graph. Darst. |
| ISBN: | 159385871X 9781593858711 1593858701 9781593858704 |
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| 100 | 1 | |a Amedeo, Douglas |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Person environment behavior research |b investigating activities and experiences in spaces and environments |c Douglas Amedeo ; Reginald G. Golledge ; Robert J. Stimson |
| 246 | 1 | 3 | |a Person-environment-behavior research |
| 264 | 1 | |a New York [u.a.] |b Guilford Press |c 2009 | |
| 300 | |a XXVI, 389 S. |b Ill., graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 650 | 4 | |a Social psychology |x Methodology | |
| 650 | 4 | |a Environmental psychology | |
| 650 | 4 | |a Spatial behavior | |
| 650 | 4 | |a Research | |
| 650 | 0 | 7 | |a Raumverhalten |0 (DE-588)4139628-5 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Sozialpsychologie |0 (DE-588)4055891-5 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Umweltpsychologie |0 (DE-588)4139846-4 |2 gnd |9 rswk-swf |
| 655 | 7 | |0 (DE-588)4143413-4 |a Aufsatzsammlung |2 gnd-content | |
| 689 | 0 | 0 | |a Umweltpsychologie |0 (DE-588)4139846-4 |D s |
| 689 | 0 | 1 | |a Sozialpsychologie |0 (DE-588)4055891-5 |D s |
| 689 | 0 | 2 | |a Raumverhalten |0 (DE-588)4139628-5 |D s |
| 689 | 0 | |5 DE-604 | |
| 700 | 1 | |a Golledge, Reginald G. |d 1937-2009 |e Verfasser |0 (DE-588)137495668 |4 aut | |
| 700 | 1 | |a Stimson, Robert J. |e Verfasser |4 aut | |
| 856 | 4 | 2 | |m HBZ Datenaustausch |q application/pdf |u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025894904&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |3 Inhaltsverzeichnis |
| 943 | 1 | |a oai:aleph.bib-bvb.de:BVB01-025894904 | |
Datensatz im Suchindex
| _version_ | 1819337597503143936 |
|---|---|
| adam_text | Contents
List of Figures and Tables xxiii
__1_. An Overview of Spatial and/or Environmental Influences 1
in Human Activities and Experiences
1.1 Introduction 1
1.2 Clarifying Terms 2
1.2.1 Human Activities and Experiences 2
1.2.2 How to Understand Human Activities and Experiences 3
1.2.3 Space and/or Spatial Forms in Human Contexts 5
1.3 Space as a Dimension of Environments for Human Activities and Experiences 9
1.3.1 Assumptions about Assessing Space in the Human Context 10
1.3.2 Assumptions Facilitating Further Discussion 12
1.4 Environments as Contexts and Arenas for Activities and Experiences:
A Pragmatic View 20
1.4.1 Immediate Environments as Contexts and Arenas for Activity 20
1.4.2 Environmental Information and Behavioral Functioning 21
1.4.3 The Importance of Memory-Based Environmental Knowledge 22
1.4.4 Context and Arena Features of Memory-Based
Environmental Knowledge 23
1.4.5 But Why Does This Matter? 24
PART I. Comprehending Data Recording and Measurement 27
to Generate Information in Scientific Inquiry
2. Data and Measurement to Generate Information 29
2.1 Introduction 29
2.2 Creating Knowledge: Distinguishing between Information and Data 30
2.3 The Variety of Data Available for Research 32
2.3.1 Primary versus Secondary Data 32
2.3.2 Data Sources 32
2.3.3 Types of Data 33
xiii
xiv Contents
2.3.4 The Aggregation-Disaggregation Problem 34
2.3.5 The Ecological Fallacy and Other Fallacies 35
2.3.6 The Decision-Making Unit and Its Population 36
2.3.7 The Data Matrix 37
2.4 Measurement Implications for Working with Different Types of Data 38
2.4.1 The Need for Measurement and the Qualities It Requires 38
2.4.2 Levels of Measurement 40
2.4.3 Data Quality Issues 42
2.5 Conclusion 44
3. Collecting Data and Generating Information in a Scientific Mode 45
3.1 Introduction 45
3.2 The Rationale for Data Collection, Measurement, and Analysis in Research 45
3.2.1 Different Degrees to Which Relevant Data Can Be Used Directly
or Indirectly in Processed Form 46
3.2.2 Operational Reflectors: Latent Variables 47
3.2.3 Other Difficulties and Complexities 48
3.3 Creating Reflectors or Indicators for Working with Different Forms of Data 48
3.3.1 Concepts and Conceptualizing 49
3.3.2 Attributes and Variables 49
3.4 Diverse Research Formats 52
3.4.1 Qualitative and Quantitative Approaches 52
3.4.2 Survey and Experimental Approaches 52
3.5 The Scientific Approach to Inquiry 53
3.5.1 Modes of Scientific Inquiry 53
3.5.2 Models 57
3.6 Implications for Researching Human Activities and Experiences in Spaces
and Environments 61
PART II. Collecting Data and Representing Information 63
4. The Purpose of Collecting and Matching Data and Analysis 65
4.1 Introduction 65
4.2 Approaches to Data Creation 65
4.2.1 Primary Data and Secondary Data 65
4.2.2 Some Definitions 67
4.2.3 Purposes of Data Collection 67
4.3 Matching Data and Analysis 68
4.3.1 Transforming Qualitative Information into Data 68
4.3.2 Spatialization 69
4.4 Roles of Information in Research 70
4.4.1 Research as an Information-Generating Tool 70
4.4.2 Description 70
4.5 The Basic Elements of Geospatial Description 73
4.5.1 Points 73
4.5.2 Lines, Edges, and Boundaries 75
4.5.3 Links and Networks 76
4.5.4 Areas 77
4.6 Explanation 79
4.7 Modes of Collecting Data and Generating Information 79
Contents xv
5. Qualitative and Survey Approaches to Collecting Data 81
and Generating Information
5.1 Introduction 81
5.2 Qualitative Methods 81
5.2.1 The Concern of Qualitative Methods 81
5.2.2 The Geographic Tradition 82
5.2.3 Objectivity in Qualitative Research 82
5.3 Theoretical Traditions and Approaches in Qualitative Inquiry 83
5.3.1 Case Studies 84
5.3.2 The Narrative 86
5.3.3 Focus Groups 86
5.4 Using Surveys to Collect Data and Generate Information 87
5.4.1 The Tasks Involved in Conducting a Survey 87
5.4.2 Key Issues to Determine Prior to Conducting a Survey 88
5.4.3 Modes for Survey Data Collection 89
5.4.4 Relative Advantages and Disadvantages of Survey Modes 93
5.5 Mixing Quantitative and Qualitative Approaches 93
5.6 Conclusion 95
6. Collecting Information from Sampled Populations Using Probability 96
and Nonprobability Designs
6.1 Introduction 96
6.2 When to Use Probability Sampling and Why 96
6.2.1 Making Inferences and Estimates 96
6.2.2 Sample Size, Sample Proportion, and Sampling Error 97
6.3 Methods of Probability Sampling 99
6.3.1 Simple Random Sampling 99
6.3.2 Systematic Sampling 99
6.3.3 Stratification 100
6.3.4 Cluster and Multistage Sampling 100
6.3.5 Other Probability Sampling Designs 101
6.4 Nonprobability Sampling Approaches 101
6.4.1 Haphazard, Convenience, or Accidental Sampling 102
6.4.2 Purposive, Judgmental, or Expert Choice Sampling 102
6.4.3 Quota Sampling 102
6.5 Data Sources for Sampling 102
6.5.1 The Census 103
6.5.2 Random-Digit Dialing for Telephone Surveys 104
6.5.3 Lists or Directories of Specific Populations 104
6.5.4 Sampling When There Is Not a Listing of the Target Population 104
6.5.5 Piggybacking onto Existing Surveys 105
6.5.6 Automated Data Computer Systems 105
6.6 Collecting Information from People Using a Survey Instrument 106
6.6.1 Addressing Sources of Nonsampling Error and Bias 107
6.6.2 A Model Conceptualizing the Complexity
of the Question-Answer Process 107
6.6.3 Instrument Design and Question Construction 109
6.7 Respondent Behavior 112
6.7.1 Interviewer Training and Standardizing Interview Behavior 113
6.8 Conclusion 115
xvi Contents
7. Extrapolating from Controlled Conditions to the Real World 116
7.1 Introduction 116
7.2 Some Key Issues in Using Controlled Settings to Run Experiments 116
7.2.1 Maintaining Ecological Validity 116
7.2.2 Laboratory versus Real-World Experiments 117
7.3 Ways of Conducting Experiments 118
7.3.1 Purpose of an Experiment and Evolution of Types of Experiments
in Spatial Research 118
7.3.2 Complexity in Experiments 119
7.4 Virtual Experiments 121
7.4.1 Augmented Reality 121
7.4.2 Desktop Virtual Display 121
7.4.3 Immersive Virtual Systems 122
7.5 Simulations 122
7.5.1 Applications of Simulations 122
7.5.2 Types of Simulations 123
7.6 Computational Process Models 123
7.7 Conclusion 124
PART III. Activities in Environments 125
8. Modeling Social-Environmental Factors Associated with Spatial Patterns 127
of Voter Support for Political Parties
8.1 Introduction 127
8.2 Background Context 127
8.3 Developing the GIS-Enabled Spatial Decision Support System 129
8.3.1 The Data 129
8.3.2 Visualizing Electoral Voting Patterns 129
8.3.3 Integrating the Voting Data with Social-Environmental Data 130
8.4 Modeling Ecological Relationships: Analysis and Results 130
8.4.1 Multiple Regression Analysis 133
8.4.2 Predicting Local Patterns of Voter Support for Political Parties 136
8.4.3 The Position of the Political Parties in a Sociopolitical Space 140
8.4.4 Accuracy of the Model Predictions 141
8.5 Discussion 142
8.6 Acknowledgment 143
9. Intellectually Challenged People Interacting with Their Environment 144
9.1 Introduction 144
9.2 Context for the Study of Disability and Activities in Environments 145
9.2.1 Disadvantage, Disenfranchisement, and Discrimination 145
9.2.2 Disabling Environments 145
9.2.3 Activities of Intellectually Challenged Groups Interacting in Their
Immediate Environments 146
9.3 The Experiments 148
9.3.1 Experiment 1: Determining Knowledge of Environmental Cues 149
9.3.2 Experiment 2: Sequencing and Distancing of Cues Along Routes 150
9.3.3 Experiment 3: Examining Configurational Knowledge 151
9.4 Discussion 153
9.5 Acknowledgment 155
Contents xvii
10- Spatial Competence of Blind and Visually Impaired People 156
When Performing Activities in Different Spaces
10.1 Introduction 156
10.2 Background Context 156
10.2.1 Difficulties Faced by Blind or Visually Impaired People 157
10.2.2 Policy Approaches to Creating Accessible Environments
for Disabled Groups 159
10.3 An Experimental Approach to Examining Activities in Spaces
Where Sight Is Absent 160
10.3.1 The Environmental Setting and Experimental Design 160
10.3.2 Results 163
10.4 Using Remote Infrared Auditory Signage 165
10.4.1 Participants in the Experiment 167
10.4.2 Procedures 167
10.4.3 Analysis and Results 168
10.4.4 Discussion 168
10.5 Conclusion 169
10.6 Acknowledgment 169
PART IV. Activities and Spaces 171
11. Decision Process and Choice in the Residential Relocation of Retirees 173
11.1 Introduction 173
11.2 Background Context 174
11.2.1 The Residential Relocation of Retirees 174
11.2.2 The Retirement Village Alternative 175
11.3 A Model of Migration and the Residential Relocation Decision
Choice Process 176
11.3.1 The Approach 177
11.3.2 A Push-Pull Model Framework 177
11.4 Methodology and Analysis 180
11.4.1 Survey Design and Data Collection 180
11.4.2 Analyzing and Modeling the Push Factors 180
11.4.3 Analyzing and Modeling the Pull Factors 182
11.4.4 What Retirees Are Looking for in a Retirement Village 186
11.4.5 Satisfaction with the Relocation
to a Retirement Village 189
11.4.6 Discussion 189
11.5 Conclusion 189
11.6 Acknowledgment 190
12. Sex Roles and the Gendering of Activities and Spaces 191
12.1 Introduction 191
12.2 Background Context 192
12.3 An Experimental Approach to Studying Sex Roles
in Determining Activities 193
12.3.1 Participants 193
12.3.2 Procedures 193
12.3.3 Analysis and Results 195
12.3.4 Discussion 196
xviii Contents
12.4 Investigating the Social Gendering of Spaces and Activities 197
12.4.1 Procedures 197
12.4.2 Analysis and Results 199
12.4.3 Discussion 200
12.5 Conclusion 201
12.6 Acknowledgment 201
13. Spatial Structural Influences on Activities in an Elementary 202
Classroom Environment
13.1 Introduction 202
13.2 Complexities Influencing the Choice of a Research Design 202
13.3 Details of Amedeo and Dyck s (2003) Case Study 204
13.3.1 Influences on the Conduct of Teaching and Learning Activities 204
13.3.2 Activities in the Elementary Classroom and the Significance
of Space 205
13.4 Property Perceptions of Classroom Spatial Layout 206
13.4.1 Exploring Teachers Property Perceptions of Classroom
Spatial Layouts 206
13.4.2 Teachers Judgments about Properties of the Five Classroom
Spatial Layouts 207
13.5 Preferences of Classroom Spatial Layouts 211
13.5.1 Value Implications of Teachers Preference Rankings 212
13.5.2 Evaluating the Configuration of the Spatial Layouts in the MDS
Conceptual Space 213
13.5.3 Description and Assessment of the Clusters in the MDS Space
of Figure 13.2 214
13.5.4 Conclusion 222
13.6 Discussion 223
PART V. Experiences and Environments 225
14. Experiences in Everyday Environments 233
14.1 Introduction 233
14.1.1 A Search for Norm Influences in Affective Reactions
to Everyday Environments 234
14.2 Examining Participant Responses for Evidence of Affective
Norm Influences 236
14.2.1 Perspective 1: R-Mode Factor Analysis of a Subject-Feeling Array 236
14.2.2 Perspective 2: Q-Mode Factor Analysis of a Subject—Feeling Array 236
14.2.3 Integrating the Q- and R-Mode Forms of Factor Information
with Original Responses 237
14.3 Norm Influences on the Affective Responses to the City Street Scene
Environment (El) 237
14.3.1 Focusing on Salient Feelings Expressed by Subjects for the City Street
Scene 239
14.3.2 Norm Influences on the Affective Responses to the Social Gathering
Environment (E2) 240
14.3.3 Norms in the Affective Responses to the Woodland Setting
Scene (E3) 240
14.4 Overview 243
14.4.1 Preliminary Remarks about Implications of Results 243
Contents xix
14.5 Affects in Cognitively Oriented P-E-B Frameworks 244
14.5.1 Cognitively Oriented P-E-B Frameworks 244
14.5.2 Affect and Cognitive Processes 245
14.6 Information-Processing Concerns of P-E-B Frameworks 245
14.6.1 Conceptually Incorporating Affect into P-E-B Frameworks 246
14.6.2 Empirical Association between Affects and Internal Information 246
14.6.3 Integrating Reflections of Affective Norms
with Environmental Schemata Indicators 247
14.7 Discussion 250
15. Aesthetic Experiences in Environments 252
15.1 Introduction 252
15.2 Information-Influencing Perceptions of Scenic Quality 252
15.2.1 Understanding the Notion of Scenicness 253
15.2.2 Issues Affecting the Comprehension of Scenic Quality 253
15.3 Assessments of Scenic Differences among Scenes 258
15.3.1 The Sample and Instrument 258
15.3.2 Format for Eliciting Perceptions of Scenicness 260
15.4 Versions of Scenic Quality 265
15.4.1 Arrangements of Scenes Implied by Versions
of Scenic Value Perception 267
15.4.2. Information Influences in Versions
of Scenic Quality Perception 267
15.5 Discussion 275
15.6 Conclusion 278
15.7 Acknowledgment 279
PART VI. Experiences and Spaces 281
16. Deriving Metropolitanwide Spatial Patterns of Perceived 285
Quality-of-Life Dimensions
16.1 Introduction 285
16.2 QOL: An Overview 286
16.2.1 Defining QOL 286
16.2.2 QOL Measurement 286
16.2.3 A Domains-of-Life Approach 287
16.3 Methodology 288
16.3.1 The Study Area 288
16.3.2 Data Collection 288
16.3.3 Measurements 289
16.3.4 Aggregation Techniques 289
16.4 Results and Analysis 291
16.4.1 Descriptive Statistics 291
16.4.2 Aggregation: Results of OWA Operators 292
16.4.3 Interregional Variability 294
16.5 Discussion 297
16.6 Acknowledgment 298
xx Contents
17. Reflecting the Nature of Cognitive Spaces from Perceived Relations 299
17.1 Introduction 299
17.2 Background: The Nature of Cognitive Maps Derived from Perceived
Spatial Relations 300
17.3 The Research Approach 301
17.3.1 Problem Statement 301
17.3.2 Hypotheses 302
17.3.3 Research Design 302
17.3.4 Collecting Information on Environmental Cues 303
17.3.5 Pilot Study 305
17.3.6 Cognitive Mapping 306
17.4 Analysis and Results 308
17.4.1 Comparing the Groups Tested 308
17.4.2 The Analysis of Congruence 310
17.5 Discussion 311
18. Modeling Group Conservation Perspectives 314
18.1 Introduction 314
18.2 Considering Human Perspectives in Environmental Conservation Policy 314
18.2.1 Perspectives 314
18.2.2 Latent Constructs 316
18.2.3 An Example of a Latent Construct in Person-Environment Relations
Research 316
18.3 Context for Modeling Perspectives on Conservation 317
18.3.1 Preliminaries Associated with the Development of Constructs 317
18.3.2 Environmental Context for the Research 318
18.3.3 Information for Formulating Environmental Policy 319
18.3.4 Human Emphasis in Environmental Policy Formulation 319
18.4 Representing Perspectives on Conservation 320
18.4.1 Environmental Issues and Their Potential Implications for User
Groups 320
18.5 Steps to Model Group Conservation Perspectives 322
18.5.1 Step 1: Acquiring Respondents for the Study 322
18.5.2 Step 2: Using a Sorting Process to Obtain Subject Views
on Conservation Issues 322
18.5.3 Step 3: Respondents Arrangements of Conservation Statements 324
18.5.4 Step 4: Making Use of Information Embedded in the Array
of Arrangements 326
18.5.5 Step 5: Similarities and Differences
among Respondents Arrangements 326
18.5.6 Step 6: Arrangements of Conservation Statements Implied
inGroupings 329
18.6 Group Conservation Perspectives and Respondents Preferences
for Conservation Agencies 334
18.7 Discussion 336
18.8 Acknowledgment 337
Contents xxi
PART VII. Planning Research: The Common Sense of a Research Proposal 339
19. Mapping a Strategic Plan for Research 341
19.1 The Research Plan 341
19.1.1 Some Issues to Consider 341
19.1.2 Guides and/or Suggestions for Constructing a Research Proposal 343
19.2 Elaborating on the Sections of a Research Proposal 345
19.2.1 An Introduction 345
19.2.2 The Purpose of the Study: Research Problem Specification 347
19.2.3 Review of the Relevant Literature 350
19.2.4 Research Design 351
19.2.5 Task Responsibilities, Timetable, and Milestones 357
19.2.6 Budget and Budget Justification 357
19.2.7 Likely Outcomes and Contributions to Knowledge 358
19.3 Reporting Research Findings 358
19.3.1 Means of Communicating Research Results 359
19.3.2 Target Audiences 359
19.3.3 Getting Published 359
19.4 Summary 360
19.5 Conclusion 361
References 363
Index 379
About the Authors 389
List of Figures and Tables
Figures
1.1. Stage 1: Unorganized elements 17
1.2. Stage 2: Organized elements 18
1.3. Stage 1: Unorganized elements 18
1.4. Stage 2: Organized elements 19
2.1. The data matrix, incorporating a spatial element 37
2.2. A classification of sources of survey error and bias 44
3.1. A classification of variables 51
3.2. Approaches to theory construction and testing 55
3.3. Logic of scientific research 56
3.4. From geographic reality to the data matrix 61
4.1. The process of transforming raw data into information 68
4.2. Georeferencing to spatialize data and produce spatial information 69
4.3. Diagrammatic spatialization of data in Table 4.1 70
6.1. A model of the question-answer process 108
7.1. Distorted grid maps 120
8.1. The pattern of voting where the Coalition vote outnumbers the Labor vote 132
and vice versa, overlaid on the distribution of incidence of high-income
households: Sydney
8.2. Discrimination between the political parties on Functions 1 and 2 using Z-scores 141
between -2.0 and +2.0
9.1a. Composite error map, experimental group 152
9.1b. Composite error map, control group 152
9.2. Control group: Warped grid 154
9.3. Experimental group: Warped grid 154
10.1. Plan of the route 160
10.2. Walking error for all choice points: Interactions between trial and condition 164
xxiii
xxiv List of Figures and Tables
10.3. Walking error for critical choice points: Interactions between trial and condition 165
10.4. Indoor use of RIAS 166
10.5. An environmental segment and the track of the experimental subject 167
finding a specific destination by following directions from the RIAS
11.1. Decision and choice factors: The advantages and disadvantages of 179
various housing options for older persons
11.2. Predictor variables explaining which retirees are likely to report 181
the change in lifestyle push factor
11.3. Predictor variables explaining which retirees are likely to report 183
the maintenance push factor
11.4. Predictor variables explaining which retirees are likely to report 183
the social isolation push factor
11.5. Predictor variables explaining which retirees are likely to report 183
the health and mobility push factor
11.6. Relative importance of reasons attracting retirees to move to their retirement village 184
11.7. Predictor variables explaining retirees reporting of the built environment 185
and affordability pull factor
11.8. Predictor variables explaining retirees reporting of the location pull factor 185
11.9. Predictor variables explaining retirees reporting of the maintaining 186
existing lifestyle pull factor
11.10. Retiree ratings of desirability of services and facilities being provided 187
in a retirement village
13.1. Five spatial layouts 207
13.2. MDS assessment of teacher preference rankings 212
14.1. Environment El: An old city street scene 235
14.2. Environment E2: A social gathering scene 235
14.3. Environment E3: A woodland setting 235
14.4. Graphical example of dataset for a given environment 237
15.1. Completion of sorting process 261
15.2. Subjects arrangements of 56 landscapes according to perceived 262
scenic quality differences
15.3. Nominal illustrations of correlations for all pairs of 407 landscape arrangements 263
15.4. Nominal illustration of Q-mode factor matrix resulting from the alpha 264
factor analysis procedure
15.5. Arrangements of 56 scenes according to their differences in scenicness 268
for each of the three versions
16.1. Variability in QOL using the MAX-OWA operator 295
16.2. Variability in QOL using the ME-OWA operator 296
17.1. Cue selection procedure 304
17.2. Control-group grid 309
18.1. Panel used for sorting 324
18.2. Illustration of correlations between sorts 327
18.3. Three different perspectives on conservation issues in the Sandhills of Nebraska 333
(distribution of conservation statement numbers)
List of Figures and Tables xxv
Tables
2.1. Four Levels of Measurement and Some Statistics Appropriate to Each Level 41
2.2. A Classification of Spatial Data by Level of Measurement and Type of Spatial Object 42
4.1. An Example of Geographical Data 69
4.2. The Complexity of Representing Trips 77
5.1. Theoretical Traditions and Approaches in Qualitative Inquiry 83
5.2. The Tasks Involved in Conducting a Survey 88
6.1. The Effect of the Proportionate and Absolute Size of the Sample in the Formula
for Estimating the Standard Error 98
8.1. Variables Derived from the 2001 Census Representing the Demographic 131
and Socioeconomic Characteristics of Polling Booth Catchments
8.2. Results of the Stepwise Regression Modeling: The Most Important Factors 134
Explaining Spatial Variation in the Primary Vote for Political Parties at the 2004
Federal Election
8.3. Descriptive Statistics and the Number of Polling Booths by Favorable Voting 138
Outcomes for Each Political Party and the 2001 and 2004 Federal Elections
8.4. Function Loadings of Predictors on Discriminant Functions 1, 2, and 3 139
8.5. Predicted and Actual Polling Booth Outcomes: Number of Polling Booths 142
and Percentage of Booths Correctly Predicted by the Model
9.1. Common Environmental Cues in Cities 147
9.2. Principal Types of Fundamental Cues from Group Home Discussions 147
9.3. Tasks Completed during Data Collection Sessions 148
9.4. Familiarity Ratings of 10 Most Familiar Cues 149
9.5. Skills Needed to Use Mass Transit 150
9.6. Experimental versus Control Groups: Bidimensional Correlations of Sequencing 153
of Cues
10.1. Technical Aids for Disabilities 158
10.2. Selected Legislative Acts in the United States, 1961-1990 159
10.3. Conditions and Participants 163
10.4. Potential Obstacles to the Development and Acceptance of a Practical Navigation Aid 169
11.1. Correlations between the Push Factors and the Services and Facilities Factors 188
12.1. Spatial Activities Listed by Sex Typing in the Newcombe et al. (1983) Study: 198
75% or More Agreement among Participants
12.2. Spatial Activities Listed by Sex Typing in the Santa Barbara Community Study: 200
75% or More Agreement among Participants
12.3. Spatial Activities Listed by Sex Typing in the Student Study: 201
75% or More Agreement among Participants
13.1. Properties of Classroom Designs 208
13.2. Classroom Layout Design and Property Characterization by Groups of Teachers 209
13.3. Preference Rankings of Five Classroom Designs 211
13.4. Preference Orientations for Educational and Design Issues 215
13.5. Design Preference Frequencies and Average Scores on Issues for Teachers in MDS 216
14.1. Characteristics of the Opportunity Sample 234
xxvi List of Figures and Tables
14.2. Subject Groups and Their Raw Scores on Feelings Characterizing Emotional 238
Dimensions Being by Yourself in the Old City Street Scene
14.3. Subject Groups and Their Raw Scores on Feelings Characterizing Emotional 241
Dimensions Being by Yourself at a Social Gathering
14.4. Subject Groups and Their Raw Scores on Feelings Characterizing Emotional 242
Dimensions Being by Yourself at a Woodland Setting
14.5. City Street Scene: Associations between Affective Norms 249
and Environmental Scenarios
14.6. Social Gathering Scene: Associations between Affective Norms 250
and Environmental Scenarios
15.1. Individuals Selected for the Study: Gender, Age, Places, and Groups 259
15.2. Subjects Loading on Dimensions Extracted by Q-Mode Factor Analysis 266
15.3. Physical Features from 56 Scenes 270
15.4. Relationships between Physical Features and Perceptual Versions of Scenic Quality 271
15.5a. Rotated Factor Pattern: R-Mode Factor Analysis of Scene Sortings Produced 272
by Individuals Subscribing to Perceptual Version 1
15.5b. Rotated Factor Pattern: R-Mode Factor Analysis of Scene Sortings Produced 273
by Individuals Subscribing to Perceptual Version 2
15.5c. Rotated Factor Pattern: R-Mode Factor Analysis of Scene Sortings Produced 274
by Individuals Subscribing to Perceptual Version 3
15.6. Comparison of Scenic Spaces Associated with Three Versions (V;) of Scenic Quality 276
16.1. Descriptive Statistics for QOL Items 292
16.2. Transfer of Location-Specific QOL Survey Data into Subregions 293
17.1. Preliminary Test: Locations in Rank Order 305
17.2. Cue-Trial Allocations 305
17.3. Newcomer Stress Statistics over Time 310
17.4. KYST 3 STRESS Values over Time for the Intermediate Group 311
17.5. Control Group STRESS Values 312
18.1. The Conservation Statements 323
18.2. Partial Matrix of Respondents Arrangements 325
18.3. Rotated Q-Mode Factor Analysis of Respondents Statement Arrangements 328
18.4. A Fictitious Example of a Factor 329
18.5. Devising Weights for Computing a Weighted Average Estimate 330
18.6. Computing Weighted Conservation Statement Scores to Estimate Sorting Pattern 331
for Example Group in Table 18.5
18.7. Weighted Conservation Scores for the Three Groups and Their 332
Standardized Counterparts
18.8. Dimensions Used to Estimate Respondents Rankings of Environmental Agencies 335
19.1. Steps for Preparing a Research Proposal 341
|
| any_adam_object | 1 |
| author | Amedeo, Douglas Golledge, Reginald G. 1937-2009 Stimson, Robert J. |
| author_GND | (DE-588)137495668 |
| author_facet | Amedeo, Douglas Golledge, Reginald G. 1937-2009 Stimson, Robert J. |
| author_role | aut aut aut |
| author_sort | Amedeo, Douglas |
| author_variant | d a da r g g rg rgg r j s rj rjs |
| building | Verbundindex |
| bvnumber | BV040915665 |
| classification_rvk | CV 1000 |
| ctrlnum | (OCoLC)844041603 (DE-599)HBZHT015780190 |
| discipline | Psychologie |
| format | Book |
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| genre | (DE-588)4143413-4 Aufsatzsammlung gnd-content |
| genre_facet | Aufsatzsammlung |
| id | DE-604.BV040915665 |
| illustrated | Illustrated |
| indexdate | 2024-12-20T16:27:05Z |
| institution | BVB |
| isbn | 159385871X 9781593858711 1593858701 9781593858704 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-025894904 |
| oclc_num | 844041603 |
| open_access_boolean | |
| owner | DE-824 |
| owner_facet | DE-824 |
| physical | XXVI, 389 S. Ill., graph. Darst. |
| publishDate | 2009 |
| publishDateSearch | 2009 |
| publishDateSort | 2009 |
| publisher | Guilford Press |
| record_format | marc |
| spellingShingle | Amedeo, Douglas Golledge, Reginald G. 1937-2009 Stimson, Robert J. Person environment behavior research investigating activities and experiences in spaces and environments Social psychology Methodology Environmental psychology Spatial behavior Research Raumverhalten (DE-588)4139628-5 gnd Sozialpsychologie (DE-588)4055891-5 gnd Umweltpsychologie (DE-588)4139846-4 gnd |
| subject_GND | (DE-588)4139628-5 (DE-588)4055891-5 (DE-588)4139846-4 (DE-588)4143413-4 |
| title | Person environment behavior research investigating activities and experiences in spaces and environments |
| title_alt | Person-environment-behavior research |
| title_auth | Person environment behavior research investigating activities and experiences in spaces and environments |
| title_exact_search | Person environment behavior research investigating activities and experiences in spaces and environments |
| title_full | Person environment behavior research investigating activities and experiences in spaces and environments Douglas Amedeo ; Reginald G. Golledge ; Robert J. Stimson |
| title_fullStr | Person environment behavior research investigating activities and experiences in spaces and environments Douglas Amedeo ; Reginald G. Golledge ; Robert J. Stimson |
| title_full_unstemmed | Person environment behavior research investigating activities and experiences in spaces and environments Douglas Amedeo ; Reginald G. Golledge ; Robert J. Stimson |
| title_short | Person environment behavior research |
| title_sort | person environment behavior research investigating activities and experiences in spaces and environments |
| title_sub | investigating activities and experiences in spaces and environments |
| topic | Social psychology Methodology Environmental psychology Spatial behavior Research Raumverhalten (DE-588)4139628-5 gnd Sozialpsychologie (DE-588)4055891-5 gnd Umweltpsychologie (DE-588)4139846-4 gnd |
| topic_facet | Social psychology Methodology Environmental psychology Spatial behavior Research Raumverhalten Sozialpsychologie Umweltpsychologie Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025894904&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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